Ninth Grade Biology
Unit 1 - Organization
Cell Structure and Function: (SB1a,c)
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Why is the Cell Theory considered the foundation of modern biology?
How does the structural organization of a cell result in such a diversity of living things?
How does the structure of cell organelles relate to their function in the cell?
How are the four major macromolecules important to the function of the cell and the organism?
How do prokaryotic and eukaryotic cells compare?
Vocabulary:
Prokaryote
Eukaryote
Organelle
Nucleus
Cytoplasm
Cell membrane
Cell wall
Ribosome
Vacuole
Mitochondria
Chloroplast
Golgi apparatus
Endoplasmic reticulum
(smooth and rough)
Centrioles
Nucleolus
Lysosome
Cytoskeleton
Macromolecule
Lipids
Proteins
Carbohydrates
Cell Theory
Differentiated Instructional Strategies: (References: Science Formative Assessment by Page Keeley; Differentiated Instructional
Strategies by Gayle Gregory and Carolyn Chapman)
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Card Sort Activity – Students work in groups to sort terms that apply to prokaryotic and eukaryotic cells (pre-assessment)
Make a cartoon strip of organelles and their function in a plant or animal cell (Comprehension)
Group discussion panel on how the structural organization of a cell influences the diversity of living things (Evaluation)(Gifted)
English Language Learners (ELL): Construct models of plant and animal cells and provide a key of terms and their definitions
o Glencoe Webquest: "New Research on Cells"
Suggested Laboratory Activities: (Reference: Biology, Glencoe)
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Using the light microscope
Comparing prokaryotic and eukaryotic cells
Comparing plant and animal cells
Internet Resources:
o The Virtual Cell
o Comparing Prokaryotic and Eukaryotic Cells
o Comparing Plant and Animal Cells
o Cells Alive
Blue indicates hyperlink to Internet Site
Ninth Grade Biology
Unit 1 - Organization
Evolutionary History: (SB5a,b,c,d)
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What is the history of the theory of evolution?
How do fossil and biochemical evidence support the theory of evolution?
What is the role of homologous structures, analogous structures, and vestigial structures in evolutionary theory?
What is the difference between convergent and divergent evolution?
What is the role of natural selection in the development of the theory of evolution?
How does natural selection relate to changes in organisms?
Vocabulary:
Natural Selection
Charles Darwin
Charles Lyell
Gradualism
Punctuated equilibrium
biological resistance
molecular clock
homologous structures
analogous structures
vestigial structures
convergent evolution
divergent evolution
Differentiated Instructional Strategies: (References: Science Formative Assessment by Page Keeley; Differentiated Instructional
Strategies by Gayle Gregory and Carolyn Chapman)
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“Give Me Five” quiet thinking activity- Teacher asks the question “What types of evidence are used by scientists to support Evolution?”
After a short reflection, student groups write down their thoughts and then share with the class(pre-assessment)
Make a flow chart of the history of evolution(Comprehension)
Group debate on Gradualism and Punctuated Equilibrium versus Intelligent Design(Evaluation)(Gifted)
Gifted Extension: Group discussion of the endosymbiotic theory
English Language Learners (ELL): Make a foldable illustrating the difference between homologous structures, analogous structures, and
vestigial structures and between convergent and divergent evolution
Suggested Laboratory Activities: (Reference: Biology, Glencoe)
o Webquest on Evolution
o Glencoe Webquest on Evolution
o Glencoe Webquest on Fossils of Antarctica
Internet Resources:
o PBS Online Lessons on Evolution
o Comparing Convergent and Divergent Evolution
o Endosymbiotic Theory
Blue indicates hyperlink to Internet Site
Ninth Grade Biology
Unit 1 - Organization
History of Life: (SB5b)
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How does the emergence of living organisms relate to the geologic time scale?
What major events in geologic time influenced the evolution of organisms?
How can the history of organisms be explained in terms of biodiversity, ancestry, and rates of evolution?
What evidence is there in the geologic record to support the change in organisms over time?
What evidence supports the theory of a common ancestor?
Vocabulary:
Geologic time scale
Common ancestor
Differentiated Instructional Strategies: (References: Science Formative Assessment by Page Keeley; Differentiated Instructional
Strategies by Gayle Gregory and Carolyn Chapman)
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“Commit and Toss” thinking activity- Teacher asks the question “If Geologic time were just 24 hours, when would the first animals
appear? When would plants appear? When would man appear?” Students write their answers anonymously and then fold and “toss”
their papers into a basket. Students are called on to pick a paper from the basket and then read aloud. (pre-assessment)
Make a hypothesis about the extinction of species in the Paleozoic and Mesozoic Eras(Synthesis)(Gifted)
Gifted Extension: Form a panel discussion on the evidence of a common ancestor (Evaluation)
English Language Learners (ELL): Use string to represent the Earth’s history and have students draw different organisms and tape them
to the “timeline” at the appropriate place that they would appear. Add the names of the eras and periods to a Word Wall.
Suggested Laboratory Activities: (Reference: Biology, Glencoe and Internet Resources)
o Webquest on Geologic Time
o Make a Geologic Timeline to scale
Internet Resources:
o Understanding Geologic Time
Blue indicates hyperlink to Internet Site
Ninth Grade Biology
Unit 1 - Organization
Classification of Kingdoms: (SB3b,c)
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How do structure and function vary between the six kingdoms (archaebacteria, eubacteria, protists, fungi, plants, and animals)?
What is the evolutionary basis of common classification systems?
How was the “tree of life” developed into its’ present form?
How are cladograms representative of evolutionary change?
Why are eukaryotes more closely related to archaebacteria than eubacteria?
How is the modern classification system and naming of organisms beneficial to all scientists?
Vocabulary:
Cladogram
Phylogeny
Phylogenetic tree
Carolus Linnaeus
Domain
Kingdom
Phylum
Class
Order
Family
Genus
species
Differentiated Instructional Strategies: (References: Science Formative Assessment by Page Keeley; Differentiated Instructional
Strategies by Gayle Gregory and Carolyn Chapman)
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“Think Pair Share” activity- Teacher writes a list of different objects on the board, some of which are related to others, and asks students
to work with a partner and classify these objects and organize them into a classification system. Students will share their classification
scheme with the class. (pre-assessment)
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Class Activity: Make a Dichotomous Key
Gifted Extension: Tell students they have just discovered a unique organism. They must describe its structure, habitat, and behaviors
and how they classified it and why.
English Language Learners (ELL): Have students research animals from their native country or a region of their choice. Have them
construct a cladogram and/or phylogenetic tree to show the relationship of their animals.
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Suggested Laboratory Activities: (Reference: Biology, Glencoe and Internet Resources)
o Making Cladograms
o Creepy Critters Classification Lab
Internet Resources:
o Shoe Classification Activity: Shoe Classification Activity
o The Shape of Life (PBS site on the diversity of the animal kingdom):
Blue indicates hyperlink to Internet Site
Ninth Grade Biology
Unit 1 - Organization
Ecosystem Structure: (SB4a)
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What is the relationship between organisms, populations, communities, ecosystems, and biomes?
How is the biosphere like a cell in that both are composed of parts that work together to make the whole?
How do biotic and abiotic factors influence the function of organisms within an ecosystem?
Vocabulary:
Abiotic factors
biosphere
community
ecology
organism
biotic factors
population
niche
species
ecosystem
Differentiated Instructional Strategies: (References: Science Formative Assessment by Page Keeley; Differentiated Instructional
Strategies by Gayle Gregory and Carolyn Chapman)
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Students construct a concept map showing the relationship between biosphere, ecosystem, community, population, and species (preassessment)
Create a mural to depict various ecosystems(Application)
Gifted Extension: “What is the impact of global warming on ecosystems?” (Evaluation)
English Language Learners (ELL): Have pictures of different plants and animals and have students match the pictures with the
appropriate biome and ecosystem. Describe the difference between a community, population, and species by illustrating with pictures.
Suggested Laboratory Activities: (Reference: Biology, Glencoe and Internet Resources)
o Glencoe Webquest: Barrier Islands
o Ecosystem in a bottle
Internet Resources:
o Ecological Communities
Blue indicates hyperlink to Internet Site
Ninth Grade Biology
Unit 1 - Organization
Viruses: (SB3d)
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How do viruses compare with living organisms?
What characteristics of living things apply to viruses and which do not?
How does the structure of viruses compare to prokaryotic and eukaryotic cells?
What are some viruses that impact humans?
What are some characteristics of different viruses?
Vocabulary:
Virus
capsid
HIV
Tobacco Mosaic Virus
Influenza Virus
Differentiated Instructional Strategies: (References: Science Formative Assessment by Page Keeley; Differentiated Instructional
Strategies by Gayle Gregory and Carolyn Chapman)
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Questionnaire: Give students a short questionnaire to see what they know about viruses and diseases that they cause (pre-assessment)
Compare the structure and characteristics of viruses to prokaryotic and eukaryotic cells.(Comprehension)
Write a news report about a viral outbreak describing the virus, how it is transmitted, what effect it has on organisms and how to
prevent infection (Comprehension)
Make a hypothesis about how viruses evolve.(Synthesis)
English Language Learners (ELL): Research the structure of different viruses. Make an informational brochure of viruses and the diseases
they cause.
Suggested Laboratory Activities: (Reference: Biology, Glencoe and Internet Resources)
o Disease Detectives Lab Activity
o Modeling Viruses
Internet Resources:
o Structure and Function of Viruses
Blue indicates hyperlink to Internet Site