Lawton Public Schools
Science
Curriculum Alignment Guide
for
Biology I
Barry Beauchamp, Superintendent
Dr. Linda Dzialo, Deputy Superintendent
July 2007
TABLE OF CONTENTS
National Science Content Standards............................................................................... 2
Priority Academic Student Skills ...................................................................................... 3
Biology I Curriculum Guide .............................................................................................. 6
1
National Science Content Standards
Unifying Concepts and Processes
Earth and Space Sciences
UCP.1
UCP.2
UCP.3
UCP.4
UCP.5
D.1
D.2
D.3
D.4
Systems, order, and organization
Evidence, models, and explanation
Change, constancy, and measurement
Evolution and equilibrium
Form and function, Science as inquiry
Science and Technology
E.1 Abilities of technological design
E.2 Understandings about science and technology
Science as Inquiry
A.1
A.2
Abilities necessary to do scientific inquiry
Understandings about scientific inquiry
Science in Personal and Social Perspectives
Physical Science
B.1
B.2
B.3
B.4
B.5
B.6
Energy in the earth system
Geochemical cycles
Origin and evolution of the earth system
Origin and evolution of the universe
F.1
F.2
F.3
F.4
F.5
F.6
Structure of atoms
Structure and property of matter
Chemical reactions
Motions and forces
Conservation of energy and increase of disorder
Interactions of energy and matter
Personal and community health
Population growth
Natural resources
Environmental quality
Natural and human-induced hazards
Science and technology in local, national, and
global challenges
History and Nature of Science
Life Science
G.1 Science as a human endeavor
G.2 Nature of scientific knowledge
G.3 Historical perspectives
C.1
C.2
C.3
C.4
C.5
The cell
Molecular basis of heredity
Biological Evolution
Interdependence of organisms
Matter, energy, and organization in living
systems
C.6 Behavior of organisms
2
Priority Academic Student Skills
BIOLOGY I
HIGH SCHOOL
Standards for Inquiry and the Biological Sciences
The Priority Academic Student Skills (PASS) should be taught by investigating content, concepts, and principles of major themes in the
Biological Sciences.
SCIENCE PROCESSES AND INQUIRY
High School
Process Standard 1. Observe and Measure - Observing is the first action taken by the learner to acquire new information
about an organism or event. Opportunities for observation are developed through the of a variety of scientific tools.
Measurement allows observations be quantified. The student will accomplish these objectives to meet this process standard.
1.
Identify qualitative and quantitative changes in cells, organisms, populations, and ecosystems given conditions (e.g.,
temperature, mass, volume, time, position, length, quantity) before, during, and after an event.
2.
Use appropriate tools (e.g., microscope, pipette, metric ruler, graduated cylinder, thermometer, balances, stopwatches) when
measuring cells, organisms, populations, and ecosystems.
3.
Use appropriate System International (SI) units (i.e., grams, meters, liters, degrees Celsius, and seconds); and SI prefixes (i.e.,
micro-, milli-, centi-, and kilo-) when measuring cells, organisms, populations, and ecosystems.
Process Standard 2: Classify - Classifying establishes order. Organisms and events are classified based on similarities,
differences, and interrelationships. The student will accomplish these objectives to meet this process standard.
1.
Using observable properties, place cells, organisms, and/or events into a biological classification system.
2.
Identify the properties by which a biological classification system is based.
Process Standard 3: Experiment - Experimenting is a method of discovering information. It requires making observations and
measurements to test ideas. The student will accomplish these objectives to meet this process standard.
1.
Evaluate the design of a biology laboratory investigation.
2.
Identify the independent variables, dependent variables, and controls in an experiment.
3.
Use mathematics to show relationships within a given set of observations (e.g., population studies, biomass, probability).
4.
Identify a hypothesis for a given problem in biology investigations.
5.
Recognize potential hazards and practice safety procedures in all biology activities.
Process Standard 4: Interpret and communicate - Interpreting is the process of recognizing patterns in collected data by making
inferences, predictions, or conclusions. Communicating is the process of describing, recording, and reporting experimental
procedures and results to others. Communication may be oral, written, or mathematical and includes organizing ideas, using
appropriate vocabulary, graphs, other visual representations, and mathematical equations. The student will accomplish these
objectives to meet this process standard.
1.
Select appropriate predictions based on previously observed patterns of evidence.
2.
Report data in an appropriate manner.
3.
Interpret data tables, line, bar, trend, and/or circle graphs.
4.
Accept or reject hypotheses when given results of a biological investigation.
5.
Evaluate experimental data to draw the most logical conclusion.
3
6.
Prepare a written report describing the sequence, results, and interpretation of a biological investigation or event.
7.
Communicate or defend scientific thinking that results in conclusions.
8.
Identify and/or create an appropriate graph or chart from collected data, tables, or written description (e.g., population studies, plant
growth, heart rate).
Process Standard 5: Model - Modeling is the active process of forming a mental or physical representation from data, patterns, or
relationships to facilitate understanding and enhance prediction. The student will accomplish these objectives to meet this
process standard.
1.
Interpret a biological model which explains a given set of observations.
2.
Select predictions based on models such as pedigrees, life cycles, energy pyramids.
3.
Compare a given model to the living world.
Process Standard 6: Inquiry - Inquiry can be defined as the skills necessary to carry out the process of scientific or systemic
thinking. In order for inquiry to occur, students must have the opportunity to ask a question, formulate a procedure, and observe
phenomena. The student will accomplish these objectives to meet this process standard.
1.
Formulate a testable hypothesis and design an appropriate experiment relating to the living world.
2.
Design and conduct biological investigations in which variables are identified and controlled.
3.
Use a variety of technologies, such as hand tools, microscopes, measuring instruments, and computers to collect, analyze, and
display data.
4.
Inquiries should lead to the formulation of explanations or models (physical, conceptual, and mathematical). In answering
questions, students should engage in discussions (based on scientific knowledge, the use of logic, and evidence from the
investigation) and arguments that encourage the revision of their explanations, leading to further inquiry.
Standard 1: The Cell - Cells are the fundamental unit of life, composed of a variety of structures that perform functions necessary
to maintain life. The student will engage in investigations that integrate the process standards and lead to the discovery of the
following objectives:
1.
Cells are composed of a variety of structures such as the nucleus, cell membrane, cell wall, cytoplasm, ribosomes, mitochondria,
and chloroplasts.
2.
Cells can differentiate and may develop into complex multicellular organisms (i.e., cells, tissues, organs, organ systems,
organisms).
Standard 2: The Molecular Basis of Heredity - DNA determines the characteristics of organisms. The student will engage in
investigations that integrate the process standards and lead to the discovery of the following objectives:
1.
Cells function according to the information contained in the master code of DNA (i.e., cell cycle, DNA to DNA, and DNA to RNA).
Transfer RNA and protein synthesis will be taught in life science courses with rigor greater than Biology I.
2.
A sorting and recombination of genes in reproduction results in a great variety of possible gene combinations from
the offspring of any two parents (i.e., Punnett squares and pedigrees). Students will understand the following concepts in a single
trait cross: alleles, dominant trait, recessive trait, phenotype, genotype, homozygous, and heterozygous.
Standard 3: Biological Diversity - Diversity of species is developed through gradual processes over many generations. The
student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:
1.
Different species might look dissimilar, but the unity among organisms becomes apparent from an analysis of internal structures,
the similarity of their chemical processes, and the evidence of common ancestry (e.g., homologous and analogous structures).
4
2.
Species acquire many of their unique characteristics through biological adaptation, which involves the selection of naturally
occurring variations in populations. Biological adaptations include changes in structures, behaviors, or physiology, which may
enhance or limit the survival and reproductive success in a particular environment.
Standard 4: The Interdependence of Organisms - Interrelationships and interactions between and among organisms in an
environment is the interdependence of organisms. The student will engage in investigations that integrate the process standards
and lead to the discovery of the following objectives:
1.
Matter on the earth cycles among the living and nonliving components of the biosphere.
2.
Organisms both cooperate and compete in ecosystems (i.e., parasitism and symbiosis).
3.
Living organisms have the capacity to produce populations of infinite size, but environments and resources limit population size
(i.e., carrying capacity and limiting factors).
Standard 5: Matter, Energy, and Organization in Living Systems - Living systems require a continuous input of energy to maintain
their chemical and physical organizations. The student will engage in investigations that integrate the process standards and lead
to the discovery of the following objectives:
1.
The complexity and organization of organisms accommodates the need for obtaining, transforming, transporting, releasing, and
eliminating the matter and energy used to sustain the organism (i.e., photosynthesis and cellular respiration).
2.
As matter and energy flow through different levels of organization of living systems and between living systems and the physical
environment, chemical elements are recombined in different ways by different structures. Matter and energy are conserved in each
change (i.e., water cycle, carbon cycle, nitrogen cycle, food webs, and energy pyramids).
Standard 6: The Behavior of Organisms - Organisms have behavioral responses to internal changes and to external stimuli. The
student will engage in investigations that integrate the process standards and lead to the discovery of the following objectives:
1.
Specialized cells enable organisms to monitor what is going on in the world around them (e.g., detect light, sound, specific
chemicals, gravity, plant tropism, sense organs, homeostasis).
2.
Responses to external stimuli can result from interactions with the organism’s own species and others, as well as environmental
changes; these responses either can be innate or learned. Broad patterns of behavior exhibited by animals have changed over
time to ensure reproductive success.
5
Course/Level
General
Biology
PASS Standard:
Process Standards 1.1
Standards 1.2, 3.2, 5.1, 5.2, 6.1, 6.2
National Science Standard:
UPC.2; A.1, A.2, C.1, C.4, C.5, C.6; E.1, E.2; F.3,
F.4, F.6; G.1, G.2, G.3
Time Range:
Hours: 2
Quarter: 1
NRT
CRT
Assessment Instrument
EOI
ACT
SAT
X
Lesson Objective:
1. Recognize some possible benefits from studying biology.
2. Summarize the characteristics of living things
Level of Specificity:
Distinguish the differences between living and nonliving things.
AP
Prerequisites: None
Blooms
Process
Skills
K*
Observe/Measure *
C*
Classify *
A
Experiment
A
S
Inquiry *
Interpret/Communicate
E
Model
Suggested Teaching Strategies:
Aligned Instructional Resources:
1. Survey the fields of biology and their impact on humans and the earth.
Biology, The Dynamics of Life, Glencoe
Science, 2005, Chapter 1, Section 1
2. Identify and classify objects as living or nonliving.
Section Focus Transparency 1
Section Focus Transparency Worksheet,
p 23, T48
Section Assessment, TWE, p10
Reinforcement and Study Guide,
pp 13-14, T46
Assessment Sample Format:
Additional Resources/Notes:
1. What are some important reasons for studying biology?
Internet BioLab, TWE, pp 24-25
2. Identify and describe how an organism could respond to an external
stimulus. Describe a response to an internal stimulus.
BioLab Worksheet, pp 9-10, T45
3. Why is energy required for living things? How do living things obtain
energy?
Concept Mapping, p 21, T48
4. Describe how biologists’ research contributes to our understanding of
the world.
Date(s) Taught
6
MiniLab Worksheet, p 3, T45
Guided Reading Audio Summaries, Section
1.1
Time Range:
Hours: 2
Quarter: 1
PASS Standard:
Process Standards: S.1.2; S.3.1, S.3.2, S.3.4, S.3.5; S.4.2, S.4.3, S.4.5,
S.4.7; S.6.1, S.6.4
Course/Level
General
Biology
National Science Standard:
UCP.2; UCP.4; A.1, A.2; B.2; C.3, C.6; E.2; G.1, G.2
NRT
CRT
Assessment Instrument
EOI
ACT
SAT
X
Lesson Objective:
1. Compare different scientific methods.
2. Differentiate among hypothesis, theory, and principle
Level of Specificity:
Learn the scientific method to such a degree that it can be applied to a problem
AP
Prerequisites: None
Blooms
Process
Skills
K*
Observe/Measure *
C
Classify *
A*
Experiment *
S
S
Inquiry *
Interpret/Communicate
*
E
Model
Suggested Teaching Strategies:
Aligned Instructional Resources:
1. Apply the scientific method to everyday problems that a student might
experience.
Biology, The Dynamics of Life, Glencoe
Science, 2005, Chapter 1, Section 2
Section Focus Transparency 2
2. Walk students through a simple experiment.
3. Have students design and perform an experiment to a specific problem.
Section Focus Transparency Worksheet, p
24, T48
Section Assessment, TWE, p 18
Reinforcement and Study Guide, p 15, T4647
Assessment Sample Format:
Additional Resources/Notes:
1. Describe a controlled experiment you could perform to determine
whether ants are more attracted to butter or to honey.
MiniLab 1.2, TWE, p. 14
2. What is the difference between a theory and a hypothesis?
Laboratory Manual, pp 1-4, 1T
3. Why do some investigations require a control?
Problem-Solving Lab 1.1, TWE, p 18
MiniLab Worksheet, pp5-6, T45
Guided Reading Audio Summaries, Section
1.2
Virtual Labs CD-ROM, Dependent and
Independent Variables
Date(s) Taught
7
PASS Standard:
Process Standards: S.1.1, S.1.3, S.3.1, S.3.2, S.3.4, S.3.5, S.4.2, S.4.3,
S.4.5, S.4.7, S.4.8, S.6.1, S.6.3, S.6.4
Standards: B.1.2, B.3.2, B.5.1, B.6.2
Course/Level
General
Biology
National Science Standard:
UCP.1, UCP.2, UCP.5; A.1, A.2; C.1, C.3, C.5, C.6;
E.1, E.2; G.1, G.2
NRT
CRT
Time Range:
Hours: 2
Quarter: 1
Assessment Instrument
EOI
ACT
SAT
X
AP
Lesson Objective:
1. Compare and contrast quantitative and qualitative information.
2. Explain why science and technology cannot solve all problems.
Level of Specificity:
Differentiate between quantitative and qualitative information. Demonstrate the ability to
record quantitative information using SI.
Prerequisites: None
Blooms
Process
Skills
K
Observe/Measure *
C*
Classify *
A
Experiment
A
S*
Inquiry *
Interpret/Communicate
*
E
Model
Suggested Teaching Strategies:
Aligned Instructional Resources:
1. Direct students in the collection of both quantative and qualitative data.
Biology, The Dynamics of Life, Glencoe
Science, 2005, Chapter 1, Section 3
2. Have students discuss specific problems to which technology offers no
solutions.
Section Focus Transparency 3
Section Focus Transparency Worksheet, p
23, T49
Section Assessment, TWE, p 23
Chapter Assessment pp 27-32, T49, T50
Assessment Sample Format:
Additional Resources/Notes:
1. Why is it important that scientific investigations be repeated?
MiniLab 1.3, TWE, p 22
2. Compare and contrast quantitative and qualitative. Explain how both
types of information are important to biological studies.
MiniLab Worksheet, p 4, T45
Laboratory Manual, pp 5-8, 2T
3. Why is science considered to be a combination of information and
process?
4. Why is technology not the solution to all scientific problems?
Date(s) Taught
8
Guided Reading Audio Summaries,
Section 1.3
PASS Standard:
Process Standards: S.3.2, S.3.4, S.3.5; S.4.2, S.4.3, S.4.4, S.4.5; S.6.1,
S.6.2
Course/Level
General
Biology
National Science Standard:
UCP.1, UCP.2, UCP.3; A.1, A.1; B.1-3; C.5, E.1,
E.2; F.1; G.1, G.2
Lesson Objective:
Level of Specificity:
NRT
CRT
Time Range:
Hours: 4
Quarter: 1
Assessment Instrument
EOI
ACT
SAT
X
AP
1. Relate the particle structure of an atom to the identity of elements
2. Relate the formations of covalent and ionic chemical bonds to the stability of atoms.
3. Distinguish mixtures and solutions.
4. Define acids and bases and relate their importance to biological systems.
Develop a very basic working knowledge of inorganic chemistry.
Prerequisites: None
Blooms
Process
Skills
K*
Observe/Measure
C
Classify *
A
Experiment
A*
Inquiry *
S*
E*
Interpret/Communicate
Model *
Suggested Teaching Strategies:
Aligned Instructional Resources:
1. Using a periodic table, students should learn how to draw and label a
model of the most common elements
Biology, The Dynamics of Life, Glencoe
Science, 2005, Chapter 6, Section 1
2. Students should understand covalent and ionic bonding using H2O and a
NaCl as examples.
Section Focus Transparency 12
Section Focus Transparency Worksheet,
3. Using pH paper, students should be learn to identify common substances p 19, F173-T174
as either acids or bases.
Basic Concepts Transparencies 4, 5a &
5b
Reinforcement and Study Guide pp 9-10,
T172
Assessment Sample Format:
Additional Resources/Notes:
1. Describe the parts of an atom and where they are located.
MiniLab 6.1, TWE, p 151
2. Given an atom and its atomic number and mass, make a labeled drawing of the
atom.
MiniLab Worksheet, P 3, T171
3. How does the formation of an ionic bond differ from the formation of a covalent Problem Solving Lab 6.1, TWE, p 145
bond?
3. Given their position on the pH scale, identify substances as acidic or basic.
Date(s) Taught
9
Guided Reading Audio Summaries,
Section 6.1
Time Range:
Hours: 3
Quarter: 1
PASS Standard:
Process Standards: S.3.2, S.3.4, S.3.5; S.4.2, S.4.3, S.4.4, S.4.5; S.6.1,
S.6.2
Course/Level
General
Biology
National Science Standard:
UCP.1, UCP.2, UCP.3; A.1, A.2; B.1-3; C.5; E.1,
E.2; F.1; G.1, G.2
NRT
CRT
Assessment Instrument
EOI
ACT
SAT
X
AP
Lesson Objective:
1. Relate water’s unique features to polarity.
2. Explain how the process of diffusion occurs and why it is important to cells.
Level of Specificity:
Learn how the concentration of dissolved salts in the water surrounding cells directly effects
the cells.
Prerequisites: None
Blooms
Process
Skills
K*
Observe/Measure *
C*
Classify *
A*
Experiment *
S
S
Inquiry *
E*
Interpret/Communicate
Model
Suggested Teaching Strategies:
Aligned Instructional Resources:
1. Students will observe both the cohesive and adhesive properties of
water.
Biology, The Dynamics of Life, Glencoe
Science, 2005, Chapter 6, Section 2
2. Students will expose both plant and animal cells to solutions containing
varying degrees of dissolved salts (hypotonic, hypertonic, and isotonic
solutions) and observe the results.
MiniLab Worksheet, p 4
Reinforcement and Study Guide, p 11
Concept Mapping, p 17
Section Focus Transparency 13
Section Transparency Worksheet, p 20, 174
Assessment Sample Format:
Additional Resources/Notes:
1. Explain why water is a polar molecule.
Interactive Chalkboard CD-ROM:
section 6.2 Presentation
2. How does a hydrogen bond compare to a covalent bond?
3. What property of water explains why it can travel to the tops of trees?
4. What is the eventual result of the cellular process of diffusion? Describe
concentration prior to and at this point.
Date(s) Taught
10
Guided Reading Audio Summaries,
Section 6.2
Time Range:
Hours: 3
Quarter: 1
PASS Standard:
Process Standards: S.3.2, S.3.4, S.3.5; S.4.2, S.4.3, S.4.4, S.4.5; S.6.1,
S.6.2
Course/Level
General
Biology
National Science Standard:
UCP.1, UCP.2, UCP.3; A.1, A.1; B.1-3, B.6; C.5;
E.1, E.2; F.1, F.5; G.1-3
Lesson Objective:
Level of Specificity:
NRT
CRT
Assessment Instrument
EOI
ACT
SAT
X
AP
1. Classify the varity of organic compounds.
2. Describe how polymers are formed and broken down in organisms.
3. Compare the chemical structures of carbohydrates, lipids, proteins, and nucleic acids.
4. Identify the effects of enzymes.
Students will learn the very basic concepts of organic compounds and how they relate to
living organisms.
Prerequisites: None
Blooms
Process
Skills
K*
Observe/Measure
C
Classify *
A
Experiment *
A*
Inquiry
S
Interpret/Communicate
E
Model *
Suggested Teaching Strategies:
Aligned Instructional Resources:
1. Students will identify common, everyday substances as specific organic
compounds (proteins, lipids, carbohydrates, & nucleic acids)
Biology, The Dynamics of Life, Glencoe
Science, 2005, Chapter 6, Section 3
2. Students will observe the action of enzymes on carbohydrates.
Reinforcement & Study Guide, p 12
Critical Thinking/Problem Solving p 18
Section Focus Transparency 14
Section Focus Transparency Worksheets, pp
21, 29-30
Assessment Sample Format:
1. List three important functions of lipids in living organisms.
Additional Resources/Notes:
Real World BioApplications, pp 7-8
2. Describe the precess by which many polymers in living things are
formed from smaller molecules.
Lab Manual, pp 27-34
3. How does a monosaccharide differ from a disaccharide?
Interactive Chalkboard CD-ROM: Section
6.3 Presentation
4. Describe the basic components of DNA.
Guided Reading Audio Summaries 6.3
5. List the four basic organic compounds.
Virtual Labs CD-ROM, Enzyme-Controlled
Reactions
Date(s) Taught
11
Time Range:
Hours: 3
Quarter: 1
PASS Standard:
Process Standards: S.2.1, S.2.2
Standards: B.3.1
Course/Level
General
Biology
National Science Standard:
UCP.1, UCP.2, UCP.4; A.2; C.3, C.5; G.1-3
NRT
CRT
Assessment Instrument
EOI
ACT
SAT
X
AP
Lesson Objective:
1. Evaluate the history, purpose, and methods of taxonomy.
2. Explain the meaning of a scientific name
3. Describe the organization of taxa in a biological classification system.
Level of Specificity:
Students will learn to group objects/organisms based on their similarities and functions
Prerequisites: None
Blooms
Process
Skills
K*
Observe/Measure *
C
Classify *
A*
Experiment
A*
Inquiry *
S*
Interpret/Communicate
E
Model
Suggested Teaching Strategies:
Aligned Instructional Resources:
1. Students will gather information on objects in and around the classroom
and classify the objects based on their appearance and function.
Biology, The Dynamics of Life, Glencoe
Science, 2005, Chapter 17, Section 1
2. Students will construct a dichotomous key which can be used to identify
objects in and around the classroom.
MiniLab Worksheet, p 99, 159
Reinforcement and Study Guide pp 105106, T160
Section Focus Transparency 41
Section Focus Transparency Worksheets, pp
115, T162
Assessment Sample Format:
Additional Resources/Notes:
1. For what reasons are biological classification systems needed?
MiniLab Worksheet, p 99, 159
2. Give two reasons why binomial nomenclature is useful.
BioLab Worksheet pp 101-102, T159
3. Describe what Linnaeus contributed to the field of taxonomy.
4. What are the taxa used in biological classification and how do they
relate to each other?
Date(s) Taught
12
Lab Manual, pp 101-104, 29T
Guided Reading Audio Summaries, Section
17.1
Time Range:
Hours: 3
Quarter: 1
PASS Standard:
Process Standard: S.2.1, S.2.2, S.3.1, S.4.2, S.4.3, S.4.7, S.4.8, S.6.4
Standard: B.3.1
Course/Level
General
Biology
National Science Standard:
UCP.1, UCP.2, UCP.4, UCP.4; A.1, A.2; C.1, C.3,
C.5, C.6; E.1, E.2; G.1-3
NRT
CRT
Assessment Instrument
EOI
ACT
SAT
X
AP
Lesson Objective:
1. Describe how evolutionary relationships are determined.
2. Explain how cladistics reveals phylogenetic relationships.
3. Compare the six kingdoms of organisms.
Level of Specificity:
Students will learn the criteria used, and the methods of grouping in the modern classification
system.
Prerequisites: None
Blooms
Process
Skills
K*
Observe/Measure *
C
Classify *
A*
Experiment
A*
Inquiry
S
Interpret/Communicate
*
E
Model
Suggested Teaching Strategies:
Aligned Instructional Resources:
1. Students will construct a model (cladogram) to show how that several
organisms are similar/different.
Biology, The Dynamics of Life, Glencoe
Science, 2005, Chapter 17, Section 2
2. Students will observe members of several of the Kingdoms and identify
the characteristics which make them different/similar.
MiniLab Worksheet, p 100, T159
Reinforcement and Study Guide pp 107108, T160
Section Focus Transparency 42
Section Focus Transparency Worksheets, pp
116, 117-120
Assessment Sample Format:
Additional Resources/Notes:
1. How are members of the different kingdoms both different and similar?
Lab Manual, pp 105-108, 30T
2. What does it mean for species to have an evolutionary relationship?
Identify five ways these relationships are determined.
Interactive Chalkboard CD-Rom: Section
17.2
Guided Reading Audio Summaries, Section
17.2
3. How do cladograms and fanlike diagrams differ?
Virtual Labs CD-ROM, Classifying using
Biotechnology
Date(s) Taught
13
Time Range:
Hours: 3
Quarter: 2
PASS Standard:
Process Standards: S.1.2, S.1.3
Standards: B.1.1
Course/Level
General
Biology
National Science Standard:
UCP.1, UCP.5; A.1, A.2; C1; E.1, E.2; G.1-3
NRT
CRT
Assessment Instrument
EOI
ACT
SAT
X
AP
Lesson Objective:
1. Relate advances in microscope technology to discoveries about cells and cell structure.
2. Compare the operation of a compound light microscope with an electron microscope.
3. Identify the main ideas of the cell theory
Level of Specificity:
Students will learn basic microscopy skills and the cell theory
Prerequisites: None
Blooms
Process
Skills
K*
Observe/Measure*
C
Classify *
A*
Experiment
A
S
Inquiry*
Interpret/Communicate
E
Model
Suggested Teaching Strategies:
Aligned Instructional Resources:
1. Students will gain an understanding of basic microscopy through the
observation of plant and animal cells.
Biology, The Dynamics of Life, Glencoe
Science, 2005, Chapter 7, Section 1
2. The evolution of cell theory will be explained so that students will
understand the concepts involved in the modern cell theory.
MiniLab Worksheet, p 41
Reinforcement and Study Guide, p 47
Section Focus Transparency 15
Section Focus Transparency Worksheets, pp
57, 65-66
Section assessment, TWE, p 174
Assessment Sample Format:
Additional Resources/Notes:
1. Describe the history of microscopes, and evaluate their impact in the
study of cells.
Interactive Chalkboard CD-ROM, Section
7.1 Presentation
2. How does the cell theory describe the leels of organization of living
organisms?
Guided Reading Audio Summaries, Section
7.1
Lab Manual, pp 35-38, 39-42
3. Describe the differences between a prokaryotic and eukaryotic cell, and
identify their parts.
Date(s) Taught
14
Time Range:
Hours: 2
Quarter: 2
PASS Standard:
Process Standard: S.1.1
Course/Level
General
Biology
National Science Standard:
UCP.1, UCP.5; A.1, A.2; C.1; E.1, E.2; G.1-3
NRT
CRT
Assessment Instrument
EOI
ACT
SAT
X
Lesson Objective:
1. Explain how a cell’s plasma membrane functions.
2. Relate the function of the plasma membrane to the fluid mosaic model.
Level of Specificity:
Students will learn how/why substances pass through the cell membrane
AP
Prerequisites: None
Blooms
Process
Skills
K*
Observe/Measure *
C*
Classify *
A*
Experiment *
A
S
Inquiry
E*
Interpret/Communicate
Model *
Suggested Teaching Strategies:
Aligned Instructional Resources:
1. Using various solutions, the diffusion of materials should be
demonstrated.
Biology, The Dynamics of Life, Glencoe
Science, 2005, Chapter 7, Section 2
Reinforcement & Study Guide p 48
Section Focus Transparency 16
Section Focus Transparency Worksheets,
pp 58, 61-62, T181
Basic Concepts Transparency 6
Assessment Sample Format:
Additional Resources/Notes:
1. Describe the plasma membrane, and explain why it is called a bilayer
structure.
Interactive Chalkboard CD-ROM:
Section 7.2 Presentation
2. Describe the structure of a phospholipid. Use the terms polar and
nonpolar in your answer.
Guided Reading Audio Summaries MP3,
Section 7.2
3. What are the specialized parts of the phospholipid bilayer, and how do
their structures relate to the structure of the plasma membrane?
Basic Concepts Transparency
Worksheet, pp 61-62, T181-T182
Virtual Labs CD-ROM
Date(s) Taught
15
Time Range:
Hours: 3
Quarter: 2
PASS Standard:
Process Standard: S.1.2, S.1.3; S.3.1, S.3.5; S.4.1, S.4.2, S.4.5, S.4.6,
S.4.7; S.6.3, S.6.4
Standard: B.1.1
Course/Level
General
Biology
National Science Standard:
UCP.1-3, UCP.5; A.1, A.2; C.1, C.5; G.1-3
NRT
CRT
Assessment Instrument
EOI
ACT
SAT
X
AP
Lesson Objective:
1. Identify the structure and function of the parts of a typical eukaryotic cell.
2. Explain the advantages of highly folded membranes in cells.
3. Compare and contrast the structures of plant and animal cells.
Level of Specificity:
Students will learn the parts, and the function of those parts, of plant and animal cells.
Prerequisites: None
Blooms
Process
Skills
K*
Observe/Measure *
C*
Classify *
A
Experiment
A*
S
Inquiry
Interpret/Communicate
E
Model *
Suggested Teaching Strategies:
Aligned Instructional Resources:
1. Students should be shown cell models and familiarized with the
organelles.
Biology, The Dynamics of Life, Glencoe
Science, 2005, Chapter 7, Section 3
2. Students should be shown the basic differences between plant and
animal cells on cell models.
Reinforcement and Study Guide, pp 4950
Section Focus Transparency 17
Section Transparency Worksheets, pp
50, 63-64, 67-68
Assessment Sample Format:
Additional Resources/Notes:
1. How are highly folded membranes an advantage for the functions of
cellular parts? Name an organelle that has highly folded membranes.
Minilab Worksheet, p 42
BioLab Worksheet, pp 43-44
2.If a cell synthesizes large quantities of protein molecules, which
organelles might be numerous in that cell?
3. Compare and contrast the functions of a cell wall to the functions of a
plasma membrane.
Date(s) Taught
16
Interactive Chalkboard CD-ROM:
Section 7.2 Presentation
Guided Reading Audio Summaries,
Section 7.3
Time Range:
Hours: 2
Quarter: 2
PASS Standard:
Process Standard: S.5.1, S.5.3
Standard: B.1.1
Course/Level
General
Biology
National Science Standard:
UCP.1-3, UCP.5, A.1, A.2; B.6; C.1, C.5
NRT
Assessment Instrument
EOI
ACT
SAT
X
CRT
AP
Lesson Objective:
1. Explain how the processes of diffusion, passive transport, and active transport occur and
why they are important to cells.
2. Predict the effect of a hypotonic, hypertonic, or isotonic solution on a cell.
Level of Specificity:
Students will learn how a cell’s fluid environment effects the cell
Prerequisites: None
Blooms
Process
Skills
K*
Observe/Measure*
C*
Classify*
A
Experiment*
A*
S
Inquiry
Interpret/Communicate
E
Model*
Suggested Teaching Strategies:
Aligned Instructional Resources:
1. Using various plant and animal cells, students should expose the cells to
solutions of various salinity, and observe the reactions through a
microscope.
Biology, The Dynamics of Life, Glencoe
Science, 2005, Chapter 8, Section 1
MiniLab Worksheet, p 79
2. Using eggs, whose shells have been softened, students should be able to
predict the effect of placing the eggs in solutions of varying salinity.
Reinforcement and Study Guide, p 85
Section Focus Transparency 18
Section Focus Transparency Worksheet,
pp 95, 99-102, 105-108
Basic Concepts Transparencies 8 & 9
Assessment Sample Format:
Additional Resources/Notes:
1. What factors affect the diffusion of water through a membrane by
osmosis?
Lab Manual, pp 43-44
2. How do animal cells and plant cells react differently in a hypotonic
solution?
3. Compare and contrast active transport and facilitated diffusion.
Date(s) Taught
17
Interactive Chalkboard CD-ROM:
Section 8.1 Presentation
Guided Reading Audio Summaries,
Section 8.1
Time Range:
Hours: 2
Quarter: 2
PASS Standard:
Process Standard: S.1.2, S.5.1
Standard: B.1.2, B.5.1
Course/Level
General
Biology
National Science Standard:
UCP.1-3, UCP.5; A.1, A.2, B.2, B.3; C.1, C.5; G.1-3
NRT
CRT
Assessment Instrument
EOI
ACT
SAT
X
AP
Lesson Objective:
1. Sequence the events of the cell cycle.
2. Relate the function of a cell to its organization into tissues, organs, and organ systems.
Level of Specificity:
Students will learn the process of how a cell divides
Prerequisites: None
Blooms
Process
Skills
K*
Observe/Measure*
C*
Classify*
A
Experiment
A*
S
Inquiry
E*
Interpret/Communicate
Model*
Suggested Teaching Strategies:
Aligned Instructional Resources:
1. Using a microscope and prepared slides, students should be able to
recognize individual stages of Mitosis.
Biology, The Dynamics of Life, Glencoe
Science, 2005, Chapter 8, Section 2
2. By making comparisons to “normal” divisions of society, students
should understand how the division of labor makes organisms function
more efficiently.
Reinforcement and Study Guide, pp 8687
Section Focus Transparency 19
Section Focus Transparency Worksheet,
pp 96, 103-104, 109-110
Lab Manual, pp 45-48
Assessment Sample Format:
Additional Resources/Notes:
1. Describe how a cell’s surface area-to-volume ratio limits its size.
MiniLab Worksheet, p79
2. Why is it necessary for a cell’s chromosomes to be distributed to its
daughter cells in such a precise manner?
Interactive Chalkboard CD-ROM:
Section 8.2 Presentation
3. Relate cells to each level of organization in a multicellular organism.
Guided Reading Audio Summaries,
Section 8.2
Virtual Lab: Cell Reproduction
Date(s) Taught
18
Time Range:
Hours: 2
Quarter: 2
PASS Standard:
Process Standard: S.1.2; S.3.1, S.3.5; S.4.1, S.4.2, S.4.7, S.4.8; S.6.3,
S.6.4
Standard: B.2.1
Course/Level
General
Biology
National Science Standard:
UCP.1, UCP.2; A.1, A.2, C.1, C.6; E.1, E.2; F.1, F.4,
F.5, F.6; G.1, G.2
Lesson Objective:
Level of Specificity:
NRT
CRT
Assessment Instrument
EOI
ACT
SAT
X
AP
1. Describe the role of enzymes in the regulation of the cell cycle.
2. Distinguish between the events of a normal cell cycle and the abnormal events that result
in cancer.
3. Identify ways to potentially reduce the risk of cancer.
Students will learn of carcinogenic substances and their potential risks to humans
Prerequisites: None
Blooms
Process
Skills
K*
Observe/Measure
C*
Classify*
A*
Experiment
A
S
Inquiry
Interpret/Communicate*
E
Model
Suggested Teaching Strategies:
Aligned Instructional Resources:
1. Students should research several carcinogens and their effect on
humans.
Biology, The Dynamics of Life, Glencoe
Science, 2005, Chapter 8, Section 3
2. Students should research a type of cancer and its probable causes.
Reinforcement and Study Guide, pp 8687
Section Focus Transparency 20
Section Focus Transparency Worksheet,
pp 97
Assessment Sample Format:
Additional Resources/Notes:
1. Do all cells complete the cell cycle in the same amount of time?
Interactive Chalkboard CD-ROM:
Section 8.3 Presentation
2. Describe how enzymes control the cell cycle.
Guided Reading Audio Summaries,
Section 8.3
3. How can disruptions of the cell cycle result in cancer?
4. How does cancer affect normal cell functioning?
Date(s) Taught
19
Time Range:
Hours: 2
Quarter: 2
PASS Standard:
Standard: B.5.1, B.5.2
Course/Level
General
Biology
National Science Standard:
UCP.1-3; A.1, A.2; B.3, B.6; C.5, G.1, G.3
NRT
CRT
Assessment Instrument
EOI
ACT
SAT
X
Lesson Objective:
1. Explain why organisms need a supply of energy.
2. Describe how energy is stored and released by ATP.
Level of Specificity:
Students will learn how energy is trapped and released from chemical bonds.
AP
Prerequisites: None
K*
Blooms
Process
Skills
Observe/Measure*
C*
Classify*
A
Experiment
A
S
Inquiry
Interpret/Communicate
E
Model
Suggested Teaching Strategies:
Aligned Instructional Resources:
1. Ask students to make a list of familiar organisms and how each uses
energy.
Biology, The Dynamics of Life, Glencoe
Science, 2005, Chapter 9, Section 1
2. Have students build models of ATP and ADP with everyday items
(toothpicks and soft candy, beads and pipe cleaners, etc.)
Reinforcement and Study Guide, p 127,
T195
Section Focus Transparency 21
Section Focus Transparency Worksheet,
pp 141-142, T198
Assessment Sample Format:
Additional Resources/Notes:
1. Identify cellular processes that need energy from ATP.
Reinforcement and Study Guide, p 127,
T195
2. How does ATP store energy?
Guided Reading Audio Summaries,
Section 9.1
3. How can ADP be “recycled” to form ATP again?
4. How do proteins in your cells access the energy stored in ATP?
5. List three biological activities that require energy.
Date(s) Taught
20
Time Range:
Hours: 2
Quarter: 2
PASS Standard:
Process Standard: S.5.1
Standard: B.5.1
Course/Level
General
Biology
National Science Standard:
UCP.1-3, UPC.5; A.1, A.2; B.3, B.6; C.5, G.1, G.3
NRT
Assessment Instrument
EOI
ACT
SAT
X
CRT
Lesson Objective:
1. Relate the structure of chloroplasts to the events in photosynthesis.
2. Describe light-dependent reactions.
3. Explain the reactions and products of the light-independent Calvin cycle.
Level of Specificity:
Students will learn the processes of photosynthesis.
AP
Prerequisites: None
Blooms
Process
Skills
K*
Observe/Measure*
C*
Classify*
A
Experiment*
A*
S
Inquiry*
Interpret/Communicate*
E
Model*
Suggested Teaching Strategies:
Aligned Instructional Resources:
1. Students should observe photosynthesis in Elodea and note how varying
light affects the production of oxygen.
Biology, The Dynamics of Life, Glencoe
Science, 2005, Chapter 9, Section 2
2. Students should note through graphic representations, that the cycles,
Calvin and Krebs, are never-ending processes.
Basic Concepts Transparency 12
Basic Concepts Transparency
Worksheet, pp 143-144, T198-T199
Section Focus Transparency 22
Section Focus Transparency Worksheet,
p 138, T197
Assessment Sample Format:
Additional Resources/Notes:
1. What causes you to see objects in color?
Interactive Chalkboard CD-ROM:
Section 9.2 Presentation
2. How do the light-dependent reactions of photosynthesis relate to the
Calvin cycle?
Guided Reading Audio Summaries,
Section 9.2
3. What is the function of water in photosynthesis?
4. How does the electron transport chain transfer light energy in
photosynthesis?
Date(s) Taught
21
Reinforcement and Study Guide, pp 128129, T195
Time Range:
Hours: 2
Quarter: 2
PASS Standard:
Process Standard: S.3.1, S.3.5; S.4.2, S.4.3, S.4.7, S.4.8; S.6.4
Standard: B.2.2; B.5.1
Course/Level
General
Biology
National Science Standard:
UCP.1-3, UCP.5; A.1, A.2; B.3, B.6; C.5, G.1,
NRT
Assessment Instrument
EOI
ACT
SAT
X
CRT
Lesson Objective:
1. Compare and contrast cellular respiration and fermentation.
2. Explain how cells obtain energy from cellular respiration
Level of Specificity:
Students will understand the basic concepts of aerobic and anaerobic respiration.
AP
Prerequisites: None
Blooms
Process
Skills
K*
Observe/Measure*
C
Classify*
A
Experiment*
A*
S
Inquiry
E
Interpret/Communicate
Model
Suggested Teaching Strategies:
Aligned Instructional Resources:
1. Students should conduct an experiment through which they might
observe alcoholic fermentation.
Biology, The Dynamics of Life, Glencoe
Science, 2005, Chapter 9, Section 3
2. Students might relate lactic acid formation to sore muscles that they
have experienced.
Reinforcement and Study Guide, pp 159160, T202
Section Focus Transparency 23
Section Focus Transparency Worksheet,
pp 139, T197-198
Assessment Sample Format:
Additional Resources/Notes:
1. Compare the ATP yield of glycolysis, the citric acid cycle, and the
electron transport chain.
Lab Manual, pp 49-52, 14T
2. How do alcoholic fermentation and lactic acid fermentation differ?
3. Why is lactic acid fermentation important to the cell when oxygen is
scarce?
4. How many ATP molecules are produced after the electrons go down the
electron transport chain?
Date(s) Taught
22
Guided Reading Audio Summaries,
Section 9.3
Basic Concepts Transparency 13
Basic Concepts Transparency
Worksheet, pp145-146, T199
Time Range:
Hours: 4-5
Quarter: 3
PASS Standard:
Process Standards 2.2, 3.1, 3.3, 4.1, 4.2, 4.4, 4.5, 4.7, 5.2, 6.1, 6.4
Standards 1.1, 2.1, 2.2
Course/Level
General
Biology
National Science Standard:
UCP.1, UCP.2, UCP.3, UCP.5, A.1, A.2, G.1, G.2,
G.3
NRT
CRT
Assessment Instrument
EOI
ACT
SAT
X
AP
Lesson Objective:
1. Relate Mendel’s two laws to the results he obtained in his experiments with garden peas.
2. Predict the possible offspring of a genetic cross by using a Punnett Square.
Level of Specificity:
Students will be introduced to dominant and recessive traits, inheritance and Mendel’s laws
of heredity.
Prerequisites: None
Blooms
Process
Skills
K*
Observe/Measure
C*
Classify*
A*
Experiment*
S*
S*
Inquiry*
E
Interpret/Communicate*
Model
Suggested Teaching Strategies:
Aligned Instructional Resources:
1. Introduce Mendel’s work and experiments with pea plants.
Biology, The Dynamics of Life, Glencoe
Science, 2005, Chapter 10, Section 1
2. Have students discuss what dominant and recessive traits are, compare
traits found within their own families.
3. Students need to work Punnett squares to practice calculating ratios of
offspring.
Section Focus Transparency 24 and
worksheet
Basic Concept Transparency 14
MiniLab 10.1, p. 254
BioLab, p. 274
Section Worksheets from ancillaries
Additional Resources/Notes:
Interactive Chalkboard CD Presentation
What are the genotypes of a homozygous and a heterozygous tall pea plant? for Sec 10.1
Assessment Sample Format:
One parent is homozygous tall and the other is heterozygous. Make a
Punnett square to show how offspring will by heterozygous?
Virtual Lab CD, Punnett Squares
Problem-Solving Lab 10.1, p 262
In garden peas, the allele for yellow peas is dominant to the allele for green
peas. Suppose you have a plant that produces yellow peas, but you don’t
know whether it is homozygous dominant or heterozygous. What
experiment could you do to find out?
Date(s) Taught
23
Real World BioApplications, p163-164
PASS Standard:
Process Standards: 1.2, 3.1, 3.3, 3.4, 3.5, 4.1 4.2, 4.5, 4.7, 5.1, 5.3, 6.1,
6.3, 6.4; Standards: 1.2, 2.2
Course/Level
General
Biology
National Science Standard:
UCP.1, UCP.2, UCP.3, A.1, A.2, C.1, C.2, E.1, E.2,
F.6, G.1, G.2, G.3
NRT
CRT
Time Range:
Hours 6-7
Quarter 3
Assessment Instrument
EOI
ACT
SAT
X
AP
Lesson Objective:
1. Analyze how meiosis maintains a constant number of chromosomes within a species.
2. Infer how meiosis leads to variation in a species.
3. Relate Mendel’s laws of heredity to the events of meiosis
Level of Specificity:
Students will understand the basics of the process of meiosis.
Prerequisites: None
Blooms
Process
Skills
K*
Observe/Measure*
C
Classify
A*
Experiment
A*
S
Inquiry*
Interpret/Communicate
E
Model*
Suggested Teaching Strategies:
Aligned Instructional Resources:
1. Have students walk through the phases of meiosis.
Biology, The Dynamics of Life, Glencoe
Science, 2005, Chapter 10, Section 2
2. Have students perform hands on activity with paper clips and strips of
colored paper to simulate crossing over
Section worksheets from ancillaries
Interactive Chalkboard Presentation for
Sec 10.2
Section Focus Transparency 25
Basic Concepts Transparency 15
MiniLab 10.2
Assessment Sample Format:
Additional Resources/Notes:
What is the significance of meiosis to sexual reproduction?
Problem-Solving Lab 10.2
Why are there so many varied phenotypes within a species such as
humans?
Guided Reading Audio Summaries
How do the events that take place during meiosis explain Mendel’s law of
independent assortment?
Date(s) Taught
24
Time Range:
Hours 4-5
Quarter 3
PASS Standard:
Standard: 2.1
Course/Level
General
Biology
National Science Standard:
UCP.1, UCP.2, UCP.3, A.1, A.2, B.2, B.3, C.2, C.3,
G.1, G.2, G.3
NRT
CRT
Assessment Instrument
EOI
ACT
SAT
X
Lesson Objective:
1. Analyze the structure of DNA.
2. Determine how the structure of DNA enables it to reproduce itself accurately.
Level of Specificity:
Students will understand the structure and reproduction of DNA.
AP
Prerequisites: None
Blooms
Process
Skills
K*
Observe/Measure*
C*
Classify*
A
Experiment
A
S
Inquiry
Interpret/Communicate
E
Model*
Suggested Teaching Strategies:
Aligned Instructional Resources:
1. Have students build a DNA molecule with beads and pipe cleaners or
colored pieces of paper.
Biology, The Dynamics of Life, Glencoe
Science, 2005, Chapter 11, Section 1
2. Have students discuss what makes them each individual and why.
Section worksheets from ancillaries
3. Assign each student to be a nucleotide with a specific nitrogen base.
Have the students walk through base pairing and replication.
Interactive Chalkboard Presentation for
Sec 11.1
Section Focus Transparency 26
Basic Concepts Transparency 16
Additional Resources/Notes:
Assessment Sample Format:
Describe the structure of DNA.
Explain why the structure of a DNA molecule is often described as a
zipper.
How do nucleotides in DNA bond with each other within a strand? How
do they bond with each other across strands?
Date(s) Taught
25
Time Range:
Hours 4-5
Quarter 3
PASS Standard:
Process Standard: 5.1
Standard: 2.1
Course/Level
General
Biology
National Science Standard:
UCP.1, UCP.2, A.1, A.2, B.2, C.2, G.1
NRT
Assessment Instrument
EOI
ACT
SAT
X
CRT
Lesson Objective:
1. Relate the concept of the gene to the sequences of nucleotides in DNA.
2. Sequence the steps involved in protein synthesis.
Level of Specificity:
Students will understand that DNA codes for specific proteins.
AP
Prerequisites: None
Blooms
Process
Skills
K*
Observe/Measure*
C*
Classify*
A*
Experiment
A*
S
Inquiry
Interpret/Communicate
E
Model*
Suggested Teaching Strategies:
Aligned Instructional Resources:
1. Make connection that protein synthesis is similar to assembly line.
Biology, The Dynamics of Life, Glencoe
Science, 2005, Chapter 11, Section 2
2. Have students write/draw out the stages of protein synthesis.
Section worksheets from ancillaries
3. Play bingo with amino acids on the bingo card, call out mRNA codons.
Interactive Chalkboard Presentation for
Sec 11.2
Section Focus Transparency 27
Basic Concepts Transparencies 17, 18
Problem-Solving Lab 11.2
MiniLab 11.1
Additional Resources/Notes:
Assessment Sample Format:
How does the DNA nucleotide sequence determine the amino acid
sequence of a protein?
What is a codon and what does it represent?
There are stop codons that signal the end of an amino acid chain. Why is it
important that a signal stop translation be part of protein synthesis?
Date(s) Taught
26
Time Range:
Hours 4-5
Quarter 3
PASS Standard:
Process Standards: 3.5, 4.2, 4.3, 4.7, 5.1, 6.4,
Standard: 2.1
Course/Level
General
Biology
National Science Standard:
UCP.1, UCP.2, UCP.3, UCP.4, A.1, A.2, B.2, C.2,
C.3, C.4, E.1, E.2, F.1, F.4, F.5, G.1, G.2
NRT
CRT
Assessment Instrument
EOI
ACT
SAT
X
AP
Lesson Objective:
1. Categorize the different kinds of mutations that can occur in DNA.
2. Compare the effects of different kinds of mutations on cells and organisms.
Level of Specificity:
Students will recognize that there are different types of mutations which have different
effects on cells and organisms.
Prerequisites: None
K*
Blooms
Process
Skills
Observe/Measure
C*
Classify
A
Experiment*
A
S*
Inquiry*
E*
Interpret/Communicate*
Model*
Suggested Teaching Strategies:
Aligned Instructional Resources:
1. Discuss with students what a mutation is, and what genetic disorders
they are familiar with.
Biology, The Dynamics of Life, Glencoe
Science, 2005, Chapter 11, Section 3
Section worksheets from ancillaries
Interactive Chalkboard Presentation for
Sec 11.3
Section Focus Transparency 28
Problem-Solving Lab 11.3
MiniLab 11.2
Assessment Sample Format:
Additional Resources/Notes:
What is a mutation?
Investigate BioLab p. 302
Describe how point mutations and frameshift mutations affect the making
of proteins.
Date(s) Taught
27
Time Range:
Hours 2-3
Quarter 3
PASS Standard:
Standard 2.2
Course/Level
General
Biology
National Science Standard:
UCP.1, UCP.2, UCP.3, UCP.5, A.1, A.2, C.2, F.1,
F.5, G.1, G.2, G.3
Lesson Objective:
NRT
CRT
Assessment Instrument
EOI
ACT
SAT
X
AP
1. Interpret a pedigree.
2. Identify human genetic disorders.
3. Predict how a human trait can be determined by a simple dominant allele.
Level of Specificity:
Prerequisites: None
Blooms
Process
Skills
K*
Observe/Measure
C
Classify*
A*
Experiment
A
S
Inquiry
E*
Interpret/Communicate*
Model*
Suggested Teaching Strategies:
Aligned Instructional Resources:
1. Have students construct a pedigree of own family.
Biology, The Dynamics of Life, Glencoe
Science, 2005, Chapter 12, Section 1
2. Have students discuss known genetic disorders.
Section worksheets from ancillaries
3. Compare dominant/recessive traits of classmates (attached/detached
earlobes, cleft chin, tongue rolling, hitchhiker’s thumb)
Interactive Chalkboard Presentation for
Sec 12.1
Section Focus Transparency 29
Reteaching Skills Transparency 20
MiniLab 12.1
Problem-Solving Lab 12.1
Assessment Sample Format:
Additional Resources/Notes:
Describe one genetic disorder that is inherited as a recessive trait.
Describe one trait that is inherited as a dominant allele. If you carried that
trait, would you pass it on to your children?
Date(s) Taught
28
PASS Standard:
Standard: 2.2
Course/Level
General
Biology
Time Range:
Hours 4-5
Quarter 3
National Science Standard:
UCP.1, UCP.2, UCP.3, UCP.5, A.1, A.2, C.2, F.1,
F.5, G.3
Lesson Objective:
Level of Specificity:
NRT
Assessment Instrument
EOI
ACT
SAT
X
CRT
AP
1. Distinguish between alleles for incomplete dominance and codominance.
2. Explain the patterns of multiple allelic and polygenic inheritance.
3. Analyze the pattern of sex-liked traits.
4. Summarize how internal and external environments affect gene expression.
Students will understand that the inheritance and expression of traits is not always based on
one factor.
Prerequisites: None
Blooms
Process
Skills
K*
Observe/Measure*
C*
Classify*
A
Experiment
A*
S
Inquiry*
Interpret/Communicate*
E
Model*
Suggested Teaching Strategies:
Aligned Instructional Resources:
1. Have students look into different environmental factors that might
influence similar animals in different environments.
Biology, The Dynamics of Life, Glencoe
Science, 2005, Chapter 12, Section 2
2. Have students observe different organisms (plants, animals, etc.) that do
not appear to be exhibiting simple dominance (ie. showing codominance or
incomplete dominance).
Section worksheets from ancillaries
Interactive Chalkboard Presentation for
Sec 12.2
Section Focus Transparency 30
Reteaching Skill Transparency 21
Problem-Solving Lab 12.2
Assessment Sample Format:
Additional Resources/Notes:
A cross between a purebred animal with red hairs and a purebred animal
with white hairs produces an animal that has both red and white hairs.
What type of inheritance pattern is involved?
Virtual Labs CD, Sex-Linked Traits
A red-flowered plant is crossed with a white-flowered plant. All of the
offspring are pink. What inheritance pattern is expressed.
Date(s) Taught
29
Time Range:
Hours 4-5
Quarter 3
PASS Standard:
Process Standards: 3.2, 3.4, 3.5, 4.1, 4.2, 4.4, 4.5, 4.7, 6.1, 6.2, 6.4
Standards: 2.2
Course/Level
General
Biology
National Science Standard:
UCP.1, UCP.2, UCP.3, UCP.5, A.1, A.2, C.2, E.1,
F.1, F.5, G.3
NRT
CRT
Assessment Instrument
EOI
ACT
SAT
X
AP
Lesson Objective:
1. Identify codominance, multiple allelic, sex-linked, and polygenic patterns of inheritance
in humans.
2. Distinguish among conditions that result from extra autosomal or sex chromosomes.
Level of Specificity:
Student will recognize that human inheritance is complicated and understand basic concepts.
Prerequisites: None
Blooms
Process
Skills
K*
Observe/Measure
C
Classify
A
Experiment*
A*
S
Inquiry*
Interpret/Communicate*
E
Model
Suggested Teaching Strategies:
Aligned Instructional Resources:
1. Discuss height with students. Are they taller or shorter than siblings or
parents? Hair color, eye color, etc.
Biology, The Dynamics of Life, Glencoe
Science, 2005, Chapter 12, Section 3
2. Look at karyotype and evaluate any genetic conditions.
Section worksheets from ancillaries
Interactive Chalkboard Presentation for
Sec 12.3
Section Focus Transparency 31
Problem-Solving Lab 12.3
MiniLab 12.2
Additional Lab, Barr Bodies p.324 TWE
Additional Resources/Notes:
Assessment Sample Format:
In addition to revealing chromosomal abnormalities, what other
information can a karyotype show?
What would the genotypes of parents have to be for them to have a
colorblind daughter? Explain.
Date(s) Taught
30
Time Range:
Hours 4-5
Quarter 3
PASS Standard:
Process Standard: 5.1
Standards: 3.1, 3.2
Course/Level
General
Biology
National Science Standard:
UCP.1, UCP.2, UCP.3, UCP.4, UCP.5, A.1, A.2, C.1,
C.2, C.3, C.4, C.6, F.4, G.1, G.2, G.3
Lesson Objective:
Level of Specificity:
NRT
CRT
Assessment Instrument
EOI
ACT
SAT
X
AP
1. Summarize Darwin’s theory of natural selection.
2. Explain how the structural and physiological adaptations of organisms relate to natural
selection.
3. Distinguish among the types of evidence for evolution.
Students will gain a basic understanding of evolution and the components of evolution
Prerequisites: None
Blooms
Process
Skills
K
Observe/Measure
C*
Classify
A
Experiment
A*
S
Inquiry
Interpret/Communicate
E
Model*
Suggested Teaching Strategies:
Aligned Instructional Resources:
1. Have students name organisms that have demonstrated change over
time.
Biology, The Dynamics of Life, Glencoe
Science, 2005, Chapter 15, Section 1
Section worksheets from ancillaries
Interactive Chalkboard Presentation for
Sec 15.1
Section Focus Transparency 37
Reading Essentials for Biology, 15.1
Virtual Lab CD, Natural Selection
Assessment Sample Format:
Additional Resources/Notes:
Briefly review, analyze, and critique Darwin’s ideas about natural
selection.
Problem-Solving Lab 15.1
MiniLab 15.1
Some snakes have vestigal legs. Why is this considered evidence for
evolution?
Explain how mimicry and camouflage help species survive.
How do homologous structures provide evidence for evolution?
Date(s) Taught
31
Time Range:
Hours 5-6
Quarter 3
PASS Standard:
Process Standards: 3.1, 3.3, 4.1, 4.2, 4.3, 4.5, 4.7, 4.8, 5.1, 6.4
Standard: 3.2
Course/Level
General
Biology
National Science Standard:
UCP.1, UCP.2, UCP.3, UCP.4, UCP.5, A.1, A.2, C.1,
C.2, C.3, C.4, C.6, F.4, G.1, G.2, G.3
NRT
CRT
Assessment Instrument
EOI
ACT
SAT
X
Lesson Objective:
1. Summarize the effects of the different types of natural selection on gene pools.
2. Relate changes in genetic equilibrium to mechanisms of speciation.
3. Explain the role of natural selection in convergent and divergent evolution.
Level of Specificity:
Student will have a basic understanding of possible influences of natural selection.
AP
Prerequisites: None
Blooms
Process
Skills
K
Observe/Measure
C*
Classify
A*
Experiment*
A
S*
Inquiry*
E
Interpret/Communicate*
Model*
Suggested Teaching Strategies:
Aligned Instructional Resources:
1. Have students use a mixture of beans to model allelic frequency of a
population.
Biology, The Dynamics of Life, Glencoe
Science, 2005, Chapter 15, Section 2
Section worksheets from ancillaries
Interactive Chalkboard Presentation for Sec
15.2
Section Focus Transparency 38
Basic Concepts Transparencied 21, 22
Reteaching Skills Transparency 24
Assessment Sample Format:
Additional Resources/Notes:
Explain and illustrate why evolution of resistance to antibiotics in bacteria
is an example of directional natural selection.
MiniLab 15.2
Internet BioLab, p. 410
How can geographic isolation change a population’s gene pool?
Why is rapid evolutionary change more likely to occur in small
populations/
How do gradualism and punctuated equilibrium differ? How are they
similar? Include patterns of extinction in your answer.
Date(s) Taught
32
Time Range:
Hours 1-2
Quarter 3
PASS Standard:
Process Standards: 1.2, 1.3, 3.3, 4.3, 4.5, 4.7, 6.3
Standards: 3.1, 3.2
Course/Level
General
Biology
National Science Standard:
UCP.1, UCP.2, UCP.3, UCP.4, UCP.5, A.1, A.2, C.3,
C.4, C.6, G.1, G.2, G.3
NRT
Assessment Instrument
EOI
ACT
SAT
X
CRT
Lesson Objective:
1. Recognize the adaptations of primates.
2. Compare and contrast the diversity of living primates.
3. Distinguish the evolutionary relationships of primates.
Level of Specificity:
Students will recognize the are similarities among primates.
AP
Prerequisites: None
Blooms
Process
Skills
K
Observe/Measure*
C
Classify
A
Experiment*
A*
S*
Inquiry*
Interpret/Communicate*
E
Model
Suggested Teaching Strategies:
Aligned Instructional Resources:
1. Discuss with students why primates are interesting and why they are
unique. Compare these adaptations to the same adaptations present in
humans
Biology, The Dynamics of Life, Glencoe
Science, 2005, Chapter 16, Section 1
Section worksheets from ancillaries
2. Compare skeletons of different mammals and discuss similarities and
differents.
Interactive Chalkboard Presentation for
Sec 16.1
Section Focus Transparency 39
Reading Essentials for Biology, 16.1
MiniLab 16.1
Assessment Sample Format:
Additional Resources/Notes:
What adaptations help primates live in the trees?
Problem-Solving Lab 16.1
What features distinguish anthropoids from strepsirrhines?
Guided Reading Audio Summaries
Draw a concept map to illustrate one possible pathway for the evolutionary
history (phylogeny) of hominoids.
Date(s) Taught
33
Time Range:
Hours 2-3
Quarter 3
PASS Standard:
Process Standards: 1.2, 1.3, 3.1, 3.3, 4.3, 4.5, 4.7, 6.3
Course/Level
General
Biology
National Science Standard:
UCP.2, UCP.3, UCP.4, UCP.5, A.1, A.2, C.3, C.6,
E.1, E.2, G.1, G.2, G.3
NRT
CRT
Assessment Instrument
EOI
ACT
SAT
X
AP
Lesson Objective:
1. Compare and contrast the adaptations of australopithecines with those of apes and
humans.
2. Identify the evidence of major anatomical changes in hominids during human evolution
Level of Specificity:
Students will recognize the evidence of human evolution.
Prerequisites: None
Blooms
Process
Skills
K*
Observe/Measure*
C
Classify
A
Experiment*
A
S*
Inquiry*
E
Interpret/Communicate*
Model
Suggested Teaching Strategies:
Aligned Instructional Resources:
1. Have students make comparisons between sets of bones.
Biology, The Dynamics of Life, Glencoe
Science, 2005, Chapter 16, Section 2
2. Have students learn how reconstruction is done by anthropologists.
Section worksheets from ancillaries
Interactive Chalkboard Presentation for
Sec 16.2
Section Focus Transparency 40
Basic Concepts Transparency 23
Reteaching Skills Transparency 25
Assessment Sample Format:
Additional Resources/Notes:
Describe the history of at least three major discoveries that led to our
current understanding of hominid evolution.
Reading Essentials for Biology, 16.2
Investigate BioLab, p. 436
Why was the development of bipedalism a very important event in the
evolution of hominids?
What evidence supports the idea that H. habilis was an ancestor of H.
erectus?
MiniLab 16.2
Additional Lab, p 432 TWE
Problem-Solving Lab 16.2
Date(s) Taught
34
Time Range:
Hours 4-5
Quarter 4
PASS Standard:
Process Standards: 1.1, 4.3
Standards: 4.2, 4.3
Course/Level
General
Biology
National Science Standard:
UCP.1, UCP.2, UCP.3, A.1, A.2, C.4, C.5, C.6, F.3,
F.5, G.1, G.2, G.3, G.4
Lesson Objective:
Level of Specificity:
NRT
CRT
Assessment Instrument
EOI
ACT
SAT
X
AP
1. Distinguish between the biotic and abiotic factors in the environment.
2. Compare the different levels of biological organization and living relationships important
in ecology.
3. Explain the difference between a niche and a habitat.
Students will recognize the basic relationships between living things and the environment.
Prerequisites: None
Blooms
Process
Skills
K
Observe/Measure*
C*
Classify
A
Experiment
A*
S*
Inquiry
E
Interpret/Communicate*
Model
Suggested Teaching Strategies:
Aligned Instructional Resources:
1. Have students discuss different organisms and the role each organism
fulfills in its environment.
Biology, The Dynamics of Life, Glencoe
Science, 2005, Chapter 2, Section 1
2. Have students discuss relationships between organisms.
Section worksheets from ancillaries
Interactive Chalkboard Presentation for Sec
2.1
Section Focus Transparency 4
Reading Essentials for Biology, 2.1
MiniLab 2.1
Assessment Sample Format:
Compare and give several examples of biotic and abiotic factors in a forest
ecosystem.
Additional Resources/Notes:
Compare and contrast the characteristics of populations and communities.
Give examples of both.
Virtual Lab CD, A Mini Biosphere
Give examples that demonstrate the differences between a niche and a habitat.
Additional Lab, Moisture and Seed
Germination, p 38
Interpret the interaction between a cowbird and a chipping sparrow as the
sparrow raises the young of a brown-headed cowbird.
Date(s) Taught
35
Problem-Solving Lab 2.1
PASS Standard:
Process Standards: 1.1, 1.2, 3.1, 3.2, 3.3, 3.4, 3.5, 4.2, 4.4, 4.5, 4.7, 5.3,
6.1, 6.2, 6.3, 6.4 Standards: 4.1, 4.3, 5.2
Course/Level
General
Biology
National Science Standard:
UCP.1, UCP.2, UCP.3, A.1, A.2, B.3, B.6, C.4, C.5,
C.6, D.1, D.2, F.3, F.4, F.5, G.1, G.2, G.3
NRT
Time Range:
Hours 5-6
Quarter 4
Assessment Instrument
EOI
ACT
SAT
X
CRT
AP
Lesson Objective:
1. Compare how organisms satisfy their nutritional needs.
2. Trace the path of energy and matter in an ecosystem.
3. Analyze how matter is cycled in the abiotic and biotic parts of the biosphere.
Level of Specificity:
Students will recognize that energy and matter cycle (and recycle) through the environment.
Prerequisites: None
Blooms
Process
Skills
K
Observe/Measure*
C
Classify
A
Experiment*
A*
S*
Inquiry*
E
Interpret/Communicate*
Model*
Aligned Instructional Resources:
Suggested Teaching Strategies:
Biology, The Dynamics of Life, Glencoe
1. Have students list everything they have consumed in the last 24 hours.
Determine if each was a first-, second-, or third-order consumer of the food. Science, 2005, Chapter 2, Section 2
Section worksheets from ancillaries
Interactive Chalkboard Presentation for Sec
2.2
Section Focus Transparency 5
Basic Concepts Transparencies 1, 2
Reteaching Skills Transparencies 1-3
Assessment Sample Format:
Additional Resources/Notes:
What is the difference between an autotrophy and a heterotroph?
Problem-Solving Lab 2.2
Why do autotrophs always occupy the lowest level of ecological pyramids?
MiniLab 2.2
Give two examples of how nitrogen cycles from the abiotic portion of the
environment into living things and back.
Explain the interactions among organisms in pyramids of energy, numbers,
and biomass.
Date(s) Taught
36
Time Range:
Hours 4-5
Quarter 4
PASS Standard:
Process Standards: 1.2, 4.3
Course/Level
General
Biology
National Science Standard:
UCP.1, UCP.3, UCP.4, A.1, A.2, C.4, C.5, D.3, F.5,
G.3
Lesson Objective:
1.
2.
3.
4.
NRT
CRT
Assessment Instrument
EOI
ACT
SAT
X
AP
Identify some common limiting factors.
Explain how limiting factors and ranges of tolerance affect distribution of organisms.
Sequence the stages of ecological succession.
Describe the conditions under which primary and secondary succession takes place.
Level of Specificity:
Prerequisites: None
Blooms
Process
Skills
K*
Observe/Measure*
C*
Classify
A
Experiment
A
S*
Inquiry*
Interpret/Communicate
E
Model
Suggested Teaching Strategies:
Aligned Instructional Resources:
1. Discuss with students what the plot the school is built on would look
like if the school had never been built. What would a local park look like
in 100 years if it were no longer mowed or used by the public.
Biology, The Dynamics of Life, Glencoe
Science, 2005, Chapter 3, Section 1
Section worksheets from ancillaries
Interactive Chalkboard Presentation for
Sec 3.1
Section Focus Transparency 6
Basic Concepts Transparency 3
Reteaching Skills Transparency 4
Assessment Sample Format:
Additional Resources/Notes:
Explain how temperature is a limiting factor for a cactus in the desert.
MiniLab 3.1
Compare primary succession and climax community. Include how longterm survival of a species is dependent on resources that may be limited.
Problem-Solving Lab 3.1
BioLab, Succession in a Jar, p84 TWE
Give an example of secondary succession. Include plants and animals in
the example.
Date(s) Taught
37
PASS Standard:
Process Standards: 1.1, 1.2, 3.1, 3.2, 3.5, 4.2, 4.3, 4.5, 4.6, 4.7, 6.2, 6.4
Course/Level
General
Biology
National Science Standard:
UCP.1, UCP.2, UCP.3, A.1, A.2, C.4, C.5, C.6, F.4,
G.1, G.2, G.3
NRT
CRT
Time Range:
Hours 6-7
Quarter 4
Assessment Instrument
EOI
ACT
SAT
X
Lesson Objective:
1. Compare and contrast the photic and aphotic zones of marine biomes.
2. Identify the major limiting factors affecting distribution of terrestrial biomes.
3. Distinguish among biomes.
Level of Specificity:
Students will learn the basic details of the different biomes.
AP
Prerequisites: None
Blooms
Process
Skills
K*
Observe/Measure*
C
Classify
A
Experiment*
A*
S
Inquiry
Interpret/Communicate*
E*
Model*
Suggested Teaching Strategies:
Aligned Instructional Resources:
1. Have students study the different biomes in Oklahoma and create a
poster describing one of the biomes found in OK. (Include the location of
that particular biome in the state.)
Biology, The Dynamics of Life, Glencoe
Science, 2005, Chapter 3, Section 2
Section worksheets from ancillaries
Interactive Chalkboard Presentation for
Sec 3.2
Section Focus Transparency 7
Reteaching Skills Transparency 5
Problem-Solving Lab 3.2
Assessment Sample Format:
Additional Resources/Notes:
Explain how organisms in the photic and photic zones are interdependent.
MiniLab 3.2
Compare the biodiversity of the temperate forest biome with the tropical
forest biome.
Additional Lab, Water-Holding Capacity
of Soils, p 76 TWE
Date(s) Taught
38
Time Range:
Hours 4-5
Quarter 4
PASS Standard:
Standards: 6.1, 6.2
Course/Level
General
Biology
National Science Standard:
UCP.1, UCP.2, UCP.5, A.1, A.2, C.6, F.1, F.5
NRT
CRT
Assessment Instrument
EOI
ACT
SAT
X
Lesson Objective:
1. Analyze how nerve impulses travel within the nervous system.
2. Interpret the functions of the major parts of the nervous system.
3. Compare voluntary responses and involuntary responses.
Level of Specificity:
Student will gain a basic knowledge of the human nervous system.
AP
Prerequisites: None
Blooms
Process
Skills
K
Observe/Measure*
C
Classify*
A
Experiment
A*
S*
Inquiry
E*
Interpret/Communicate
Model
Suggested Teaching Strategies:
Aligned Instructional Resources:
1. Have students find ways to test different functions of the nervous
system.
Biology, The Dynamics of Life, Glencoe
Science, 2005, Chapter 36, Section 1
Section worksheets from ancillaries
Interactive Chalkboard Presentation for
Sec 36.1
Section Focus Transparency 87
Basic Concepts Transparencies 66, 67
MiniLab 36.1
Assessment Sample Format:
Additional Resources/Notes:
Summarize how nerve impulses travel within the nervous system.
Additional Lab, Skin Sensitivity, p 948
TWE
Interpret and compare the functions of the central and peripheral nervous
system.
Why is it nearly impossible to stop a reflex from taking place?
Date(s) Taught
39
PASS Standard:
Process Standard 1.1
Course/Level
General
Biology
Time Range:
Hours 2-3
Quarter 4
National Science Standard:
UCP.1. UCP.2, UCP.5, A.1, A.2, F.1, F.2, G.2
NRT
CRT
Assessment Instrument
EOI
ACT
SAT
X
Lesson Objective:
1. Define the role of the senses in the human nervous system.
2. Recognize how senses detect chemical, light, and mechanical stimulation.
3. Identify ways in which the senses work together to gather information.
Level of Specificity:
Student will understand how the senses interact with the nervous system.
AP
Prerequisites: None
Blooms
Process
Skills
K*
Observe/Measure*
C
Classify
A
Experiment
A*
S
Inquiry
E
Interpret/Communicate
Model
Suggested Teaching Strategies:
Aligned Instructional Resources:
1. Have students use each sense to interact with the nervous system.
Provide the class with different stimuli for each sense and discuss each one.
Biology, The Dynamics of Life, Glencoe
Science, 2005, Chapter 36, Section 2
Section worksheets from ancillaries
Interactive Chalkboard Presentation for Sec
36.2
Section Focus Transparency 88
Basic Concepts Transparencies 68, 69
Reteaching Skills Transparencies 52, 53
Assessment Sample Format:
Additional Resources/Notes:
Summarize the different types of messages the senses receive.
Problem-Solving Lab 36.1
When you have a cold, why is it to taste food?
List the different types of receptors that are found in the skin.
Why might an ear infection lead to problems with balance?
Date(s) Taught
40
PASS Standard:
Process Standards: 1.1, 1.2, 3.1, 3.2, 3.4, 3.5, 4.2, 4.3, 4.4, 4.5, 4.7, 5.1,
5.3, 6.1, 6.2, 6.3, 6.4
Course/Level
General
Biology
National Science Standard:
UCP.1, UCP.2, UCP.3, UCP.5, A.1, A.2, C.5, F.1,
F.5, G.1, G.2
NRT
CRT
Time Range:
Hours 4-5
Quarter 4
Assessment Instrument
EOI
ACT
SAT
X
Lesson Objective:
1. Recognize the medicinal uses of drugs.
2. Identify the different classes of drugs.
3. Interpret the effects of drug misuse and abuse on the body.
Level of Specificity:
Students will have a basic understanding of how some drugs affect the body.
AP
Prerequisites: None
Blooms
Process
Skills
K*
Observe/Measure*
C
Classify
A
Experiment*
A*
S
Inquiry*
E*
Interpret/Communicate*
Model*
Suggested Teaching Strategies:
Aligned Instructional Resources:
1. Have a speaker (pharmacist, drug chemist, doctor) address the class on
the differences between OTC, prescribed drugs and what happens when
they are misused.
Biology, The Dynamics of Life, Glencoe
Science, 2005, Chapter 36, Section 3
Section worksheets from ancillaries
Interactive Chalkboard Presentation for
Sec 36.3
Section Focus Transparency 89
Problem-Solving Lab 36.2
MiniLab 36.2
Additional Resources/Notes:
Assessment Sample Format:
How can drugs affect levels of neurotransmitters between neurons?
In what ways can drugs be used to treat a cardiovascular problem?
Identify the different classes of drugs. Give examples of each class.
How does nicotine affect the body?
Form a hypothesis as to how a person develops tolerance to a drug.
Date(s) Taught
41