Pitt County Schools
302045 Honors Health Science Biology
Instructional Guide – 2007-08
DIFFERENTIATION OF BIOLOGY INSTRUCTION:
 Standard Biology will focus on research tasks and class projects, preferably with a small group approach. A formal research paper is not an
expectation within this class, however students are expected to complete formal laboratory write-ups and essays.
 Honors Biology will extend the focus of the Standard Biology concepts to include in-depth independent research, projects, formal
laboratory write-ups, and research papers. Students will also be expected to read, discuss, and critically analyze current scientific research
literature. Honors Biology students will spend research time outside of the classroom in order to adequately meet these expectations.
Goal 1: Learner will develop abilities necessary to do and understand scientific inquiry.
Goal 1 addresses
scientific investigation. These objectives are an integral part of each of the other goals. Students must be given the opportunity to design and conduct their own
investigations in a safe laboratory. The students should use questions and models to formulate the relationship identified in their investigations and then report and share
those findings with others.
RECOMMENDED
RECOMMENDED AND
ESSENTIAL QUESTIONS, INSTRUCTIONAL
INTERNET
SCOS OBJECTIVES
SUGGESTED CLASSROOM
CONCEPTS AND EXTENDED CONTENT
ACTIVITIES &
ACTIVITIES
RESOURCES
1.01 Identify biological problems and
questions that can be answered through
scientific investigations (should be
incorporated in each objective).
1.02-1 H Design and conduct independent
scientific investigations to answer
biological questions
 Perform inquiry activities that extend
over time
 Relate the investigation(s) to recent
research
 Use statistical techniques such as chi
square to analyze data
 Communicate findings in a formal
written laboratory report
 Evaluate possible sources of error and
Essential Questions:
What is the significance of scientific
investigation?
Instructional Content:
 Develop questions for investigation from
a given topic or problem.
Essential Questions:
How does a scientist design and perform a
scientific investigation considering controls,
variables, and data analysis?
What is the relationship between independent
and dependent variables?
What is a control in a scientific investigation?
What types of biological investigations do not
typically have controls? Which do have
controls? When is it important to have a
1
Activities for this goal will
be embedded within the
other goals.
Chapter 1.1
Student design of an
experiment
http://www.ncsu.edu/
labwrite (ch 1.2)
Resources for
students and
teachers to assist
with preparing
for lab, analyzing
data, writing lab
reports, rubrics
etc.
Qualitative and
quantitative lab
investigations and
experiences
Design an Experiment for
Farmer Cletus
ways to improve the investigation(s)
Present findings to members of the
community
control?
Instructional Content:
 Distinguish and appropriately graph
dependent and independent variables.


Basic Lab Write-Up including processes and
components of the
scientific method.
Discuss the best method of
graphing/presenting particular data.
Suggested activities:
Termites and Ink Pens
Report and share investigation results with (short term)
Salt Tolerance of Seeds
others.
(short term) (Glencoe, p.
38)
Drops on penny (short
term)
Duckweed Experiment
(long term),
Bean plant inquiry activity
(long term)
1.03 Formulate and revise scientific
explanations and models of biological
phenomena using logic and evidence to:
 Explain observations.
 Make inferences and predictions.
 Explain the relationship between
evidence and explanation.
Essential Questions:
How do you distinguish between an
observation and an inference?
1.04 Apply safety procedures in the
laboratory and in field studies:
 Recognize and avoid potential
hazards.
 Safely manipulate materials and
equipment
Essential Questions:
What are some potential hazards that can
occur in a lab?
Instructional Content:
 Use questions and models to determine
the relationships between variables in
investigations
Instructional Content:
 Predict safety concerns for particular
experiments
 Relate biological concepts to safety
applications such as: Disease
2
Essential Health Science
Connection:
Vitamin C and the
common cold debate (See
attached articles)
Discussion &/or debate.
What is biomedical
research? (ethics)
Science Safety
Procedures – discuss
safety contracts, posters,
rules and expectations
Essential Health Science
Connection:
Discussion of biological
hazards in medicine –
CH 1.2
CH 1.3
American
Physiological
Society
http://ww.theaps.org
CH 1.4
transmission, Nutrition, Animal care
1.05 Analyze reports of scientific
investigations from an informed
scientifically literate viewpoint including
considerations of:
 Appropriate sample.
 Adequacy of experimental controls.
 Replication of findings.
 Alternative interpretations of the data.
Essential Questions:
What is the difference between quantitative
and qualitative data? When would you use
one over another?
Instructional Content:
 Read a variety of reports of scientific
research.
relate to safety rules in lab
(see attached articles)
Essential Health Science
Connection:
Case Studies from recent
literature in both academic
(Science, Scientific
American) and popular
(Newsweek, USA Today)
publications. Article
critique format is
recommended
CH 1.4
Goal 2: Learner will develop an understanding of the physical, chemical and cellular basis of life.
SCOS OBJECTIVES
2.01 Compare and contrast the structure
and functions of the following organic
molecules:
 Carbohydrates.
 Proteins.
 Lipids.
 Nucleic Acids.
.
ESSENTIAL QUESTIONS, INSTRUCTIONAL
CONCEPTS AND EXTENDED CONTENT
Essential Questions:
How is protein differentiation (different
functions in the context of the cell)
significant?
Instructional Content:
 Examine the role and importance of
organic molecules to organisms.
 Examples to investigate include
starch, cellulose, insulin, glycogen,
glucose, enzymes, hemoglobin, fats,
DNA and RNA. (Distinguish among
mono, and polysaccharides – concept
not terminology)
 Interpret results of tests for starch
(iodine), lipids (brown paper),
monosaccharides (Benedict’s
Solution), and protein (Biuret’s).
 Emphasis should be on functions and
3
RECOMMENDED AND
SUGGESTED CLASSROOM
ACTIVITIES
Essential Lab:
Testing for bio-molecules:
starch, lipids, sugars, and
proteins
Food Lab (PCS Lab #1, p.
2) OR
McMush Challenge
Activity (see Resource
Book)
Essential Health Science
Connections:
Emphasize nutritional
deficiencies undernutrition,
and obesity. Include RDA
requirements, food
pyramid, food diary &
analysis.
Relate sugar intake,
RECOMMENDED
INTERNET
ACTIVITIES &
RESOURCES
SAS Web Inquiry:
How do structures of
carbohydrates affect
their functions?
CH 2.3
CH 2.4
subunits of each organic molecule.
For example, enzymes are proteins
composed of long chains of amino
acids that are folded into particular
shapes and that shape determines the
specific reaction that the enzyme will
catalyze. (The terms condensation
reaction, dehydration synthesis and
hydrolysis have been deliberately
excluded.)
Extended Content:
Hydrolysis and condensation reactions
particularly in soft drinks
to increased incidence of
obesity & diabetes.
Structure and function of cellulose and
phospholipids in organisms
2.02 Investigate and describe the structure
and function of cells including:


Cell organelles.
Cell specialization.
Essential Questions:
How do the differing structures of cells relate
to specialized functions?
Instructional Content:
 Structure and function of: nucleus,
plasma membrane, cell wall,
mitochondria, vacuoles, chloroplasts,
and ribosomes. Students should be
able to identify these cell organelles.
 Proficient use and understanding of
light microscopic techniques. Students
should determine total power
magnification as well as steps in
proper microscope usage.



Hierarchy of cell organization: Cells
tissuesorgans organ systems.
Structure of cells as it relates to their
specific functions.
Students should view a variety of cells
4
Cell surface area to volume
activity – PH quick lab (p.
242) - What limits the size
of cells?
Organelle Teaching
Project -- Research a
selected organelle; create a
teaching overhead for
classroom presentation;
design a flyer and business
card to “sell” that
organelle’s importance in
overall cell function –
analogies for teaching
functions are helpful.
Websites:
hppt://www.Biologyi
nmotion.com
http://www.cellsalive.
com
SAS Project:
Organelle Functions
SAS Classroom
Activity: How Big Is
That Cell?
SAS Web Inquiry:
Why are cells so
small?
Introduction to
Microscopes (PH p. 1070)
SAS Classroom
Activity: Where Did
All Those Different
Cells Come From?
Plant and Animal Cell
CH 7.1
Essential Labs:
with particular emphasis on the
differences between plant and animal
cells.

Communication among cells
within an organism.



Comparison (PCS Lab #3,
p. 7) and (PH p. 194),
including scientific
drawings.
CH 7.2
CH 7.4
Chemical signals may be released by
one cell to influence the activity of
another cell. For example, a nerve cell
can send a message to a muscle cell or
to another a nerve cell.
role of receptor proteins
hormones
Extended Content:
Comparison of light vs. electron (SEM and
TEM) microscopes
Following scientists and their contribution to
understanding of the cell as well as the
development of a theory: Leeuvenhoek,
Brown, Schleiden, Schwann, Virchow,
Hooke, and Just.
ER, Golgi, lysosomes, and cytoskeleton
Connect cell communication with cell
specialization
2.03 Investigate and analyze the cell as a
living system including:

Maintenance of homeostasis.
Essential Questions:
How do organisms maintain homeostasis in
changing conditions?
How does the surface area to volume ratio of
cells affect diffusion rates?
Essential Health Science
Connections:
Connect pH to medical
conditions of alkalosis /
acidosis
SAS Model:
Chemiosmosis
CH 7.3
SAS InterActivity:
Membranes
Instructional Content:
 Examples for exploration should
include regulation of temperature, pH,
blood glucose levels and water
Relate properties of water
to cell membranes and
functions. (drops on a
penny & capillary action in
SAS Web Lesson:
Lights…Camera…Ac
tion Potential!
5
celery or carnation – see
obj, 4.03)
balance.

Movement of materials into and
out of cells.



Energy use and release in
biochemical reactions.


2.04 Investigate and describe the structure
and function of enzymes and explain their
importance in biological systems.
Discussion should include active vs.
passive transport, diffusion, osmosis,
and the porous nature of the semipermeable plasma membrane.
(Pinocytosis, phagocytosis,
endocytosis, and exocytosis have been
deliberately excluded)
Given different types of cells, students
should be able to predict any changes
in osmotic pressure that may occur as
the cell is placed in solutions of
differing concentrations. (Emphasis is
on the processes, not terminology such
as hypertonic, isotonic, hypotonic,
turgor pressure)
Examine ATP as the source of energy
for cell activities.
Students will describe how cells store
and use energy with ATP and ADP
molecules.
Relate concepts of
hypertonic, hypotonic &
isotonic to medical
applications (ie. Hanging
intraveneous solutions)
Essential Lab:
Plastic Bag Labs (Iodine /
Starch) (PH p. 187) OR
The Incredible Egg
Plasmolysis lab (using
Elodea or red onion skin)
Inquiry Support
Activities:
Osmosis and the Egg
Demonstration Lab—
Osmosis and Diffusion
Extended Content:
Regulation of osmotic pressure within the
human body
Smooth Moves: The Jello
Cell Family Story
Instructional Content:
 Enzymes as proteins that speed up
chemical reactions (catalyst).
 Enzymes as re-usable and specific.
 Enzymes as affected by such
factors as pH, and temperature.
Students should understand that enzymes are
necessary for all biochemical reactions and
have
Essential Lab:
Investigating the Effect of
Temperature on Enzyme
Activity – with liver (PH, p.
54) OR “Mystery of
Missing Enzyme” or
McMush lab extension (see
resource book)
6
CH 7.3
SAS InterActivity:
Enzymes
CH 2.4
a general understanding of how enzymes
work.
Extended Content:
Modern drug design based on genomics
Essential Health Science
Connection:
Emphasize importance of
amylase and HCl in
digestion
Apply to medical
applications such as the use
of antacids and acid reflux.
What are the physiological
implications of a fever?
Topical Discussion or
Research: Newborn
testing for metabolic
disease (PKU, etc)
Inquiry Support Activity:
Properties of Enzymes
2.05 Investigate and analyze the
bioenergetic reactions:



Aerobic respiration
Anaerobic respiration
Photosynthesis
Instructional Content:
The emphasis should be placed on
investigation of:
 Overall equations including reactants
and products and not on memorizing
intermediate steps of these processes.
 Factors which affect rate of
photosynthesis and or cellular
respiration.
 Comparison and contrast of these
processes with regard to efficiency of
ATP formation, the types of
organisms using these processes, and
the organelles involved.
 Anaerobic respiration should include
lactic acid and alcoholic fermentation.
7
Essential Labs:
Fermentation Labs –
Fermentation of Apple
Juice (Glencoe, p. 242) OR
Molasses lab (see resource
book), OR Investigating
Fermentation by making
Kimchi (PH, p. 243)
Photosynthesis Labs –
Pigment Chromatography
Elodea & BTB (PCS Lab)
Respiration Lab –
Impact of exercise on CO2
SAS InterActivity:
Photosynthesis
CH 8.1
CH 8.2
CH 8.3
CH 9.2

Comparison of anaerobic and aerobic
organisms.
(Glycolysis, Kreb’s Cycle, and Electron
Transport Chain have been deliberately
excluded)
(Students are not required to distinguish
between light dependent and light
independent parts of photosynthesis)
Extended Content:
Glycolysis, Kreb’s Cycle, and Electron
Transport Chain
Light dependent vs. light independent
reactions
production (PH quick lab,
p. 231)
Inquiry Support Activity:
Yeast Fermentation
Essential Health Science
Connections:
Relate respiration with
medical conditions acidosis
& alkalosis (see obj 2.03).
Discuss how exercise
affects rate of cellular
respiration.
Goal 3: Learner will develop an understanding of the continuity of life and the changes of organisms
over time.
SCOS OBJECTIVES
3.01 Analyze the molecular basis of
heredity including:

DNA Structure
ESSENTIAL QUESTIONS, INSTRUCTIONAL
CONCEPTS AND EXTENDED CONTENT
Essential Questions:
 What are the ramifications to the
organism if these processes (DNA
replication, protein synthesis, and
gene regulation) go “wrong?”
 How does gene regulation lead to cell
specialization?
Instructional Content:
 Structure of DNA as compared to
8
RECOMMENDED AND
SUGGESTED CLASSROOM
ACTIVITIES
DNA Model Construction
Modeling DNA Replication
(PH p. 313)
Optional Projects:
History of DNA as the
Genetic Material: create a
timeline of the major
scientific events leading to
the discovery of the double
helix or write research
RECOMMENDED
INTERNET
ACTIVITIES &
RESOURCES
SAS Classroom
Activity: (CH 12.3)
Cracking the Protein
Code
SAS InterActivity:
DNA Replication
CH 12.2
CH 12.3



DNA Replication






Protein Synthesis
(transcription and translation)
RNA
Complementary base pairing
Understanding that the sequence of
nucleotides in DNA codes for proteins
– the central key to cell function and
life.
DNA replication allows daughter cells
to have an exact copy of parental
DNA.
Understanding of the semiconservative nature of the replication
process. (nature of the process, not the
term “semi-conservative”)
Mutations as a change in the DNA
code.
The position of replication within the
cell cycle.
The importance of relatively weak
hydrogen bonds.
The recognition of protein synthesis as a
process of:
 Transcription that produces an RNA
copy of DNA, which is further
modified into the three types of RNA
 mRNA traveling to the ribosome
(rRNA)
 Translation - tRNA supplies
appropriate amino acids
 Amino acids linked by peptide bonds
to form polypeptides which are folded
into proteins.
 Use of a codon chart to determine the
amino acid sequence produced by a
particular sequence of bases.
9
paper
CH 12.4
Inquiry Support
Activities:
What are the effects of
various mutations on
protein synthesis?
CH 12.5
Transcription/Translation
Activity
Essential Health Science
Connections:
Relate medical conditions
resulting from DNA
mutations – Hemophilia,
PKU, Cystic Fibrosis
(metabolic symptoms, etc).
Ties in with genetic
disorders
http://vector.cshl.org/
dnaftb/ DNA from
the Beginning –
Useful for many goal
2 objectives. Cold
Spring Harbor
Laboratory
http://www.cellsalive.
com provides helpful
animations
Discuss stem cell research
(jig saw using current
articles from resource
book)
Stem Cell
Activity
www.whyfiles.or
g (click teacher
activities, then
stem cell
progress) –
demonstration of
how cells
differentiate


Gene Regulation



3.02 Compare and contrast the
characteristics of asexual and sexual
reproduction.
All (with a few exceptions) of an
organism’s cells have the same DNA
but differ based on the expression of
genes.
differentiation of cells in multicellular
organisms
cells responding to their environment
by producing different types and
amounts of protein.
advantages (injury repair) and
disadvantages (cancer) of the
overproduction, underproduction or
production of proteins at the incorrect
times.
Extended Content:
Chargaff’s ratio
Semi-conservative vs. Conservative model
Contribution of Franklin and Wilkins in
addition to Watson and Crick
Stem Cells
Essential Questions:
How does one single cell with a set number of
chromosomes become thousands of different
types of cells in mature multi-cellular
organism?
Instructional Content:
Instruction should include:
 Recognizing mitosis as a part of
asexual reproduction and meiosis
as a part of sexual reproduction.
 Similarities and differences
between mitosis and meiosis
including replication and
separation of DNA and cellular
material, changes in chromosome
10
Suggested Activities:
Mitosis Labs (PCS Lab #6,
p. 16)
SAS InterActivity:
Cell Division
CH 10.1
Modeling the phases of the
Cell Cycle (PH p. 254).
Microscope activity:
Identify, draw, & label
phases of onion root tip
cells & whitefish blastula
cells.
CH 10.2
CH 11.4
CH 10.3
Interactive study
of onion root
mitosis:
http://www.biolo
gy.arizona.edu/c
3.03 Interpret and predict patterns of
inheritance.

Dominant, recessive and
intermediate traits.
number, number of cell divisions,
and number of cells produced in
complete cycle.
 Putting mitosis diagrams in order
and describing what is occurring
throughout the process.
Students are not expected to memorize the
names of the steps or the order of the step
names.
 The sources of variation including:
o Crossing over.
o Random assortment of
chromosomes.
o Gene mutation
o Nondisjunction
o Fertilization
ReBop activity reinforces
results of meiosis
(http://www.masd.k12.pa.u
s/programs/STEEP/Science
/Biology/ActivityinMeiosis
.htm)
Inquiry Support Activity:
Cell Cycle
Essential Questions:
How do genes and the environment interact to
produce a phenotype?
Suggested Activities &
Labs:
Face Lab (PCS Lab #7, p.
19)
Instructional Content:
Instruction should include:
 Identifying and determining genotypes
and phenotypes and the role of the
environment in gene expression.
 A discussion of Mendel’s experiments
and laws.
 Interpreting karyotypes (gender,
chromosomal abnormalities)
 Understanding that dominant traits
mask recessive alleles.
 Include instruction of intermediate
patterns of inheritance, such as
codominance and incomplete
dominance. Teachers should not
necessarily expect students at this
11
Essential Health Science
Connections:
Relate use of
chemotherapeutic drugs to
the mitotic process.
Should this Dog be called
Spot? (see resource book)
Genetic Ratios (Glencoe,
p. 282)
Construct and interpret
pedigrees – have students
create their own.
Karyotype Activity:
Examine and identify
karyotypes of patients with
unknown chromosomal
disorders such as Trisomy
ell_bio/activities/
cell_cycle/cell_c
ycle.html
Interactive tutorial
with pictures of phase
http://biog-101104.bio.cornell.edu/bi
oG101_104/tutorials/
cell_division.html
SAS InterActivity:
Mendelian Genetics
CH 11.1
CH 11.2
CH 11.3
Internet Activities:
http://www.horton.ed
net.ns.ca/staff/selig/A
P/labs/Blood_activity
.htm This page has a
virtual blood typing
activity.
http://www.ncbi.
nlm.nih.gov/Omi
m/ Online



Multiple alleles.


Polygenic traits.


Sex linked traits.


Independent assortment.

level to distinguish between these
forms of intermediate inheritance on a
biochemical level they should be able
to solve problems involving
apparently intermediate phenotypes.
Autosomal inheritance patterns and
characteristics of sickle cell anemia,
cystic fibrosis, Huntington’s disease,
and PKU
Examine and interpret blood types as
an example of both multiple alleles
(IA, IB, i) and codominance of blood
type AB.
How can blood typing eliminate
parentage or even a criminal suspect?
21, Klinefelter’s, Turner’s
Syndromes & relate to
symptomology
Inquiry Support
Activites:
Genetics of Parenthood
Using Chi Square with
“Genetics of Parenthood”
Mendelian
Inheritance in
Man – this site is
too technical for
most students but
may be useful to
advanced
students and
teachers
Dihybrid Crosses
Essential Project: Genetic
Disease Research (see
note at end of this
document)
Recognizing that polygenic expression
is demonstrated by skin and hair color Essential Health Science
Connection:
Relate human sex chromosomes to sex Relate the role of a genetic
counselor in relaying
linked conditions such as color
information to patients.
blindness. Baldness and hemophilia
Have students write a
mock letter to a fictitious
Relate the processes of independent
patient.
assortment, crossing over and gene
shuffling to genetic diversity.

Test cross.

Use of a test cross to determine the
genotype of an individual expressing a
dominant phenotype.

Pedigrees.

Construct and interpret pedigrees for
dominant, recessive and sex-linked

Punnett squares.

Solve and interpret monohybrid cross
problems, predicting offspring ratios
12
http://www.emin
ts.org/ethemes/re
sources/S000014
76.shtml
Check this site
for interactive
Punnett square
activities and
worksheets to
print for extra

3.04 Assess the impacts of genomics on
individuals and society.
 Human genome project.

Applications of biotechnology.
Extended Content:
Interpretation of pea experiments that led to
Mendel’s Principles
Dihybrid crosses
Genetic testing: blood tests, ultrasound,
amniocentesis and chorionic villi sampling
Instructional Content:
 The reasons for establishing the
human genome project and the long
range implications for genetic
conditions and gene therapy
 Recognition that the project is useful
in identifying genetic conditions and
in developing gene therapy.


practice
Determine parental genotype and
phenotype ratios based on offspring
ratios.
Gel electrophoresis as a technique to
separate molecules based on size.
Uses of DNA fingerprinting

Applications of transgenic organisms
(plants, animals, & bacteria) in
agriculture and industry including
pharmaceutical applications such as
the production of human insulin.
 Ethical issues and implications of
genomics and biotechnology. (stem
cell research and genetically modified
organisms)
Extended Content:
Research genetic diversity in human
populations
Analysis of ancestry based on genetic patterns
13
Suggested Activities &
Labs:
Restriction Enzymes:
DNA Scissors
(see resource book)
Recombinant DNA:
Paper Plasmids (Glencoe,
p. 362)
Note:
coordinate with
Health Science
Teacher to
arrange for a
genetic
counselor to visit
as a guest
speaker
SAS Classroom
Activity:
DNA Fingerprinting:
A Simulation
CH 11.5
CH 13
CH 14
http://www.pbs.o
rg/wgbh/evolutio
n including video
Gel Electrophoresis:
DNA goes to the Races
PBS Evolution
(see resource book)
video series
http://www.pbs.o
“Interpreting DNA
rg/wgbh/evolutio
analysis” PH Forensic
n including video
Science Supplement, p. 21- PBS Evolution
26
video series
Electrophoresis (Biotech)
www.discovery.com
or worksheet
http://powayusd.sdco
e.k12.ca.us/dolly/tool
Optional: DESTINY bus
box.htm
activity –Mystery of
A web quest on
Crooked Cell or Get a Clue cloning with links to
some good resources.
Inquiry Support Activity:
Genetic Detective
Reproductive cloning
Reading and using restriction maps
Essential Health Science
Connections:
Relate DNA analysis to
paternity cases , genetic
diseases, and forensic
science.
Discuss/debate the
question: Who owns your
DNA? (include discussion
of HIPPA laws)
3.05 Examine the development of the
theory of evolution by natural selection
including:
Essential Questions:
Do allelic frequencies change over time in
response to natural conditions?
How does pesticide and antibiotic resistance
support the principle of natural selection?
14
Inquiry Support Activity:
Fishy Frequencies
Essential Lab:
Barbellus Activity (see
resource book)
http://www.gis.net/~p
eacewp/webquest.ht
m A web quest on
genetic Engineering
of food crops.
http://www.hhmi.org/
biointeractive/
bacterial DNA
analysis- need an up
to date, fast computer
to use
Harvest of Fear –
video (NOVA,
genetically modified
crops)
http://www.ornl.gov/
hgmis/publicat/genec
hoice/ the book Your
Genes, Your Choices
raises many of the
human issues related
to biotechnology
http://www.mass
interaction.org/ht
ml/genome/
The Human
Genome Project:
Exploring the
Scientific and
Humanistic
Dimensions
SAS Classroom
Activity:
Natural Selection
SAS InterActivity:
Microevolution
CH 15.3




Development of the theory.
The origin and history of life.
Fossil and biochemical evidence.
Mechanisms of evolution.
Instructional Content:
Instruction should include:
 Historical development of the theory
of evolution by natural selection.
 Biogenesis in contrast to abiogenesis
with emphasis on the experiments
used to support both ideas.
 Early atmosphere hypotheses and
experiments.
 How the early conditions affected the
type of organism that developed
(anaerobic and prokaryotic).
 Evolution of eukaryotic and aerobic
organisms.

Fossils– relative and absolute dating
methods
 A discussion of what can be inferred
from patterns in the fossil record.
 Biochemical similarities.
 Shared anatomical structures.
(Patterns in embryology and homologous and
analogous vocabulary are intentionally
excluded)




Applications (pesticide &

How genetic variation provides
material for natural selection.
The role of geographic isolation in
speciation.
Environmental influences and natural
selection.
Discuss the evolutionary selection of
resistance to antibiotics and pesticides
15
Suggested Activities &
Labs:
Analyze amino acid
sequences to determine
evolutionary relationships
(see resource book)
Candy Corn and M&Ms
(see resource book)
Bird Beaks (see resource
book)
Chocolate Bug Lab (see
resource book)
Skull Lab (Glencoe, p. 446)
Relate to forensic
anthropology – distinctions
between male/female
skulls and pelvis
Essential Health Science
Connection:
Relate historical
perspective of Influenza
and other pandemic
diseases– (Pandemic of
Spanish Flu in 1918, Hong
Kong Flu, SARS, Ebola)
Production and storage of
flu vaccine. Student
groups are assigned articles
on these topics to read and
critique and share using
jigsaw activity.
CH 16.1
CH 16.2
CH 17.1
http://www.pbs.o
rg/wgbh/evolutio
n including PBS
Evolution videos
antibiotic resistance)
in various species.
Extended Content:
 Scientific controversy
 Endosymbiotic hypothesis
 Gradual vs. punctuated equilibrium
 Reproductive isolation
 The rate of evolution
Goal 4: Learner will develop an understanding of the unity and diversity of life.
SCOS OBJECTIVES
4.01 Analyze the classification of
organisms according to their evolutionary
relationships.
ESSENTIAL QUESTIONS, INSTRUCTIONAL
CONCEPTS AND EXTENDED CONTENT
Essential Questions:
How has modern technology allowed
scientists to develop more sophisticated
schemes for classification?
What are the advantages and disadvantages of
simplicity vs. complexity in cellular/organism
structure and function?

The historical development and
changing nature of classification
systems.
Instructional Content:
History of classification system
 Originally two kingdoms (plants and
animals). More kingdoms added as
knowledge of the diversity of
organisms increased.
 Development of the seven level
classification system (KPCOFGS) and
binomial nomenclature
16
RECOMMENDED AND
SUGGESTED CLASSROOM
ACTIVITIES
RECOMMENDED
INTERNET
ACTIVITIES &
RESOURCES
Suggested Activities &
Labs:
SAS InterActivity:
Modern Taxonomy
Microbiology- Inquiry Lab CH 18.1
(PH p. 470). A virtual
alternative can be used
CH 18.2
(see Glencoe virtual lab
disc)
CH 18.3
Dichotomous Keys Identifying Sharks
(see resource book) or
other activity to practice
use of dichotomous key
Essential Health Science
Connection:
Relate impact of resistant
(The intention is that students understand that
classification systems are changed as new
knowledge is gathered. Currently, the
thinking is 3 Domains with 6-7 kingdoms)
Basis of classification system
 Evolutionary phylogeny, DNA and
biochemical analysis, embryology,
morphology
 Interpret phylogenetic trees.

Similarities and differences
between eukaryotic and
prokaryotic organisms.
Compare/contrast prokaryotes and
eukaryotes.
 Membrane bound organelles – none
in prokaryotes.
 Ribosomes in both.
 Contrasts in chromosome structure.
 Contrasts in size.

Similarities and differences among
the eukaryotic kingdoms: Protists,
Fungi, Plants, and Animals.
Compare eukaryotic kingdoms:
 Cellular structures.
 Unicellular vs. Multicellular.
 Methods of making/getting food and
breaking down food to get energy.
 Reproduction.

Classify organisms using keys.
Use dichotomous keys to identify organisms.
bacteria and use of
antibiotics (MRSA)
Relate fungi to human
disease (ex. Athlete’s foot,
etc)
Emphasize that human
diseases can be caused by
organisms from all
kingdoms (Activity- Deadly
Diseases Among Us – from
NIH activity, Emerging
and Re-emerging
Infectious Diseases, p. 39 –
also available online)
Relate use of plants in
pharmacological
applications.
Extended Content:
Explore the phylocode controversy (new
system vs. Linnaeus)
Creation of a dichotomous key
4.02 Analyze the processes by which
organisms representative of the following
groups accomplish essential life functions
including:
Essential Questions:
How do various organisms accomplish
essential life functions?
17
Inquiry Support Activity:
Organism Newspaper
Project
CH 20.1
CH 25.1
CH 25.2
CH 25.3


Unicellular protists, annelid
worms, insects, amphibians,
mammals, non-vascular plants,
gymnosperms and angiosperms.
Transport, excretion, respiration,
regulation, nutrition, synthesis,
reproduction, and growth and
development.
Instructional Content:
Teachers should help students compare and
contrast how the organisms listed accomplish
the essential life functions specified below.
The focus is on physiology rather than on the
names of parts.
 Transport – how organisms get what
they need to cells; how they move
waste from cells to organs of
excretion.
 Excretion – how organisms get rid of
their waste and balance their fluids
(pH, salt concentration, water).
 Regulation – how organisms control
body processes – hormones, nervous
system.
 Respiration – how organisms get
oxygen from the environment and
release carbon dioxide back to the
environment and how plants
exchange gases.
 Nutrition – how organisms break
down and absorb foods.
 Synthesis – how organisms build
necessary molecules.
 Reproduction – sexual versus asexual,
eggs, seeds, spores, placental, types
of fertilization.
 Growth and development –
metamorphosis, development in egg
or in uterus, growth from seed or
spore.
Extended Content:
Observe representative organisms from the
specified groups.
Plant tropisms
18
Plant WebQuest
Stomata Lab (Glencoe, p.
640)
Suggested Activities &
Labs:
Dissection of
Earthworm/Frog/
Grasshopper/ Fetal Pig –
include scientific drawings
of dissected organisms.
(note: virtual dissections
are available online if
budget restricts this
activity) Relate structure
to function and consider
adaptations – see obj 4.03.
Human Body Systems
Notebook – Research
human body systems
noting interrelationship of
structure and function.
Create and design a
notebook. For each system
include a descriptive essay,
neatly drawn and labeled
diagrams.
Essential Health Science
Connections:
During dissections, make
connections to human body
systems, relating structure
to function.
CH 27.1
CH 27.2
CH 27.3
CH 28.1
CH 28.2
CH 28.3
CH 30.3
CH 32.1
CH 32.2
CH 32.3
CH 35
CH 37
CH 38
CH 39
Relate the way
physiological homeostasis
is impacted by disease
conditions.
4.03 Assess, describe and explain
adaptations affecting survival and
reproductive success.
Essential Questions:
How is society affected by disease?
What characteristics of viruses and
microorganisms result in epidemic/pandemic
outbreaks of diseases such as SARS and bird
flu?
Why do different populations respond
differently to the same disease (e.g. cold virus
in Europeans vs. South American tribes)?
How does the flu co-evolve with humans and
other organisms (e.g. ducks)?
Instructional Content:
Focus should be on structural adaptations
from organisms that are listed in 4.02,
particularly adaptations for feeding,
reproduction, and life on land


Structural adaptations in plants
and animals (form to function).
Disease-causing viruses and
microorganisms.
Instruction should also include:
 Structure of viruses.
 Mutation of viruses and other
microorganisms.
 Variety of disease causing
(pathogenic) agents (viruses, bacteria)
including:
 HIV
19
Relate how body systems
work together to carry out
life characteristics.
Investigation that includes
the observation of
structural adaptations
(note: can be done during
dissections)
Essential Labs:
Flower Parts - Dissection
of seeds and flowers.
Suggested Activities &
Labs
Slides-Monocots vs Dicot
(focus on roots, stems,
leaves, and flowers) In lieu
of slides, locate
microscopic images online
or in text.
Carnation orCelery Lab –
see obj. 2.03. (Glencoe, p.
629)
Seed Germination
(monocot vs. dicot seeds)
May be used to show
geotropism
Essential Health Science
Connections:
CH 40.1
CH 40.2
CH 40.3
Video: March of the
Penguins – (see
resource book for
activity and
questions.)
SAS InterActivity:
Disease Dynamics




Co-evolution.
Influenza
Smallpox
Streptococcus (strep throat)
Emphasize the relationship between
angiosperms and their pollinators.
Discuss disease
transmission,
epidemiology, viral type
(how the type influences
mutation rate and
production of vaccines),
Plague of 1918.
Relate examples of
pharmacological
applications using plants
(see obj. 4.02)
Compare and contrast
circulatory system of plants
to humans
4.04 Analyze and explain the interactive
role of internal and external factors in
health and disease:

Genetics.
Essential Questions:
The body is able to recognize self vs. nonself. What are the consequences of mistakes
in recognition?
Instructional Content:
Focus should be on the interactive role of
genetics and the environment in
determining a specific response including:
 Sickle cell anemia and malaria
 Lung/mouth cancer and tobacco use
 Skin cancer, vitamin D, folic acid and
sun exposure
 Diabetes (diet/exercise and genetic
interaction).
 PKU and diet
Instruction should include basic
understanding of:
 Function and relationship of T-cells,
20
Suggested Activities
& Labs:
Food Journal and
Analysis (see obj.
2.01) OR
Posters: Nutritional
awareness and
diseases (see obj. 2.01)
Optional: DESTINY
Lab: Weigh to Go
(pre-lab and post lab
activities can be done
in classroom alone
with wet lab)
Optional Research
Project:
SAS InterActivity:
Disease
Dynamics
OR
SAS Activity:
Diagnosis
Disease
OR
SAS Project:
Anatomy Follies
CH 20.2
CH 40.1
CH 40.2
CH 40.3

Immune response.





Nutrition.
Parasites.
Toxins.
4.05 Analyze the broad patterns of animal
behavior as adaptations to the
environment.
B-cells, antibodies/antigens.
(Overview only of different types and
roles of T and B cells: role of memory
cells, B cells make antibodies, some T
cells help B cells make antibodies,
other T cells kill infected cells.)
Passive and active immunity.
Vaccines.
Teachers should emphasize aspects of
nutrition that contribute to:
 Optimal health.
 Poor nutrition (obesity, malnutrition
and specific deficiencies.)
Teachers should focus on the general life
cycle (not specific details), vector, symptoms,
and treatments for: Malarial parasite
(Plasmodium) Note: this can be taught with
symbiotic relationships, Obj. 5.01.
Understand effects of environmental toxins
 Lead
 Mercury
Essential Questions:
How do pheromones allow for the social
behaviors of colonial organisms to adapt to
their environment?
Paper &/or presentation on
a selected bacterial or viral
disease. (models, posters or
other visual aids may be
incorporated)
Essential Health
Science Connection:
Relate
biomagnification to
the disease process.
Arrange for Health
Science speakers to
discuss implications of
obesity
(endocrinologist,
researcher, or diabetic
nurse).
Use case studies to analyze
the role of genetics and
environment in human
health.
Inquiry Support Activity:
Animal Responses to
Environmental Stimuli
Termite Behavior
What are the advantages and disadvantages of
using pheromones adaptations?

Innate behavior.
Instructional Content:
Taxes and instincts, including:
 suckling (instinct)
 insects moving away from or toward
21
Suggested Labs:
Behavioral Responses –
Earthworm Lab (Glencoe,
p. 754)
Pill Bug lab (BioLab p. 7)
CH 34
Various Videos
are appropriate
here (March of
the Penguins, A
Conversation
with Koko
(National
Geographic).



Learned behavior.
Social behavior.
light (taxis)
migration, estivation, hibernation
Focus should be on various types of learned
behavior including:
 Habituation
 Imprinting
 Classical conditioning (eg Pavlov’s
dog –stimulus association)
 Trial and error (focus on concept of
trial and error learning not term
operant conditioning).
Focus should be on communication, territorial
defense, and courtship, including:
 Communication within social structure
using pheromones (ex: bees and ants).
 Courtship dances.
Territorial defense (ex: Fighting Fish).
Study aggressive behavior
in Betta Fish - Observing
the behavior in Fish (PH p.
883 or activity found at :
http://web.nafcs.k12.in.us/
users/nahs/jcox/Biology%2
0Misc/lab%20handouts/Be
tta%20fish%20lab%20han
dout.pdf) (Discuss the ethical
SAS Activity:
Fascinating
Rhythms
use of animals as laboratory
subjects prior to this activity)
Essential Health Science
Connections:
Relate human
physiological responses
such as fight or flight,
reflexes (ciliary, gag,
Achilles heel reflex).
Relate the use of melatonin
supplements in jet lag and
sleeping disorders.
Goal 5: Learner will develop an understanding of the ecological relationships among organisms.
SCOS OBJECTIVES
5.01 Investigate and analyze the
interrelationships among organisms,
populations, communities and ecosystems
ESSENTIAL QUESTIONS, INSTRUCTIONAL
CONCEPTS AND EXTENDED CONTENT
Essential Questions:
What tools do scientists use to study
biodiversity?
RECOMMENDED AND
SUGGESTED CLASSROOM
ACTIVITIES
RECOMMENDED
INTERNET
ACTIVITIES &
RESOURCES
Inquiry Support Activity:
Campus Field Study –
Biodiversity of plants and
animals in soil & or water
SAS Interactivity
Stream Ecology
Suggested Activities &
Labs:
Duckweed (PCS Lab #13,
p. 56)
CH 4
CH 3
What factors influence biodiversity?
How is carrying capacity different for two
organisms living in the same environment?

Techniques of field ecology
22
CH 5
Instructional Content:
Students should be able to identify and
describe symbiotic relationships
 Mutualism
 Commensalism
 Parasitism

Abiotic and biotic factors

Carrying capacity
5.02 Analyze the flow of energy and the
cycling of matter in the ecosystem.
Determining Population
Size (Glencoe, p. 108)
Investigating the growth of
a population of bacteria
(PH p. 133)
Students should be able to identify and predict Suggested Projects:
Biome Research – create a
patterns in Predator /prey relationships.
newspaper/ travel
brochure/ website/ power
Use field ecology techniques such as
point presentation. Use
sampling and quadrant studies to determine
climate data to create
species diversity and changes over time.
climatograms.
Explain how abiotic and biotic factors are
related to one another and their importance in Essential Health Science
Connection:
ecosystems.
Relate effects of air
pollution to the
Analyze how limiting factors influence
physiological systems of
carrying capacity (e.g. food availability,
the body.
competition, harsh winter).
Interpret population growth graphs.
Examine Lichen as
biological indicator of air
pollution.
Essential Questions:
What roles do cellular respiration and
photosynthesis play in the carbon cycle?
Suggested Activities &
Labs:
Biogeochemical Cycles –
posters; peer presentations;
work in pairs with
emphasis on carbon cycle.
How do trophic levels determine how energy
is transferred through ecosystems?
How are trophic levels related to food webs?
What are the effects of biomagnification with
respects to the food chain?
23
Mystery of the Owl Pellet
(see resource book)
Inquiry Support Activity:
Food Chains and
CH 3
SAS
Interactivity:
Carbon Cycle


Relationship of the carbon cycle to
photosynthesis and respiration
Trophic levels- direction and
efficiency of energy transfer
Instructional Content:
Investigate the carbon cycle as it relates to
photosynthesis and respiration.
Analyze food chains, food webs, and energy
pyramids for direction and efficiency of
energy transfer.
Extended Content:
Nitrogen cycle, Phosphorus cycle
5.03 Assess human population and its
impact on local ecosystems and global
environments:
Essential Questions:
What factors influence the J and S-shaped
population curves? How are they significant?
Biological Magnification
Suggested Projects:
Energy Flow in
Ecosystems (Food
Webs/Chains) design and
construct a food web;
presentation to class;
individual (can be done as
poster, or computer
generated)
Essential Health Science
Connection:
Relate biomagnification to
the incidence of cancer.
Inquiry Support Activity:
Environmental Factors that
Affect the Hatching of
Brine Shrimp
How do human activities affect ecosystems?


Historic and potential changes in
population
Factors associated with those
changes.
Instructional Content:
Instruction should include:
 Analyze human population growth graphs
(historical and potential changes) .(See
5.01)
 Factors influencing birth rates and death
rates.
 Effects of population size, density and
resource use on the environment.
 Discussion of human impact on local
ecosystems:
 Acid rain
 Habitat destruction
 Introduced non-native species.
 How changes in human population affects
24
Suggested Activities &
Labs:
Human Population Growth
Models – research a given
country; analyze
demographics; develop a
histogram; present findings
on poster; individual.
Determine Ecological
Footprint (online or paper
survey).
Sustainable
practice/stewardship
activity (ex. Clean Sweep,
campus cleanup, recycling
CH 6
http://www.cens
us.gov/ftp/pub/ip
c/www/idbpyr.ht
ml this site has
interactive
population
pyramids
Video: World in
the Balance
NC 2000 census
data
http://statelibrary
.dcr.state.nc.us/is
s/ncdemstatdata.
htm
Ecological
Footrprint
Analysis:
populations of other organisms.



Climate Change.
Resource use
Sustainable practices/ stewardship.
Discussion of factors that influence climate:

greenhouse effect (relate to
carbon cycle and human
impact on atmospheric CO2)

natural environmental
processes (e.g. volcanos)
Investigation of the direct and indirect impact
of humans on natural resources (e.g.
deforestation, pesticide use and
bioaccumulation research )
Examples of sustainable practices and
stewardship.
project, poster display).
Essential Health Science
Connection:
Read/Analyze current
articles on plague, Bird
Flu, AIDS, SARS,
Bioterrorism, Ebola,
Tuberculosis, Influenza relate pandemics to the
global populations and
share findings using jigsaw method.
www.earthday.n
et/footprint/index
.asp
Guest Speaker:
EPA or DEHNR
or Water
Treatment Plant
Operator, County
Recycling
coordinator
http://.epa.gov/g
Discuss/debate: Should
lobalwarming/i
TB patients be quarantined, ndex.html The
legally restricted or lose
EPA has a large
rights as the result of
website devoted
disease?
to global
warming. The
Emerging and Reeducator’s page
emerging Infectious
provides links to
Disease (NIH), p. 20
other resources
background and
Activity 4, Protecting
the Herd
Honors Health Science students are expected to complete a major research project. – literature research of a selected genetic
disease/condition; create resource note cards; rough draft (MLA format); works cited page; formal interview of relevant individual;
final paper; individual. Options include:
1. Genetic Disease Research
2. Infectious Disease Research
3. Medical Careers
4. Biomedical Technology
25