Connecticut
Technical High School
System
Biology
Ecology – Cell Biology
Grade 11 or 12
Marking Period 1
Biology
CTHSS
I.
DESCRIPTION OF THE COURSE -
II.
PURPOSE OF THE COURSE
(1 credit) Biology is an elective course given to grades 11 or 12.
This course is designed to help extend student’s knowledge in the study of living organisms and is intended to
reinforce and further expand on the “Foundations of Life Science” course given to each student in grade 10.
In addition, the National Standards and National Science Teacher Association (NSTA) are also addressed,
thus extending the opportunity for Biology as a college entrance requirement.
The content standards for High School Biology are Ecology, Cell Biology, Physiology, Genetics and Evolution (see link below).
It also includes standards and expected performances for inquiry and for science and technology in society.
The course promotes the development of scientific literacy in all students, and attempts to encourage more students to
pursue careers in science, technology, engineering and math (STEM). While following the CT Frameworks for High School
Biology. In addition, this curriculum connects many of the content standards to the trades offered by the CTHSS.
Scientific literacy is a combination of understanding major science concepts and theories, using scientific reasoning, and
recognizing the complex interactions between science, technology and society. A foundation in scientific literacy prepares
students to be confident and capable lifelong learners who are equipped with the skills needed to access, understand,
evaluate and apply information in various contexts.
III.
GENERAL INSTRUCTIONS
Each trimester of the curriculum includes the suggested:
i. Pacing guide(suggested #of days to be determined by individual school due to the variance of schedules)
ii. Connected Miller/Levine textbook subject matter reading
iii. Hyperlinks to virtual labs, on-line activities, web-based video clips.
Right click and scroll to “Open Hyperlink”. Note: As marked in the footnotes: “You must be open in
discoveryeducation.com in order for the hyperlink to go directly to the applied video or video clip.
If you are not logged in, the hyperlink will only bring you to the opening page of Discovery Education,
where it will ask you for your user name and password.
iv. Workbooks and even a suggested project for each cycle are offered to help differentiate instruction.
v. The connected reading is listed by the chapter, section and page(s) and marked each with a corresponding objective.
Please refer to the footnotes on each page for better understanding of the references.
CT Content Standards for High School Biology: CT Core Science Curriculum Frame work (See page 31)
NSTA Content Standards: http://www.nsta.org/pdfs/NSTAstandards2003.pdf (See pages 9-11)
1
Textbook ~ Biology-Miller/Levine C/2006 2 CL-A -Prentice Hall Online Activity or Web Quest or Interactive Lab 3 YouTube.com
4
Discoveryeducation.com –NOTE-You must be open in Discoveryeducation.com in order for hyperlink to go directly to applied video
5
Gl.F.-Globe Fearon Science Test Practice Workbooks-Characteristics of Life/The Human Body/ The Variety of Life/Environmental Science
1
Biology
CTHSS
2
THE STANDARDS FOR SCIENTIFIC INQUIRY, LITERACY AND NUMERACY ARE INTEGRAL PARTS OF THE CONTENT STANDARDS FOR GRADE LEVELS IN ALL SCIENCE COURSEWORK.
THEY ARE PRESENTED IN AN ABBREVIATED FORM, THROUGHOUT THE CURRICULUM. PLEASE REFER TO THIS TABLE FOR THE DETAILED STANDARD.
Scientific Inquiry, Literacy and Numeracy Standards
Content Standards
SCIENTIFIC INQUIRY
Expected Performances
D INQ.1
Identify questions that can be answered through scientific investigation.

Scientific inquiry is a thoughtful and coordinated attempt to
search out, describe, explain and predict natural phenomena.
D INQ.2
Read, interpret and examine the credibility and validity of scientific claims in
different sources of information.

Scientific inquiry progresses through a continuous process of
questioning, data collection, analysis and interpretation.
D INQ.3

Scientific inquiry requires the sharing of findings and ideas for
critical review by colleagues and other scientists.
Formulate a testable hypothesis and demonstrate logical connections
between the scientific concepts guiding the hypothesis and the design of
the experiment.
D INQ.4
Design and conduct appropriate types of scientific investigations to answer
different questions.
D INQ.5
Identify independent and dependent variables, including those that are kept
constant and those used as controls.
SCIENTIFIC LITERACY

Scientific literacy includes the ability to read, write, discuss and
present coherent ideas about science.
D INQ.6
Use appropriate tools and techniques to make observations and gather
data.

Scientific literacy also includes the ability to search for and assess
the relevance and credibility of scientific information found in
various print and electronic media.
D INQ.7
Assess the reliability of the data that was generated in the investigation.
D INQ.8
Use mathematical operations to analyze and interpret data, and present
relationships between variables in appropriate forms.
D INQ.9
Articulate conclusions and explanations based on research data, and assess
results based on the design of the investigation.
D INQ.10
Communicate about science in different formats, using relevant science
vocabulary, supporting evidence and clear logic.
SCIENTIFIC NUMERACY

Scientific numeracy includes the ability to use mathematical
operations and procedures to calculate, analyze and present
scientific data and ideas.
1
Textbook ~ Biology-Miller/Levine C/2006 2 CL-A -Prentice Hall Online Activity or Web Quest or Interactive Lab 3 YouTube.com
4
Discoveryeducation.com –NOTE-You must be open in Discoveryeducation.com in order for hyperlink to go directly to applied video
5
Gl.F.-Globe Fearon Science Test Practice Workbooks-Characteristics of Life/The Human Body/ The Variety of Life/Environmental Science
Biology
CTHSS
Unit/Topic/Lesson:
Content
Standards
3
Introduction to the Course: Safety and Inquiry
 Scientific inquiry is a thoughtful and coordinated attempt to search out, describe, explain and predict natural phenomena.
 Scientific inquiry progresses through a continuous process of questioning, data collection, analysis and interpretation.
 Scientific numeracy includes the ability to use mathematical operations and procedures to calculate, analyze,
and present scientific data / ideas.
NSTA Core Competencies ;
Safety
 Convey the legal ethical responsibilities for the welfare of themselves and others around them, in addition to proper treatment of animals, and
the maintenance and disposal of materials.
 Know and practice safe and proper techniques for the preparation, storage, dispensing and disposal of all materials used in science instruction.
 Know and follow emergency procedures, maintain safety equipment, and ensure safety procedures appropriate for all laboratory activities.
Inquiry




Multiple ways we organize our perceptions of the world and how systems organize the studies and knowledge of science.
Nature of scientific evidence and the use of models for explanation.
Differences between science, as investigation, and technology as design.
Impact of science and technology on themselves and their community, and on personal and community health.
 Measurement as a way of knowing and organizing observations of constancy and change.
Essential Questions
� Why is laboratory safety important? � What is the scientific Inquiry?
� How do scientists test hypotheses?
� How does Scientific theory develop?
(Suggested)
# of Days
Marking
Period 1
Cycle 1
1-2 days
Objectives
Expected Performances
Textbook Alignment/
Connected Reading
Topic/Section/pp.
(Suggested Resources)
(Suggested Resources)
CL-Connected Labs
PH-A - Prentice Hall Activity
P-Project W-Worksheets
Media Resources
Disc.Ed.- Discovery Education Video
V - YouTube.com
State and apply general
Students will safely perform
Science Safety Rules
A- Safety Symbols
Disc.Ed.- Lab Safety Video
http://player.discoveryeducation.com/index
science safety rules, as well lab work in a manner
*Bio Appendix A
A- Bio. Equipment
.cfm?guidAssetId=d21859da-16d9-4e17-aa1fas, ones that are Biology
consistent with accepted
pp. 1066 -1068
identification wrksht
f267d4e3415b&blnFromSearch=1&productco
specific.
safety standards.
de=HUB
Safety Quiz
Know the location of and
.
the proper use of safety
Demonstrate proper and
V-Safety Rap w/words
equipment: goggles,
safe lab techniques.
http://www.youtube.com/watch?v=xJG0ir9n
Dtc
gloves, aprons, eyewash,
shower, fire extinguisher,
and fire blanket.
1
Textbook ~ Biology-Miller/Levine C/2006 2 CL-A -Prentice Hall Online Activity or Web Quest or Interactive Lab 3 YouTube.com
4
Discoveryeducation.com –NOTE-You must be open in Discoveryeducation.com in order for hyperlink to go directly to applied video
5
Gl.F.-Globe Fearon Science Test Practice Workbooks-Characteristics of Life/The Human Body/ The Variety of Life/Environmental Science
Biology
CTHSS
(Suggested)
Objectives
# of Days
Marking
Period 1
Describe how scientists
test hypotheses.
Cycle 1
2-4 days
Explain how scientific
theory develops.
Expected Performances
DINQ.5
Infer scientific procedure
should be written in a way
that can be replicated.
Interpret scientific
investigations using scientific
methods.
Textbook Alignment/
Connected Reading
Topic/ Chapter/pp.
Review of
Experimentation &
The Development of
Scientific Inquiry
through
The collection of
scientists who
attempted to disprove
Spontaneous
Generation
Bio-Sect. 1-2
pp. 8-15
DINQ.3
Analyze the data to
determine whether to
make a bar or a line graph.
Analyze, construct and
Interpret graphs with
appropriate titles, labels, and
scales.
DINQ.8
Construct data tables and or
interpret graphs with
appropriate titles, labels, and
scales.
4
(Suggested Resources)
CL-Connected Labs
PH-A - Prentice Hall Activity
P-Project W-Worksheets
A-Writing in Science-
Critique a Hypothesis
p. 15
(Suggested Resources)
Media Resources
Disc.Ed.-Discovery Education Video
V - YouTube.com
Disc.Ed.-What is Scientific Investigation?
http://player.discoveryeducation.com/index
.cfm?guidAssetId=4C845277-E586-41B8B37C5F08B4982AEE&blnFromSearch=1&productc
ode=US
Project-Famous Biologists
Teacher will assign each student a
famous biologist asking them to
research their life and famous
contributions. It could be in the
form of a “Wanted Poster” etc.
with the Picture/Date/contribution
Can be displayed as a timeline
when completed.
Students can share with class.
PH –A-Constructing a Bar Graph
http://www.phschool.com/atschool/academ
y123/english/academy123_content/wlbook-demo/ph-736s.html
PH-A-Redi’s Experiment Activity
Conducting an
Experiment
Bio. Appendix A
pp 1062-1065
http://www.phschool.com/webcodes
10/index.cfm?wcprefix=cbp&wcsuffix
=1012&area=view&x=13&y=5
PH-A-Constructing a Line Graph
http://www.phschool.com/atschool/academ
y123/english/academy123_content/wlbook-demo/ph-737s.html
PH-A -Constructing a Circle Graph
http://www.phschool.com/atschool/academ
y123/english/academy123_content/wlbook-demo/ph-758s.html
Line graph quiz:
http://www.mathworksheetscenter.com/ma
thskills/graphing/readmakelinegraphs/
1
Textbook ~ Biology-Miller/Levine C/2006 2 CL-A -Prentice Hall Online Activity or Web Quest or Interactive Lab 3 YouTube.com
4
Discoveryeducation.com –NOTE-You must be open in Discoveryeducation.com in order for hyperlink to go directly to applied video
5
Gl.F.-Globe Fearon Science Test Practice Workbooks-Characteristics of Life/The Human Body/ The Variety of Life/Environmental Science
Biology
CTHSS
5
Unit/Topic/Lesson
Intro. to Biology/ Life Processes- Characteristics of Living Things/ Levels of Organization/Energy Flow /
Nutrition-food-getting /Photosynthesis vs. Cell Respiration
Content Standards Ecology
- Stability in an ecosystem is a balance between competing effects.
Cell Biology - The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in
specialized areas of the organism’s cells.
State Standards - V.10.5.b, V.10.6, V.10.5.a
National Standards -I, II, IV, A.1, B.6, C.1.e, C.1.f, C.2.a,C.3.a, C.4.b, C.5.a, C.5.f
NSTA Core Competencies
 Life Processes in living systems including organization of Matter and Energy
 Inter-relationships of form, functions and behaviors in living and non-living systems.
 Behavior of organisms and their relationships to social systems.
 Ecological systems including the inter-relationships and dependencies of organisms with each other and their environment.
Essential Questions
� What is biology? � What are the characteristics of life or life processes? � How do autotrophs and heterotrophs differ?
� How does the chloroplast convert light energy into chemical energy?
(Suggested)
# of Days
Objectives
Marking
Period 1
Differentiate
between and have
basic knowledge
of the various life
processes.
Cycle 1
5-7 days
Expected
Performances
Textbook Alignment
Connected Reading
Topic/Section/pp.
Describe the
characteristics or life
processes that all
living things possess.
Distinguish between
various life processes.
Experimentation
Intro to Life- Spon. Gen.
* Bio. Sec - 1-2
pp. 8-15
(Suggested Resources)
(Suggested Resources)
CL-Connected Labs
Media Resources
PH-A - Prentice Hall Activity
P-Project W-Worksheets
Disc.Ed.-Discovery Education Video
V - YouTube.com
CL-Is CO2 present we exhale?
CL- Living vs. Non-Living?
5W-Gl.
F. -Char/Life
pp.6-7
Char.Of Liv.Thngs.
5W-Gl. F.-Char/Life
pp.10-11
Life Processes
Project- “The Organism”
(can extend into marking period 2)
V-Characteristics of Life
http://www.youtube.com/watch?v=uM_CgO
gJGG0&NR=1&feature=fvwp
PH-L-Cell Respiration
http://www.phschool.com/science/biology_place/l
abbench/lab5/intro.html
Animation-How org. get energy from death.
http://www.exploratorium.edu/traits/mouse.html
Student will select an organism from a
variety of kingdoms and discuss how it
performs their life processes. Share
1
Textbook ~ Biology-Miller/Levine C/2006 2 CL-A -Prentice Hall Online Activity or Web Quest or Interactive Lab 3 YouTube.com
4
Discoveryeducation.com –NOTE-You must be open in Discoveryeducation.com in order for hyperlink to go directly to applied video
5
Gl.F.-Globe Fearon Science Test Practice Workbooks-Characteristics of Life/The Human Body/ The Variety of Life/Environmental Science
Biology
CTHSS
6
Unit/Topic/Lesson
Nutrition-food-getting (cont.)/Levels of Organization/ Energy Flow / Biodiversity/Changes in the Ecosystem / Community Interactions/
Food Chain/ Food Web /Biotic & Abiotic Factors
State Standards - I.9.7.a, III.9.7.b, IV.10.1.b, IV.10.2, V.10.6.a, V.10.6.b, I.9.1.a
National Standards - I, III, A.1, B.5, B.6, C.1.e C.4.a, C.4.b, C.5.b, C.5.e, D.1
NSTA Core Competencies
 Inter-relationships of form, functions and behaviors in living and non-living systems.
 Behavior of organisms and their relationships to social systems.
 Ecological systems including the inter-relationships and dependencies of organisms with each other and their environment.
Essential Questions
How do Autotrophs and Heterotrophs differ? � Where does energy for life processes come from?
� How does energy flow through living systems? �How efficient is the transfer of energy among organisms in an ecosystem?
� How do abiotic and biotic factors influence the ecosystem? � What interactions occur within communities?
(Suggested)
Objectives
Expected
Performances
Textbook Alignment
Connected Reading
Topic/Section/pp.
Marking
Period 1
Describe the levels of
biological organization
Levels of Organization
*Bio.Sec – 3-1
pp. 20-21 & 64
3
Cycle 2
2-4 days
Describe the flow of
energy and the cycle of
matter through an
ecosystem.
Explain how life can
be studied at different
levels.
Use a food web to
Identify and
distinguish between
producers, consumers,
and decomposers
Explain the transfer
of energy through
trophic levels.
Construct food chains
and food webs to see
the inter-relationship
that exists between all
living organisms.
Energy Flow
*Bio Sec – 3-2
pp. 67-70
3
# of Days
Identify the ultimate
energy source for
Earth.
Differentiate between
an organisms habitat
and niche.
1
(Suggested Resources)
(Suggested Resources)
CL-Connected Labs
PH-A - Prentice Hall Activity
P-Project W-Worksheets
Media Resources
W-Gl. F.-Char/Life
pp.- 36-37Org. in their Environment
W -Gl. F.-Char/Life
pp.38-39
Food Chains/Energy Pyramids
Disc.Ed.-Discovery Education Video
V - YouTube.com
Disc.Ed.-Interactions
Types of relationships amongst organisms
http://player.discoveryeducation.com/index.cfm?
guidAssetId=9442E194-317A-4EFD-84102392E05F2A25&blnFromSearch=1&productcode=
US
PH-A -Interactive Ecology LabFood Chain/Web
*Bio.Sec-3-2
pp. 69-72
Ecological Pyramid
Section 3-2
pp. 72-73
PH-A- How is a Food Chain
organized?
Bio-pp.70
PH-A -Interactive Ecology Labhttp://www.learner.org/courses/envsci
/interactives/ecology/ecology.html
http://www.learner.org/courses/envsci/interactiv
es/ecology/ecology.html
Disc.Ed.Producers & Consumers/Energy Flow
http://player.discoveryeducation.com/index.cfm?
guidAssetId=14e21e7c-cb33-42fd-ba0eefd5bc815597&blnFromSearch=1&productcode=
HUB
Textbook ~ Biology-Miller/Levine C/2006 2 CL-A -Prentice Hall Online Activity or Web Quest or Interactive Lab 3 YouTube.com
4
Discoveryeducation.com –NOTE-You must be open in Discoveryeducation.com in order for hyperlink to go directly to applied video
5
Gl.F.-Globe Fearon Science Test Practice Workbooks-Characteristics of Life/The Human Body/ The Variety of Life/Environmental Science
Biology
(Suggested)
# of Days
Marking
Period 1
Cycle 2
2-4 days
CTHSS
Objectives
Identify the various
types of community
inter-actions that can
affect an ecosystem.
Explain the difference
between biotic and
abiotic factors.
Expected
Performances
Textbook Alignment
Connected Reading
Topic/Section/pp.
Describe how
relationships among
organisms (predation,
parasitism,
competition,
commensalism,
mutualism)
add to the complexity
of biological
communities.
Community Interactions
Bio.Sec-4-2
pp. 16-22
Compare/contrast
abiotic vs. biotic
factors.
Biotic & Abiotic Factors
Sec-4-2
p. 90
7
(Suggested Resources)
(Suggested Resources)
CL-Connected Labs
Media Resources
PH-A - Prentice Hall Activity
P-Project W-Worksheets
Disc.Ed.-Discovery Education Video
V - YouTube.com
3
W -Gl. F.-Char/Life
Relationships between Org.
pp. 40-41
Types of Interactions in an ecosystem
http://player.discoveryeducation.com/index.cfm
?guidAssetId=9442E194-317A-4EFD-84102392E05F2A25&blnFromSearch=1&productcode
=US
3
W -Gl. F.-Env. Sci
Roles of Org. in an Ecosystem
pp. 8-9
Disc.Ed.-The Role of Abiotic Factors
http://player.discoveryeducation.com/index.cfm?
guidAssetId=2c732e32-e564-4f96-a45c3bf6d0bafb1e&blnFromSearch=1&productcode=
HUB
3
W -Gl. F-Env. Sci
Biodiversity in the Ecosystem
pp. 6-7
1
Disc.Ed.--Types of interactions
Disc.Ed.-Threat to Biodiversity
http://player.discoveryeducation.com/index.cfm?
guidAssetId=a9908bd6-a169-4882-b5b4d9a48978a42f&blnFromSearch=1&productcode=
HUB
Textbook ~ Biology-Miller/Levine C/2006 2 CL-A -Prentice Hall Online Activity or Web Quest or Interactive Lab 3 YouTube.com
4
Discoveryeducation.com –NOTE-You must be open in Discoveryeducation.com in order for hyperlink to go directly to applied video
5
Gl.F.-Globe Fearon Science Test Practice Workbooks-Characteristics of Life/The Human Body/ The Variety of Life/Environmental Science
Biology
CTHSS
1
Textbook ~ Biology-Miller/Levine C/2006 2 CL-A -Prentice Hall Online Activity or Web Quest or Interactive Lab 3 YouTube.com
4
Discoveryeducation.com –NOTE-You must be open in Discoveryeducation.com in order for hyperlink to go directly to applied video
5
Gl.F.-Globe Fearon Science Test Practice Workbooks-Characteristics of Life/The Human Body/ The Variety of Life/Environmental Science
8
Biology
CTHSS
9
Unit/Topic/Lesson
Chemistry of Life/Organic Compounds/Chemical Reactions and Enzyme Actions
Content Standards Cell Biology - The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of
the organism’s cells.
State Standards- II.9.4.b, II.9.5.a, II.9.4.a
National Standards - I, V, B.1, B.2, C.1.c, C.2.a
NSTA Core Competencies:
 Life Processes in living systems including organization of Matter and Energy
 Inter-relationships of form, functions and behaviors in living and non-living living systems.
Essential Questions
� What are the 4 groups of organic compounds? � What are the role of enzymes in chemical reactions?
� Why are enzymes important to living things?
� How are organisms structured to ensure efficiency and survival?
(Suggested)
Objectives
Expected Performances
Textbook Alignment
Connected Reading
Topic/Section/pp.
Determine the functions of
each group of organic
compounds.
Describe at least one function
of each organic compound.
Carbon Compounds
Bio. Sec 2-3
Pp. 44-48
# of Days
Marking
Period 1
Compare-and-Contrast table
to organize information about
groups of macromolecules.
Cycle 2
1-3 days
(Suggested Resources)
(Suggested Resources)
CL-Connected Labs
PH-A - Prentice Hall Activity
P-Project W-Worksheets
Media Resources
Disc.Ed.-Discovery Education Video
V - YouTube.com
W -Gl. F.-Char/Life
Chemistry of Life
pp. 40-41
PH-ASix most abundant elements in
living things.
Disc.Ed.-The Elements of Life
http://player.discoveryeducation.com/in
dex.cfm?guidAssetId=ba12ad55-ccd24e14-8a5bec63626b0c5a&blnFromSearch=1&produ
ctcode=HUB
http://www.phschool.com/science/bi
ology_place/biocoach/biokit/chnops.
html
1
Textbook ~ Biology-Miller/Levine C/2006 2 CL-A -Prentice Hall Online Activity or Web Quest or Interactive Lab 3 YouTube.com
4
Discoveryeducation.com –NOTE-You must be open in Discoveryeducation.com in order for hyperlink to go directly to applied video
5
Gl.F.-Globe Fearon Science Test Practice Workbooks-Characteristics of Life/The Human Body/ The Variety of Life/Environmental Science
Biology
(Suggested)
# of
Days
Marking
Period 1
CTHSS
Objectives
Know the role
enzymes play in
living things.
Cycle 2
1-3 days
Expected Performances
Explain how chemical
reactions affect
chemical bonds in
compounds.
Describe how energy
changes affect how
easily a chemical
reaction will occur.
Explain why enzymes are
important to living
things.
Textbook Alignment
Connected Reading
Topic/Section/pp.
Chemical Reactions
& Enzymes
Bio. Sect. 2.4
Pp. 49 -53
10
(Suggested Resources)
(Suggested Resources)
CL-Connected Labs
PH-A - Prentice Hall Activity
P-Project W-Worksheets
Media Resources
PH-A.-ActiveArtEffect of Enzymes
http://www.phschool.com/webcodes10/in
dex.cfm?fuseaction=home.
gotoWebCode&wcprefix=cbp&wcsuffix=10
24
Disc.Ed.-Discovery Education Video
V - YouTube.com
Enzyme Inhibition Activity:
http://www.learnerstv.com/animation/animation
.php?ani=170&cat=Biology
Enzymes as a catalyst:
http://www.learnerstv.com/animation/animation
.php?ani=161&cat=biology
How Enzymes Work:
http://www.kscience.co.uk/animations/anim_2.h
tm
Various topic Video Lectures:
http://www.learnerstv.com/Free-Biology-Videolectures-ltv382-Page1.htm
1
Textbook ~ Biology-Miller/Levine C/2006 2 CL-A -Prentice Hall Online Activity or Web Quest or Interactive Lab 3 YouTube.com
4
Discoveryeducation.com –NOTE-You must be open in Discoveryeducation.com in order for hyperlink to go directly to applied video
5
Gl.F.-Globe Fearon Science Test Practice Workbooks-Characteristics of Life/The Human Body/ The Variety of Life/Environmental Science
Biology
CTHSS
11
Unit/Topic/Lesson
Biological Diversity / Classification
Content Standards –
Evolution- A result of genetic changes that occur in a constantly changing environment.
 Complex living things are organized in different levels.
State Standards - IV.10.1, V.10.5, SI.a
National Standards - 1, A.1, C.3.d, C.3.e, G.3
NSTA Core Competencies



Life Processes in living systems including organization of Matter and Energy
Inter-relationships of form, functions and behaviors in living and non-living living and non-living systems.
Behavior of organisms and their relationships to social systems.
Ecological systems including the inter-relationships and dependencies of organisms with each other and their environment.
Essential Questions
� How are all living organisms organized? � Compare and contrast the first systems of classification to modern classification
� How are evolutionary relationships important in classification? � How does three domains and six kingdoms work to categorize all living
organisms?
(Suggested)
Objectives
# of Days
Marking
Period 1
Cycle 2
1-3 days
Demonstrate an
understanding of the system
of scientific classification.
Establish which kingdoms
involve unicellular organisms
vs. multi-cellular.
Describe and differentiate
between the domains and
kingdoms of living things.
1
Expected Performances
Describe binomial
nomenclature.
Differentiate between
Linnaeus system from
earlier classification
systems.
Use a dichotomous key to
classify an organism.
Textbook Alignment
Connected Reading
Topic/Section/pp.
Why Classify?
Bio. Sec. 18-1
pp.447-450
Which Similarities are
most important?
Bio. Sec. 18-2
pp. 451-455
Kingdoms and Domains
Bio. Sec. 18-3
pp. 457-461
Suggested Resources)
(Suggested Resources)
CL-Connected Labs
PH-A - Prentice Hall Activity
P-Project W-Worksheets
Media Resources
Classification –CBN-5181
http://anthro.palomar.edu/animal/animal_1.htm
Ch. 18 Enrichment:
Classification - Aristotle & Theophrastus
BioDetectives: Investigations in
Forensics: Investigation 5
PH-A ~Cladograms
http://www.phschool.com/webcodes1
0/index.cfm?fuseaction=home.gotoWe
bCode&wcprefix=cbp&wcsuffix=5182
PH-L- Using a Dichotomous Key
p. 462
Domains of Life –CBN-5183
http://www.scilinks.org/Worksheets/cbn-5183.pdf
Disc.Ed.*-Discovery Education Video
V - YouTube.com
You Tube-How living things are Classified
http://www.youtube.com/watch?v=g9AQbk
QgVeU
PH-L- Lab Bench-Animal Behavior
http://www.phschool.com/science/biology_
place/labbench/lab11/intro.html
YouTube.com-Animal Classification Song
(very good)
http://www.youtube.com/watch?v=dnF_Ud
PbJZ0&feature=related
Disc.Ed.*-Classification of living things
http://player.discoveryeducation.com/?blnP
reviewOnly=1&guidAssetId=f0858dda-b0bc430b-8afa-a579b226b82c
Textbook ~ Biology-Miller/Levine C/2006 2 CL-A -Prentice Hall Online Activity or Web Quest or Interactive Lab 3 YouTube.com
4
Discoveryeducation.com –NOTE-You must be open in Discoveryeducation.com in order for hyperlink to go directly to applied video
5
Gl.F.-Globe Fearon Science Test Practice Workbooks-Characteristics of Life/The Human Body/ The Variety of Life/Environmental Science
Biology
(Suggested)
# of Days
Marking
Period 1
Cycle 3
2-5 days
CTHSS
Objectives
Distinguish
between
prokaryotes and
eukaryotes.
Expected Performances
Compare/ Contrast
prokaryotes vs. eukaryotes.
Review the major
function of the
cell organelles.
Review the structures of the
Eukaryotic Cell
Identify the major
functions of the
cell membrane.
Identify the main functions of
the cell membrane
and cell wall.
Textbook Alignment/
Connected Reading
Topic/ Chapter/pp.
Prokaryote and
Eukaryotes
Bio Sec. 7-1
pp. 172-173
Eukaryotic Cell Structure
Bio. Sect. 7-2
pp. 174-181
Cell Boundaries
Bio. Sect. 7-3
pp. 186-189
12
(Suggested Resources)
(Suggested Resources)
CL-Connected Labs
PH-A - Prentice Hall Activity
P-Project W-Worksheets
Media Resources
PH-A-Cell Theory
Webcode: CBN-3071
Disc.Ed.-Comparing Prokaryote vs.
Eukaryote
Science News Online articles on cells
http://www.phschool.com/webcodes10/in
dex.cfm?fuseaction=home.gotoWebCode&
wcprefix=cbe&wcsuffix=3071
http://player.discoveryeducation.com/index.cfm
?guidAssetId=1B50BD2C-3D67-42EE-AB5D27A988B8425F&blnFromSearch=1&productcode=
US
PH-A-Animal Cell Structure
Disc.Ed.-The Living Cell
Drag and Drop
(excellent review)/has quiz15:13
http://www.phschool.com/webcodes10/in
dex.cfm?fuseaction=home.gotoWebCode&
wcprefix=cbd&wcsuffix=3072
PH-ABiomembrane Structure and Transport
http://telstar.ote.cmu.edu/biology/Membr
anePage/index2.html
PH-A-Cell Transport Animation:
cbn-3073
Explain the
process of
osmosis vs.
diffusion.
Describe what happens during
diffusion.
Explain the process of
osmosis, facilitated diffusion
and passive transport.
Explain between molecule
size and the rate of diffusion.
1
Disc.Ed.- Discovery Education Video
V - YouTube.com
http://www.phschool.com/webcodes10/ind
ex.cfm?fuseaction=home.gotoWebCode&wc
prefix=cbp&wcsuffix=3073
Osmosis Animation:
cbp-3075
http://www.phschool.com/webcodes
10/index.cfm?wcprefix=cbp&wcsuffix=
3075&area=view&x=11&y=17
1
Bio-Lab - pg 187
How can you model
permeability in cells?
http://player.discoveryeducation.com/index.cfm
?guidAssetId=00C84BA9-59D9-40C6-94A3CCCD57F43263&blnFromSearch=1&productcode=
US
Disc.Ed.-Living Cell Quizhttp://tools.discoveryeducation.com/quiz/viewQuiz.cfm?g
uidAssetId=4F5B6201-2063-485E-B981ED4ECABCA334&strEditCopy=Copy
Disc.Ed.-Cell Membrane/Cell Wall
http://player.discoveryeducation.com/index.cfm
?guidAssetId=7eb443f5-3246-4757-b1589f2469f52fe5&blnFromSearch=1&productcode=H
UB
U-Tube-Osmosis
http://www.youtube.com/watch?v=sdi
JtDRJQEc&feature=related
U-Tube-Osmosis in the Kitchen
http://www.youtube.com/watch?v=H6
N1IiJTmnc&feature=fvwrel
U-Tube-Plasmolysis of the onion cell
http://www.youtube.com/watch?v=gWkcFUhHUk
Textbook ~ Biology-Miller/Levine C/2006 2 CL-A -Prentice Hall Online Activity or Web Quest or Interactive Lab 3 YouTube.com
4
Discoveryeducation.com –NOTE-You must be open in Discoveryeducation.com in order for hyperlink to go directly to applied video
5
Gl.F.-Globe Fearon Science Test Practice Workbooks-Characteristics of Life/The Human Body/ The Variety of Life/Environmental Science
Biology
CTHSS
13
Unit/Topic/Lesson
Cell Structure & Function /Cell Reproduction /Cell Transport/(A review)/ /Diversity of Cellular Life/
Levels of organization of a multi-cellular organism/The microscope/
Cell Reproduction(A review) Review Mitosis/Meiosis
Content Standards Cell Biology - The fundamental life processes of plants and animals depend on a variety of chemical reactions that occur in specialized areas of
the organism’s cells.
State Standards II.9.5.a, IV.10.2, IV.10.3, IV.10.1
National Standards - I, II, V, A.1, C.1.a, G.3
NSTA Core Competencies
 Life Processes in living systems including organization of Matter and Energy
 Inter-relationships of form, functions and behaviors in living and non-living living systems.
Essential Questions
� What are the characteristics of prokaryotes & eukaryotes? � What happens during diffusion?
� How are materials transported across a cell membrane? � What are the four levels of organization in a multi-cellular organism?
� What is Cell specialization?
(Suggested)
# of Days
Marking
Period 1
Cycle 3
2-4 days
Objectives
Differentiate between
uni-cellular vs. multi-cellular
organism.
Know the parts, function &
proper use the light
microscope to observe
various uni-cellular
organisms.
1
Expected Performances
Explain how life can be
studied at different
levels.
Demonstrate knowledge and
proper use of the light
microscope to observe
various uni-cellular organisms.
Textbook Alignment/
Connected Reading
Topic/ Chapter/pp.
Unicellular/Multicellular
Bio.Sec. 7-4
Pp. 190-193
(Suggested Resources)
(Suggested Resources)
CL-Connected Labs
PH-A - Prentice Hall Activity
P-Project W-Worksheets
Media Resources
Lab-
Onion Cell vs. Cork cell
Cheek Cell vs. Plant cell.
U-tube - Onion Cell
Disc.Ed.- Discovery Education Video
V - YouTube.com
Disc.Ed.-Amoeba and Animal-types of
Cells 2:16
http://player.discoveryeducation.com/index.cf
m?guidAssetId=4410F9B3-8A64-46DD-AA992D87776D8462&blnFromSearch=1&productcod
e=US
http://www.youtube.com/watch?v
=Tdch3mxQ4oU
Textbook ~ Biology-Miller/Levine C/2006 2 CL-A -Prentice Hall Online Activity or Web Quest or Interactive Lab 3 YouTube.com
4
Discoveryeducation.com –NOTE-You must be open in Discoveryeducation.com in order for hyperlink to go directly to applied video
5
Gl.F.-Globe Fearon Science Test Practice Workbooks-Characteristics of Life/The Human Body/ The Variety of Life/Environmental Science
Biology
(Suggested)
# of Days
Marking
Period 1
CTHSS
Objectives
Know what cell
specialization is?
Cycle 3
3-5 days
Expected Performances
Draw and label structures
and brainstorm questions
about cells.
(Suggested Resources)
(Suggested Resources)
Textbook Alignment/
Connected Reading
Topic/ Chapter/pp.
CL-Connected Labs
PH-A - Prentice Hall Activity
P-Project W-Worksheets
Media Resources
Disc.Ed.- Discovery Education Video
V - YouTube.com
Cell Specialization
Bio Sec. 7-4
pp. 190-191
CL- A -Go go Stem Cells
http://learn.genetics.utah.edu/conte
nt/tech/stemcells/sctypes/
Cells-what lies ahead
Identify or list the various
levels of organization in a
multi-cellular organism
Explain how life
can be studied
at different
levels.
List the Levels of organization
in a multi-cellular organism
14
Disc.Ed.--Cell Differentiation
http://player.discoveryeducation.com/index.cfm
?guidAssetId=0B28FBD4-8D40-4814-A5ABD13D77BEF1CB&blnFromSearch=1&productcod
e=US
Webquest cbe-3000
http://www.millerandlevine.com/dis
coveries/3/
Levels of Organization
in a Multi-cellular Organism
Bio. Sec. 7-4
pp. 192-193
CL- A -Bio -LMB: 7
Investigating Cells, Tissues, and
Organs, SE L1,
PH -A-Lab Bench – Mitosis/Meiosis
Disc.Ed.--Lives of Cells
http://player.discoveryeducation.com/index.cf
m?guidAssetId=A0C3615B-E919-4013-8483D1A9110F0BC7&blnFromSearch=1&productcod
e=US
http://www.phschool.com/science/biolog
y_place/labbench/lab3/intro.html
Review the Stages of
Cell Division
Name the main events of the
cell cycle.
Describe what happens during
the four phases of mitosis
Cell Division
10-2
pp. 244 – 249
Mitosis
Meiosis
CL- A -Cell Division
Web Code cbn-3102
http://www.learnerstv.com/animation/ani
mation.php?ani=7&cat=Biology
CL- A - Cell Cycle
http://biologyinmotion.com/cell_division/i
ndex.html
1
V-Mitosis
http://www.youtube.com/watch?v=VlN7K19QB0&feature=related
V-Cell Division
http://www.youtube.com/watch?v=DD3IQknCE
dc&feature=related
V-Meiosis Animation
http://www.youtube.com/watch?v=D1_mQS_FZ0
Textbook ~ Biology-Miller/Levine C/2006 2 CL-A -Prentice Hall Online Activity or Web Quest or Interactive Lab 3 YouTube.com
4
Discoveryeducation.com –NOTE-You must be open in Discoveryeducation.com in order for hyperlink to go directly to applied video
5
Gl.F.-Globe Fearon Science Test Practice Workbooks-Characteristics of Life/The Human Body/ The Variety of Life/Environmental Science
Biology
CTHSS
15
Additional Resources
Go to Biology CornerFor worksheets, activities, labs,
virtual labs ideas…
Prentice Hall Student/Teacher Biology
Home Page
To access various labs, exercises, worksheets
and activities for many topic/section/chapters
Right click on the hyperlink below:
Right click on the hyperlink below:
http://www.biologycorner.com/worksheets
.html
http://www.phschool.com/webcodes10/index.
cfm?area=view&wcprefix=cbk&wcsuffix=9999
http://www.phschool.com/science/biology_pla
ce/labbench/lab5/intro.html
/
http://www.stevespangler.com/category/scien
ce-experiments/
1
Textbook ~ Biology-Miller/Levine C/2006 2 CL-A -Prentice Hall Online Activity or Web Quest or Interactive Lab 3 YouTube.com
4
Discoveryeducation.com –NOTE-You must be open in Discoveryeducation.com in order for hyperlink to go directly to applied video
5
Gl.F.-Globe Fearon Science Test Practice Workbooks-Characteristics of Life/The Human Body/ The Variety of Life/Environmental Science