Advanced Placement Biology Course Syllabus
Instructor: Ms. Maxwell
Email: klmaxwell@cps.edu
Course Overview
Advanced Placement Biology is designed to be the equivalent of an introductory biology course taken at a college or university and
will go into much greater depth than was covered in biology. For a student to be successful in this course, they will need to do more
than accumulate facts and memorize terminology.
My goal as a teacher is to develop scientific and technological understanding in the study of life through a variety of performance
based activities that emphasize problem-solving, critical thinking skills, and cooperative teamwork while applying aspects of the
nature of science and scientific inquiry.
The successful student will be able to identify and understand inter-relatedness of scientific processes/themes, the use of scientific
methods, as well as proper experimental design/procedure as a way establish and support their knowledge.
This course will be taught through the lens of evolution and students will be utilizing critical thinking skills and actively reflecting on
how structures and processes change over time resulting in life on Earth as it is seen today. Through exposure to current scientific
findings, development of a research proposal, participation in class discussions, and simulations, students will be able to apply their
knowledge to understanding issues that are currently undergoing research in areas such as: medicine, genetics, the environment,
ethics, etc. This class will be student centered with a diminished focus on lectures and an increased focus on group work, projects,
and labs.
Instructional Context
Students must have completed biology and chemistry prior to enrolling in AP Biology. A summer assignment is used to review the
basic principles of biology and chemistry, allowing me to more quickly begin the topics of biochemistry.
Instructional Resources
Mader & Windelspecht, Biology, 11th AP Edition © 2013. McGraw – Hill
Campbell, Neil. Student AP Edition Biology Student Study Guide, Eighth Edition (ISBN 8-8053-7155-9)
Heitz and Giffin.2008. Practicing Biology, Third Edition.
AP Biology Investigative Labs: An Inquiry-Based Approach, The College Board, 2012
o Large binder with dividers to organize notes, handouts, references and assessments. Your binder should be stocked with paper for
use in class. You should keep ALL course handouts, ALL year.
o Notebook for bellringers, in-class questions and data collection
Course Requirements and Expectations

Attend class every day – be on time and prepared to discuss readings and assignments. Bring your book to class when
asked.

Read, read, read and then read some more! You are responsible for reading assigned chapters for each topic and taking
notes! Your notes/outlines will be collected routinely and graded to be sure that you are keeping up.

Talk, talk, talk and then talk some more! Well, as long as it’s about Biology. In order to develop the kind of understandings
that we are striving for, you need to be able to communicate your learning. You also need to be able to express when you
don’t understand something. Don’t be afraid to say, “I don’t get it.”

Formal lab reports will be required of many of the investigations that you conduct in class. The lab reports will typically be
due within one week after the completion of an investigation.
o
Your lab reports will emphasize your developed hypothes, data collection techniques, data analysis and your ability
communicate your results and connect them to content. You will be provided with a rubric outlining how your lab
reports will be evaluated.

Unit exams will often be given after each major unit. Each topic we learn in this class builds on what we have learned
previously and everything supports the understanding of the BIG IDEAS. Because of this, unit exams are cumulative and will
emphasize the connections between the four BIG IDEAS.

Unit Exams will reflect the format of the AP Biology test you will take at the end of the year. Therefore,
you must be prepared to answer multiple choice questions, do calculations and write responses to free
response questions. We will practice answering all types of questions in class; usually as bellringer
activities.

Complete research, presentations and homework as assigned; respecting all given due dates.

You are expected to take the AP Biology Exam in May 9th, 2016 at 8am.

Academic dishonesty of any kind (plagiarizing, cheating or copying) will not be tolerated and will result in an automatic zero
on ANY assignment. This could result in a significant reduction in your overall course grade.
Late Work Policy

All assigned work is due at the beginning of class.

Late work is accepted for 5 school days after the due date. The grade of the assignment will automatically be reduced by
50%. Late work is NOT accepted after 5 days and you will receive a zero for the assignment. Please note that an assignment
is considered late if it is not turned in at the beginning of class.
Absences

Homework due on the day of the absence is due the day you return or it is considered late (see the late work policy
above). Homework assigned on the day of the absence will be due the day after you return.

Obtain the notes you missed from a classmate and THEN see me with questions and concerns.

If you are absent for more than one day in a row please see me for the missed homework and extended due dates.

**Make-Up work is only granted credit if it is an excused absence and handed in by the due date**

If you have an unexcused absence, you will NOT be able to make up any work you missed the day of your absence. This
includes quizzes and tests taken on the day that you have an unexcused absence.
Grading Scale
A = 90-100
B = 80-89
C= 70-79
D = 60-69
F= 59 and below
Breakdown of Grade Categories:
Quizzes = 25%
Tests = 15%
Labs = 20%
Homework = 10%
Participation (includes POGIL, bell-ringers, exit slips) = 10%
Executive functioning (Organization, military protocol, self-regulation) = 10%
Semester Exam = 10%
Course Organization
This AP Biology course is structured around the four Big Ideas and the Enduring Understandings identified within the revised
Curriculum Framework. All Essential Knowledge will be taught and all Learning Objectives will be met through this curriculum. The
Big Ideas include:
Big Idea 1: The process of evolution drives the diversity and unity of life.
Big Idea 2: Biological systems utilize free energy and molecular building blocks to grow, to reproduce and to maintain homeostasis.
Big Idea 3: Living systems store, retrieve, transmit and respond to information essential to life processes.
Big Idea 4: Biological systems interact, and these systems and their interactions possess complex properties.
The Investigative Laboratory Component
The students will be engaged in investigative laboratory work for a minimum of 25% of instructional time. These labs will be inquiry
based, student-directed investigations. There will be at least two laboratory experiences per big idea from the AP Biology
Investigative Lab Manual: An inquiry-based approach (2012). These labs will be spread throughout the school year. Additional
prescribed activities supplement the student inquiry.
Students will maintain a laboratory notebook and binder throughout the course. In addition to the laboratory notebook, students
will communicate experimental designs and analysis to others in formats such as group presentations, electronic presentations, and
poster sessions.
The labs will incorporate the application of the 7 Science Practices (SP) defined in the AP Biology Curriculum Framework.
Science Practice 1: The student can use representations and models to communicate scientific
phenomena and solve scientific problems.
Science Practice 2: The student can use mathematics appropriately.
Science Practice 3: The student can engage in scientific questioning to extend thinking or to guide
investigations within the context of the AP course.
Science Practice 4: The student can plan and implement data collection strategies appropriate to a
particular scientific question.
Science Practice 5: The student can perform data analysis and evaluation of evidence.
Science Practice 6: The student can work with scientific explanations and theories.
Science Practice 7: The student is able to connect and relate knowledge across various scales,
concepts, and representations in and across domains.
Units of Instruction
Unit 1 The Chemistry of Life
Big ideas 1,2,3,4
# of
Chapter and Objectives
Days
1
Intro to AP Biology
 Review of syllabus
 Academic team-building
1
Ch. 2 – Chemical Context of Life
 Review of:
o molecules, elements, compounds, and
mixtures
o Atomic structure
o Reactions and bonding
2
Ch. 3 – Water and Life (2A3)
 Review of:
o Polar covalent bonds
o Properties of water
o Acids/bases and pH
Additional labs, projects,
discussions, literacy activities
Adhesion/cohesion lab
Water property superhero
comic
Based on water’s molecular
properties and an article,
students create diagrams with
annotations to explain how
water travels up a 300-ft.
Assessments
2
4
Ch. 4 – Carbon and the Molecular Diversity of Life
 4.1 How organic chemistry is the study of carbon
compounds(1D1, 2A3)
 4.2 Diversity of carbon based on its ability to form 4
bonds (2A3)
Ch. 5 – Structure and Function of Large Biological Molecules
 5.1 Macromolecules are polymers, built from
monomers (4A1, 4C1)
 5.2 Carbohydrates serve as fuel and building material
(4A1, 4C1)
 5.3 Lipids are a diverse group of hydrophobic
molecules (4A1, 4C1)
 5.4 Proteins include diversity of structures, resulting in
a wide range of functions (4A1, 4B1, 4C1)
 5.5 Nucleic acid store, transmit, and help express
hereditary information (3A1, 4A1, 4C1)
California redwood tree
Large-scale Carbon Cycle
concept map
A Can of Bull: Do energy drinks
really provide a source of
energy?– scientifically analyze
claims for energy drinks and ID
macromolecules using Biruet,
Benedict’s, Sudan, etc SP: 6
Quiz on Ch. 2-4
Poster
presentations/lab
analysis questions
Students predict
substances to be
found in energy
drinks
Nutritional Labels Activity
Big Idea(s): 2,4; LO(s): 2.8, 4.1,
4.2, 4.3
Heitz and Giffen, “How
Can You Identify Organic
Macromolecules?” pp. 7–11using kits to build
macromolecules SP: 1
Student generated
concept map
1
End of unit
11
TOTAL # of Days
Unit 2 Cells and Cellular Processes
Big Ideas 2,3,4
# of
Chapter and Objectives
Days
6
Ch. 6 – Tour of the Cell
 6.2 Eukaryotic cells have internal membranes that
compartmentalize their functions (2A3, 2B3, 4A2)
 6.3 The eukaryotic cell's genetic instructions are
housed in the nucleus and carried out by the
ribosomes (2B3, 4A2)
 6.4 The endomembrane system regulates protein
traffic and performs metabolic functions in the cell
(2B3, 4A2, 4B2)
 6.5 Mitochondria and chloroplasts change energy from
one form to another (2B3, 4A2)
4
Ch. 7 – Membrane Structure and Function
 7.1 Cellular membranes are fluid mosaics of lipids and
proteins (2B1)
 7.2 Membranes structure results in selective
permeability (2B1)
Unit Exam with free
response practice
Additional labs, projects,
discussions, literacy activities
CELLS alive! – Venn Diagram for
prokaryote/eukaryote
Assessments
3-D Model of Organelle:
Discussion of how they work
together to maintain the
balance of life
Students watch Bozeman
“Compartmentalization” video
Oreo Membrane Analogy
Big Idea(s): 2,4; LO(s): 2.10,
2.11, 4.1, 4.2, 4.3, 4.5, 4.10,
4.15, 4.17
Whole class
discussion- students
defend claims from
video
Quiz on Ch 6,7



7.3 Passive transport in diffusion of a substance across
a membrane with no energy investment (2B2)
7.4 Active transport uses energy to move solutes
against their gradients (2B2)
7.5 Bulk transport across the plasma membrane occurs
by exocytosis and endocytosis (2B2)
Student-created skits
demonstrating types of
membrane transport
Heitz and Giffen, “How Is the
Structure of a Cell Membrane
Related to Its Function?” pp.
21–25
3
1
AP LAB 4 – Diffusion and Osmosis (Big Idea 2, SP: 2, 4, 5)
Summative Assessment
3
2
Ch. 8 – Introduction to Metabolism
Heitz and Giffen, “What Factors
Affect Chemical Reactions in
 8.1 An organism's metabolism transform matter and
Cells?” pp. 27–29
energy, of thermodynamics (2A1)
 8.2 The free-energy change of a reaction tells us
whether or not the reaction occurs spontaneously
(2A1)
Toothpickase
 8.3 ATP powers cellular work by coupling exergonic
Big Idea(s):2; SP: 1,2,4,5
reactions to engergonic reactions (2A1)
 8.4 Enzymes speed up metabolic reactions by lowering
energy barriers (4B1)
 8.5 Regulation of enzyme activity helps control
metabolism (4B1)
AP LAB 13 – Enzyme Activity (Big Idea 4, SP: 5, 6, 7) (EU 4.A connects to BI 2)
Ch. 9 – Cellular Respiration and Fermentation
Bromthymol Blue Respiration
Activity
 9.1 Catabolic pathways yield energy by oxidizing
organic fuels (2A1, 2A2)
 9.2 Glycolysis harvests chemical energy by oxidizing
glucose by pyruvate (2A1, 2A2)
 9.3 After pyruvate is oxidized, the citric acid cycle
completes the energy-yielding oxidation of organic
molecules (2A1, 2A2)
 9.4 During oxidative phosphorylation, chemiosmosis
couples electron transport to ATP synthesis (2A1, 2A2)
 9.5 Fermentation and anaerobic respiration enable
cells to produce ATP without the use of oxygen (2A1,
2A2)
Ch. 10 - Photosynthesis
Photosynthesis/Respiration
Word Sort/Concept Map
 10.1 Photosynthesis converts light energy to the
chemical energy of food (2A1, 2A2)
Article: Herbicides and Plant
 10.2 The light reactions convert soalr energy the
Metabolism
chemical energy of ATP and NADPH(2A1, 2A2)
 10.3 The Calvin cycle uses ATP and NADPH to convert
CO2 to sugar (2A1,2A2)
AP LAB 6 – Cellular Respiration (Big Idea 2, SP: 1, 2, 3, 6, 7)
2
AP LAB 5 – Photosynthesis (Big Idea 2, SP: 1, 2, 3, 4, 6, 7)
2
4
4
1
Summative Assessment
2
Ch. 11 – Cell Communication
 11.1 External signals are converted to responses within
the cell (3D1, 3D2, 2E2, 3B2)
 11.2 Reception: A signaling molecule binds to a
receptor protein, causing it to change shape (3D2)
Heitz and Giffen,”How are
chemical signals translated into
cellular responses?”
Written lab report
Exam with free
response practice
Student generated
concept map
Graphs and
questions
Written lab report
Quiz on Ch. 8, 9
Written lab
report/presentation
s
Written lab
report/presentation
s
Exam with free
response practice

2
11.3 Transduction: Cascades of molecular interactions
relay signals from receptors to target molecules in the
cel (3D3)
 11.4 Response: Cell signaling leads to regulation of
transcription or cytoplasmic activities (3D4, 3B2)
 11.5 Apoptosis (programmed cell death) integrates
multiple cell signaling pathways (2E1)
Ch. 12 – The Cell Cycle
 12.1 Most cell division results in genetically identical
daughter cells (3A2)
 12.2 The mitotic phase alternates with interphase in
the cell cycle (3A2)
 12.3 The eukaryotic cell cycle is regulated by a
molecular control system (3A2)
1
End of Unit
37
Total # of Days
WARDS Mitotic Stage Counts
Flashcards - A time-lapse video
of plant cell mitosis is shown,
and students design a
procedure for estimating the
time in each phase using the
flashcards
Quiz on Ch. 11, 12
“But I’m Too Young! A Case
Study of Ovarian Cancer”
&Skloot, The Immortal Life of
Henrietta Lacks
Whole class
discussion-ethical
and social issues
Unit 3 The Genetic Basis of Life
Big Ideas 1,3,4
# of
Chapter and Objectives
Days
1.5
Ch. 13 – Meiosis
 13.1 Offspring acquire genes from parents by inheriting
chromosomes (3A2)
 13.2 Fertilization and meiosis alternate in sexual life cycle
(3A2)
 13.3 Meiosis reduces the number of chromosomes sets
from diploid to haploid (3A2)
 13.4 Genetic variation produced in sexual life cycles
contributes to evolution (3C2)
5
Ch. 14 – Mendel and the Gene Idea
 14.1 Mendel used the scientific approach to identify two
laws of inheritance (3A3)
 14.2 The laws of probability govern Mendelian inheritance
(3A3)
 14.3 Inheritance patterns are often more complex than
predicted by simple Mendelian genetics (4C2, 3A3, 4C4)
 14.4 Many human traits follow Mendelian patterns of
inheritance (3A3)
3
Ch. 15 – The Chromosomal Basis of Inheritance
 15.1 Mendelian inheritance has its physical basis in the
behavior of chromosomes (3A4)
 15.2 Sex-linked genes exhibit unique patterns of
inheritance (3A4)
 15.3 Linked genes tend to be inherited together because
they are located near each other on the same
chromosome (3A4)
Unit Exam with free
response practice
Additional labs, projects,
discussions, literacy activities
Mitosis (review)/Meiosis
Modeling – Socks
Big Idea(s): 3,4; LO(s): 3.1, 3.3,
3.7-10, 4.1-3, 4.6, 4.10
Assessments
Quiz on Ch. 13
Comparison chart of mitosis
and meiosis
M&M Statistics,A Chi Square
Analysis – knowing the % of
each color in packages of
M&M’s, students will count the
colors in packages and apply
the null hypothesis concept
and Chi Square calculations on
the data
Genetics of Drosophilastudents will be given data
involving three crosses of fruit
flies, they will develop a null
hypothesis as to the mode of
inheritance based on the data
and will use Chi Square to
determine whether to accept
Quiz on Ch. 14
Chi Square results

2
or reject hypothesis.
15.4 Alteration of chromosome number or structure
cause some genetic disorder (3C1)
 15.5 Some inheritance patterns are exceptions to
standard Mendel Ian inheritance (3A4)
AP LAB 7 – Cell Division: Mitosis and Meiosis (Big Idea 3, SP: 1, 5, 6, 7) (EU 3.A connects to Big Idea
1)
AP LAB 2 – Mathematical Modeling (Big Idea 1, SP: 1, 2, 5)
1
15
End of Unit
Total # of Days
2.5
Unit 4 Gene Activity and Biotechnology
Big Ideas 2,3,4
# of
Chapter and Objectives
Days
2
Ch. 16 – Molecular Basis of Inheritance
 16.1 DNA is the genetic material (3A1)
 16.2 Many proteins work together in DNA replication
and repair (3A1, 3C1)
3
Ch. 17 – From Gene to Protein
 17.1 Genes specify proteins via transcription and
translation (3A1)
 17.2 Transcription is the DNA-directed synthesis of
RNA: a closer look (3A1)
 17.3 Eukaryotic cells modify RNA after transcription
(3A1)
 17.4 Translation is the RNA-directed synthesis of a
polypeptide: a closer look (3A1)
 17.5 Mutations of one or a few nucleotides can affect
protein structure and function (3C1)
2
Ch. 18 – Regulation of Gene Expression
 18.1 Bacteria often respond to environmental change
by regulating transcription (3B1, 3B2)
 18.2 Eukaryotic gene expression is regulated at many
stages (2E1, 3B1, 3B2)
 18.3 Noncoding RNAs play multiple roles in controlling
gene expression (2E1, 3B1, 3B2)
 18.4 A program of differential gene expression leads to
the different cell types in a multicellular organism
(4A3, 2E1, 3B2)
Additional labs, projects,
discussions, literacy activities
DNA Model Building
Written Lab
Report
Written Lab
Report
Unit Exam
Assessments
DNA extraction
Transcription/Translation RAFT
Activity
Students “act out” prokaryotic
regulation. Using approved
materials in the
classroom and lab as props,
students explain the trp operon
and the lac operon
in role-play. Students must
incorporate an explanation of
the advantages to
prokaryotes for organizing
genes in an operon, of the
difference between
positive control and negative
control, and predict how UV
light might impact
an operon
Students read Chapter 7,
“Methyl Madness: Road to the
Final Phenotype,”
inMoalem’s Survival of the
Sickest. They then complete the
Epigenetics:
DNA and Histone Model activity,
a 3-D cut-and-paste model
depicting how
Quiz on Ch. 16, 17
3
1
2
3
2
2
1
22
Ch. 19 – Viruses
 19.1 A virus consists of a nucleic acid surrounded by a
protein coat (3C3)
 19.2 Viruses replicate only in host cells (3A1, 3C3)
Summative Assessment
histone, acetyl, and methyl
molecules control access to DNA
and affect gene
expression. Students must
predict and justify how
epigenetic inheritance might
play an important role in
understanding growth, aging,
and cancer.
“Contagion” w/ assessment
questions and discussion.
Exam with free
response practice
Ch. 21 – Genomes and Their Evolution
Selected articles from “The
Genes We Share With Yeast,
 21.2 Scientists use bioinformatics to analyze genomes
Flies, Worms, and Mice”
and their functions (3C1)
 21.5 Duplication, rearrangement, and mutation of DNA
contribute to genome evolution (4C1)
Ch. 20 - Biotechnology
 20.1 DNA cloning yields multiple copies of a gene or
other DNA segment (3A1)
 20.2 DNA technology allows us to study the sequence,
expression, and function of a gene (3A1)
AP LAB 8 – Biotechnology: Bacterial Transformation (Big Idea 3, SP: 1, 2, 5, 6, 7)
AP LAB 9 – Biotechnology: Restriction Enzyme Analysis of DNA (Big Idea 3, SP: 3, 6)
End of Unit
Total # of Days
Unit 5 Evolution and Phylogeny
Big Ideas 1,2,3,4
# of
Chapter and Objectives
Days
2
Ch. 25 – History of Life on Earth
 25.1 Conditions on early Earth made the origin of life
possible (1B1, 1D1)
 25.2 The fossil record documents the history of life
(1A4, 1C1)
 25.3 Key events in life's history include the origins of
single-celled and multicelled organisms and the
colonization of land (1B1, 1D1)
 25.4 The rise and fall of groups of organisms reflect
differences in speciation and extinction rates (1C1,
4B3)
 25.5 Major changes in body form can result from
changes in the sequences and regulation of
developmental genes (2E1)
2
Ch. 22 – Descent with Modification: A Darwinian View of Life
 22.2 Descent with modifications by natural selection
explains the adaptation of organisms and the unity and
diversity of life (1A2, 4C3)
 22.3 Evolution is supported by an overwhelming
amount of scientific evidence (1A1, 4C3, 4C4)
Quiz on Ch 18, 19
Additional labs, projects,
discussions, literacy activities
Campbell Online Investigation –
Ch. 25
Campbell Online Investigation –
Ch. 22
Heitz and Giffen, “How Did
Darwin View Evolution via
Natural Selection?” pp. 123–126
Video
What Darwin Never Knew
Unit Exam
Assessments
3
3
2
2
1
15
Ch. 23 - The Evolution of Populations
Modification of old AP Lab 8:
PTC/Goldfish Hardy-Weinberg
 23.1 Genetic variation makes evolution possible (1A2,
4C3)
 23.2 The Hardy-Weinberg equation can be used to test
whether a population is evolving (1A1, 4C3, 4C4)
 23.3 Natural selection, genetic drift, and gene flow can
alter allele frequencies in a population (1A3, 4C3)
 23.4 Natural selection is the only mechanism that
consistently causes adaptive evolution (1A2, 3C1)
Ch. 24 – The Origin of Species
 24.1 The biological species concept emphasizes
reproductive isolation (1C2, 2E2)
 24.2 Speciation can take place with or without
geographic separation(1C3)
 24.3 Hybrid zones reveal factors that cause
reproductive isolation (1C1)
 24.4 Speciation can occur rapidly or slowly and can
result from changes in few or many genes (1C1)
Ch. 26 – Phylogeny and the Tree of Life
The Great Clade Race
http://prezi.com/a1et3ca1iz8q/t
 26.1 Phylogenies show evolutionary relationships
he-great-clade-race/
(1B2)
Big Idea(s): 1, SP: 1, 3, 4, 5, 6, 7
 26.2 Phylogenies are inferred from morphological and
molecular data (1B2)
 26.3 Shared characters are used to construct
phylogenetic trees (1B2)
 26.6 New information continues to revise our
understanding of the tree of life (1D2)
Ch. 27 – Bacteria and Archaea
 27.1 Structure and functional adaptations contribute
to prokaryotic success (3A1)
 27.2 rapid reproduction, mutation, and genetic
recombination promote genetic diversity in
prokaryotes (3C2)
AP LAB 3 – Comparing DNA Sequences (Big Idea 1, SP: 1, 5) (EU 1.B connects to Big Idea 4)
End of Unit
Total # of Days
Unit 6 Organism Form and Function
Big Ideas 2,3,4
# of
Chapter and Objectives
Days
2
Ch. 38 – Angiosperm Reproduction and Biotechnology
 38.1 Flowers, double fertilization, and fruits are unique
features of the angiosperm life cycle (2E1, 2E2)
2
Ch. 36 - Resource Acquisition and Transport in Vascular Plants
 36.2 Different mechanisms transport substances over
short or long distances
 36.3 Transpiration drives the transport of water and
minerals from roots to shoots via the xylem
 36.4 The rate of transpiration is regulated by stomata
3
Ch. 39 – Plant Response to Internal and External Signals
 39.1 Signals transduction pathways link signal
reception to response (2E2)
 39.2 Plant hormones help coordinate growth,
development, and responses to stimuli (2E2, 2E3)
 39.3 Responses to light are critical for plant success
Additional labs, projects,
discussions, literacy activities
Quiz on Ch. 25, 22,
23
Unit Exam
Assessments
Celery Transpiration Activity
Quiz on Ch. 36, 38,
39
3
2
1
.5
1.5
.5
2
1
20
(2E2, 2E3)  w/ illustrative examples of other
tropisms
 39.5 Plants respond to attacks by herbivores and
pathogens (2D4)
Ch. 40 – Animal Form and Function
 40.1 Animals form and function are correlated at all
levels of organization (2A1, 4B2)
 40.2 Feedback control maintains the internal
environment in many animals (2A1, 2C1, 2D2, 2D3)
 40.3 Homeostatic processes for thermoregulation
involve form, function, and behavior (2C2, 2A1, 2C1,
2D2, 2D3)
 40.4 Energy requirements are related to animal size,
activity, and environment (2A1)
Ch. 43 – The Immune System
 43.1 In innate immunity, recognition and response rely
on traits common to groups of pathogens (2D4)
 43.2 In adaptive immunity, receptors provide
pathogen-specific recognition (2D4)
 43.3 Adaptive immunity defends against infection of
body fluids and body cells (2D4)
 43.4 Disruptions in immune system function can elicit
or exacerbate disease (2D4)
Ch. 45 – Hormones and the Endocrine System
 45.1 Hormones and other signaling molecules bind to
target receptors, triggering specific response
pathways(3B2, 3D2)
 45.2 Feedback regulation and antagonistic hormone
pairs are common in endocrine systems (3D1, 2C1,
3B2, 3D2)
Ch. 47 – Animal Development
 47.3 Cytoplasmic determinants and inductive signals
contribute to cell fate specification (2E1)
Immune System – YouTube/OnLine Activities
Big Idea(s): 2,3,4; LO(s): 2.29,
2.30, 3.31-38, 4.10, 4.18, 4.22
Cell Signaling “Live” Activity
Big Idea(s): 2,3,4; LO(s): 2.36,
2.37, 3.33, 3.34-36, 3.38, 3.39,
3.43-45, 3.48, 3.49
Ch. 48 – Neurons, Synapses, and Signaling
 48.1 Neurons organization and structure reflect
function in information transfer (3E2)
 48.2 Ion pumps and ion channels establish the resting
potential of a neuron (3E2)
 48.3 Action potentials are the signals conducted by
axons (3E2)
 48.4 Neurons communicate with other cells at
synapses (2A4, 3E2)
Ch. 49 – Animal Development
 49.2 The vertebrate brain is regionally specialized(2E1)
AP LAB 11 – Transpiration (Big Idea 4, SP: 1, 2, 4, 6, 7) (EU 1.B connects to Big Idea 4)
End of Unit
Total # of Days
Unit 7 Ecology
Big Ideas 1,2,3,4
# of
Chapter and Objectives
Days
4
Ch. 51 – Animal Behavior
 51.1 Discrete sensory inputs can stimulate both simple
and complex behaviors (3E1, 3E3)
 51.2 Learning establishes specific links between
Additional labs, projects,
discussions, literacy activities
Quiz on Ch. 43, 45
Unit Exam
Assessments
experience and behavior (2E3)
51.3 Selection for individual survival and reproductive
success can explain most behaviors (1A1, 1A2, 1A3,
1A4, 2A1)
 51.4 Inclusive fitness can account for the evolution of
behavior, including altrusim(1A1, 1A2, 1A3, 1A4, 2E3)
Ch. 52 – Introduction to Ecology and the Biosphere
 52.2 The structure and distribution of terrestrial
biomes are controlled by climate and disturbance
(2D1)
Ch. 53 – Population Ecology
 53.1 Dynamic biological processes influence
population density, dispersion, and demographics
(2D1, 4A5)
 53.2 The exponential model describes population
growth in an idealized, unlimited environment (2D1,
4A5)
 53.3 The logistic model describes how a population
grows more slowly as it nears its carrying capacity
(2A1, 2D1, 4A5)
 53.4 Life history traits are products of natural selection
(2A1, 2D1)
 53.5 Many factors that regulate population growth are
density dependent (2D1, 4A5)
 53.6 The human population is no longer growing
exponentially but is still increasing rapidly (4A5)
Ch. 54 – Community Ecology
 54.1 Community interactions are classified by whether
they help, harm, or have no effect on the species
involved (4B3, 2D1, 2E3, 4A5)
 54.2 Diversity and trophic structure characterize
biological communities (2D1, 4A5, 4A6, 4C4)
 54.3 Disturbance influences species diversity and
composition (2D1)
 54.4 Biogeographic factors affect community diversity
(2D1)
 54.5 Pathogens alter community structure locally and
globally (2D1)
Ch. 55 – Ecosystems and Restoration Ecology
 55.1 Physical laws govern energy flow and chemical
cycling in ecosystems (2A1, 2D1, 4A6)
 55.2 Energy and other limiting factors control primary
production in ecosystems (2A1, 2D1)
 55.3 Energy transfer between trophic levels is typically
only 10% efficient (2A1, 2D1, 4A6)
 55.4 Biological and geochemical processes cycle
nutrients and water in ecosystems (2D1, 4A6)
 55.5 Restoration ecologists help return degraded
ecosystems to a more natural state (4A6)
Ch. 56 – Conservation Biology and Global Change
 56.1 Human activities threaten Earth's biodiversity
(2D2, 2D3, 4B4, 4C4)
 56.4 Earth is changing rapidly as a result of human
actions (4B4)
AP LAB - None
End of Unit
Total # of Days

2
4
2
4
4
1
17
Biome flashcards
EcoCasting: Food Chains
Big Idea(s): 2, SP: 1, 5, 7
“Fun With Food Webs” Online
Activity
http://www.harcourtschool.com
/activity/food/food_menu.html
Quiz on Ch. 52, 53,
54
EcoCasting: Bioaccumulation
and Biomagnification
Big Idea(s): 2, 4, SP: 1, 3, 5, 6, 7
Quiz on Ch. 55
My footprint activity (EU 4.A
connects to Big Idea 1)
Unit Exam