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					GUILFORD COUNTY LESSON PLANS FOR BIOLOGY
THESE LESSON PLANS ARE TO BE USED IN CONJUNCTION WITH THE
NORTH CAROLINA STANDARD COURSE OF SYUDY AND THE GUILFORD COUNTY
STANDARD COURSE OF STUDY
THE TEXT USED IS HOLT MODERN BIOLOGY
THE GLENCOE BIOLOGY TEXT CAN BE ADAPTED FOR USE WITH THESE LESSON PLANS
ALSO.

Competency Goal #1-The learner will develop an understanding of the physical,
                      chemical, and cellular basis of life.

                        UNIT # 1     INTRODUCTION TO BIOLOGY CLASS

UNIT 1-DAY # 1


Pretest given to students with 25 questions and a writing sample (a how to question)
Class requirements for the semester
Lab. safety
How to write a lab-format
Branches of Biology
How to study BIOLOGY

ESSENTIAL QUESTION(EQ)-----------WHAT ARE THE DIFFERENT BRANCHES OF BIOLOGY?
                                             WHAT’S THE PURPOSE OF LAB SAFETY?

FOCUS------GIVE BRANCHES OF BIOLOGY SHEETS/ GIVE LAB SAFETY SHEETS
                 GIVE PARENT CONTACT SHEET/ ISSUE BOOKS

ACTIVITY                    LAB TOOLS REVIEW
                            LOCATION OF MATERIALS IN THE ROOM

GUIDED-------------CURRENT EVENTS REVIEW- STUDENTS WILL BE GIVEN A
                        COPY
                        READING LIST FOR STUDENTS--GUIDE

REVIEW ------------THE DAY’S MATERIALS
                     HOME WORK ASSIGNMENT
                     READ CHAPTER # 1 FOCUS ON
                      SCIENTIFIC METHOD, MICROSCOPES,
                             AND MEASUREMENTS.
                     BE PREPARED TO ANSWER QUESTIONS IN CLASS


CLOSE------------REMINDER OF WHAT TO BRING


UNIT 1-DAY 2

STUDENT MATERIALS-------------LAB TOOLS SHEET & SAFETY CONTRACT
                             VIDEO ON LAB SAFETY

REVIEW QUESTIONS ON OVERHEAD

                 --------BRANCHES OF BIOLOGY
               --------LAB SAFETY
               --------CHAPTER # 1

EQ---------------WHAT IS THE PURPOSE OF THE SCIENTIFIC
                          METHOD?

PRESENTATION--LIST THE STEPS OF THE SCIENTIFIC METHOD
                  NOTES ON THE SCIENTIFIC METHOD


ACTIVITY-----HAND GRASPING AND EVALUATION OF
               HOW THE SCIENTIFIC METHOD PROCESS WORKS
               ANY ACTIVITY THAT DEMONSTRATES THE SCIENTIFIC
               METHOD CAN BE USED---NOW IS A GOOD TIME TO DISCUSS
               VARIABLES

GUIDED-------STUDENTS DESIGN AN EXPERIMENT OF THEIR OWN
               WHICH SHOWS AN UNDERSTANDING OF THE SCIENTIFIC
                     METHOD.

REVIEW --------THE ABOVE WILL BECOME HOME WORK...
                      GIVE CHAPTER 1 MODERN BIOL. REVIEW GUIDE TO COMPLETE AT
HOME
                      EXTRA- HW PAGE # 20 QUESTION # 6
                                            # 26 QUESTION # 22


CLOSE-----------COMPLETE SECTION REVIEW CHAPTER # 1
                  REVIEW EQ.




UNIT 1-DAY 3

GIVE A MINI ASSESSMENT ON THE SCIENTIFIC METHOD 5-10 QUESTIONS
REVIEW SCIENTIFIC METHOD QUESTIONS

EQ------------WHAT ARE THE PROPER USES FOR VARIOUS TOOLS
                   IN THE LAB?

PRESENTATION----INVESTIGATIVE PROCEDURE FOR THE FIRST LAB
                   SHEET AND REVIEW

ACTIVITY------------LOCATION OF MATERIALS IN THE ROOM
                     HOW TO SET UP THE LAB APPARATUS
                     LABS FROM START TO FINISH AND TAKE DOWN AND CLEAN-UP
                           DATA COLLECTION
                       CHANGING VARIABLES, AND WRITING A HYPOTHESIS
                     MODERN BIOL. LAB PAGE 28-29.

GUIDED-------------INTRODUCE THE STUDENTS TO WRITE-UP OF THE LAB
                    DETERMINE THE PROBLEM
                    CONTROL / EXPERIMENTAL GROUP
                         DEVELOP HYPOTHESIS FOR LAB
                        PROCEDURE STEP BY STEP
                      CONCLUSION
                             ERROR ANALYSIS
                      REVIEW YOUR LAB

LAB REVIEW---------    STUDENTS LOCATE AND SET UP LAB. MATERIALS
                         FOR THE NEXT DAY...(LAB. MATERIALS AND SAFETY
                         VIDEO)

CLOSE          REVIEW OF LESSON--BRANCHES OF BIOLOGY
               READ OVER NOTES
               APPLICATION QUESTIONS TO ANSWER
               FOR HOMEWORK ASSIGN 4 OR 5 GENERAL QUESTIONS
                      THAT CONCERN THE LAB

UNIT 1-DAY # 4


EQ—WHY IS THE PROPER USE OF LAB TOOLS AND PROCEDURES
    OF BENEFIT TO YOU THE STUDENT?

REVIEW QUESTIONS---- LAB SAFETY / NAMES OF TOOLS
                      PLACE ON THE OVERHEAD                          1.
                          1._________________________
                          2._________________________
                          3._________________________

                              GIVE RUBRIC AND ANALYSIS QUESTIONS
                              FOR THE LAB

PRESENTATION ------LAB ACTIVITY (USE OF TOOLS & TECHNIQUES
                        GROUPS OF 3 OR 4

ACTIVITY--------------- TEACHER GENERATED LAB
GUIDED--------------------SELF-GUIDED LAB

REVIEW-------------------ANALYSIS QUESTIONS
                           CONCLUSION
                           BREAK DOWN THE LAB AND CLEAN UP

CLOSE----------------EQ REVIEW
                       REVIEW OF THE LAB
                       CHAPTER 1 STUDY GUIDE CAN BE GIVEN FOR HOME
                           WORK
                      QUIZ- BRANCHES OF BIOLOGY


UNIT 1-DAY # 5

QUIZ ON BRANCHES OF BIOLOGY 20 MINUTES

EQ.......EXPLAIN THE PARTS OF THE MICROSCOPE AND HOW THEY
            ARE USED?

TEACHER DEMONSTRATION OF PARTS AND FUNCTION OF MICROSCOPE
SELF-GUIDED MICROSCOPE LAB (TEACHER PREPARED)

USE MICROSCOPES TO VIEW AND MEASURE DIFFERENT TYPES OF CELLS
PLANT / ANIMAL. STUDENTS MANIPULATE THE SLIDE AND MICROSCOPE TO DETERMINE
THE MAGNIFICATION AND DIRECTION OF MOVEMENT
OF THE SLIDE TO VIEW THE ORGANISM WHEN OBSERVING THROUGH THE OCULAR.




ASSESSMENT....STUDENTS WILL BE GIVEN A HOMEWORK ASSIGNMENT
                 BASED ON THE USE OF THE LIGHT MICROSCOPE
                 1-4 QUESTIONS TEACHER GENERATED


ASSIGNMENT-STUDENTS ARE TO READ AND TAKE NOTES ON CHAPTER # 2

UNIT 1-DAY # 6

REVIEW OF THE MICROSCOPE ASSESSMENT QUESTIONS...
OVERVIEW OF CHAPTER TWO

OBJECTIVE...1.01b (BONDING PATTERNS BETWEEN ATOMS)
              1.01c (ENERGY USE AND RELEASE IN BIOCHEMICAL
REACTIONS)
              1.06 ANALYZE THE BIOENERGETIC REACTIONS

EQ-------------WHAT ARE COVALENT, HYDROGEN, AND IONIC BONDS


PRESENTATION------ELEMENTS, ATOMS, ELECTRONS,
                      BONDS, COMPOUNDS (EDD)
                     MINI-LABS CAN BE DONE TO SHOW
                     CHEMICAL REACTIONS, AND THE
                      ENERGY OF CHEMICAL REACTIONS

ACTIVITIES----------EVIDENCE OF CHEMICAL CHANGE

      (A) GENERATE HYDROGEN GAS BY THE EQUATION:

             2HCl (aq) + Mg (s) --------> MgCl2 (aq) + H2 (g)

   (B) IGNITE THE HYDROGEN GAS FOR THE STUDENTS
   (C) REACT SUGAR WITH SULFURIC ACID

   (D) USE THE MOLECULAR KITS TO SHOW THE BELOW BONDING IN
                     WATER / METHANE /OXYGEN

GUIDED PRACTICE------TYPES OF ENERGY -REACTANTS, PRODUCTS
                     EXERGONIC / ENDERGONIC REACTIONS
                     AMMONIUM NITRATE- -----------ENDOTHERMIC
                     CALCIUM CHLORIDE----------------EXOTHERMIC
                     USE ANY LAB. ACTIVITY TO DEMONSTRATE THE ABOVE
                     REACTIONS IF POSSIBLE

                        HAVE STUDENTS COMPLETE MODERN BIOLOGY STUDY GUIDE
                        SHEET 2.2 p.11 IN CLASS.
                        EXPLAIN CHART PAGE # 37
REVIEW------------EQ, HOMEWORK page # 34 question # 6
                                                 page # 37 questions 3-6

CLOSE--------------STUDENTS WILL HAVE OPEN DISCUSSION ON
                        CHEMICAL REACTIONS


UNIT 1-DAY # 7

COLLECT HOME WORK AND GO OVER STUDY GUIDE

REVIEW--------------------ANSWER 2.2 REVIEW SHEET (WHOLE GROUP)

OBJECTIVE...1.01a (CHEMICAL PROCESSES AND REGULATORY
MECHANISMS IN CELLS)
                1.03 ANALYZE THE BIOENERGETIC REACTIONS

EQ------WHAT IS pH, AND HOW DOES ITS LEVEL AFFECT HOMEOSTASIS FOR
          HUMAN SYSTEMS?

PRESENTATION-----NOTES ON REACTANTS --PRODUCTS---
                   AC     TIVATION ENERGY---CATALYSTS-ENZYMES

ACTIVITY--       ACIDCS-BASES HOW TO USE pH INDICATORS
                 WHAT pH THE SCALE? USE PAPER TO DETERMINE THE pH OF THE
FOLLOWING:
                                              LEMON JUICE
                                              VINEGAR
                                              COLA
                                              AMMONIA
                                              TEA
                                              COFFEE
                                              TOMATO JUICE
                     EXPLAIN BUFFERS AND THEIR SIGNIFICANCE IN THE BODY

ACTIVITY/ GUIDED PRACTICE----LIQUID pH SCALE USING MICRO-WELLS LAB

REVIEW----           BASED ON YOUR READINGS
                     ANSWER QUESTIONS ON
                     PAGE # 44, VOCABULARY 1-5 AND ANSWER IN COMPLETE
                        SENTENCES # 16 SHORT ANSWERS( A-D)

                     HOMEWORK: READ CHAPTER # 3 WATER--CARBON
                     COMPOUNDS—CARBOHYDRATES PROTEINS--ENZYMES---LIPIDS

CLOSE ----------REVIEW THE EQ. OF THE LESSON
UNIT 1-DAY # 8

REVIEW---------POST- LAB AND HAVE STUDENTS
                   DISCUSS THE COLORS AND POSSIBLE ERRORS
                   DO AN ORAL ERROR ANALYSIS OF THE LAB.

OBJECTIVE...1.01b(BONDING PATTERNS)


EQ. -----------------WHAT ARE THE PROPERTIES OF WATER?
                        WHY IS WATER IMPORTANT TO LIFE?


PRESENTATION----------WATER PROPERTIES
                           BONDING --HYDROGEN
                           COHESION
                           ADHESION


ACTIVITY---------------WATER LAB ACTIVITY
                             DROP PENNY INTO PETRI DISH TO INVESTIGATE DETERMINE
                             SURFACE TENSION.
                             WHAT IS THE AFFECT OF SOAP ON THE SURFACE TENSION
                             OF WATER?


REVIEW--------------EQ REVIEW
                        SECTION REVIEW STUDY GUIDE # 3.1
                        HOMEWORK- PAGE # 51- SECTION REVIEW
                           #’s 1-6


CLOSE----------------OVERVIEW OF LESSON



UNIT 1-DAYS 9-11

REVIEW--------------------------STUDY GUIDE
                                       VIDEO (MOLECULES OF LIFE)

OBJECTIVE...1.01c (ENERGY USE AND RELEASE IN BIOCHEMICAL
                      REACTIONS)
                1.06 ANALYZE THE BIOENERGETIC REACTIONS

EQ.--------------WHAT ARE THE 4 CLASSES OF BIOMOLECULES?


PRESENTATION------------CARBOHYDRATES (GLUCOSE, SUCROSE,
                         STARCH, LIPIDS, AND AMINO ACIDS)
                        PROVIDE EXAMPLES (bread bag label, potato chip bag, candy bar
                              potted meat can, slim fast can, apples, strawberries,
                              butter)

GUIDED--------STRUCTURE OF THESE MOLECULES ON PAPER
                  CARBOHYDRATES, LIPIDS, NUCLEIC ACIDS AND PROTEINS

                                  -----OR----

ACTIVITY----- HOW TO TEST FOR THESE SUBSTANCES USING
                 SIMPLE BIOLOGICAL METHODS USING THE LAB ON PAGE #
                64 IN THE MODERN BIOLOGY TEXTBOOK


                                  ----OR----

                   PUTTING THESE MOLECULES TOGETHER
                   WITH MOLECULAR KITS (mono-disaccharides-amino acids)

REVIEW---------------LESSON
                          HOMEWORK TO BE GIVEN
                          PAGE # 62 questions # 1-5 &6-12
                          PAGE # 63 questions # 3 critical thinking


CLOSE------------------REVIEW EQ.


UNIT 1-DAY # 12-13

INTRO---------------------CLASS ORAL DISCUSSION ON BIOMOLECULES
                                FOCUS ON ENZYMES

OBJECTIVE...1.05 (DESCRIBE THE STRUCTURE AND FUNCTION OF
                       ENZYMES AND EXPLAIN THEIR IMPORTANCE IN
                       BIOLOGICAL SYSTEMS)
                1.06 ANALYZE THE BIOENERGETIC REACTIONS

EQ------------HOW DO ENZYMES FUNCTION IN LIVING TISSUES?

PRESENTATION-------------MAIN CONCEPTS IN NOTES
                             ENZYMES
                             SUBSTRATE
                             CATALASE
                             HYDROGEN PEROXIDE
                             LOCK AND KEY THEORY
                             EFFECTS OF pH, TEMP ON ENZYMES SHAPE

GUIDED---------------------DIAGRAM OF ENZYME REACTIONS AND SUBSTRATES


ACTIVITY---------------------DAY # 1
                                  CATALASE LAB
                                  SELF-GUIDED LAB / OR ANY LAB THAT SHOWS
                                  AN ENZYME REACTION, RATE, OR CHANGE
                                  DUE TO A CHANGE IN pH OR TEMP.


REVIEW----------------------POST-LAB (ANALYZE DATA AND POSSIBLE ERRORS)
CLOSE-----------------------DISCUSS EQ GIVE HOMEWORK AND READING ASSIGNMENT OF
                            CHAPTER 4


ASSESSMENT---------------UNIT # 1 TEST




                                      UNIT 2- CHAPTERS 4-8
UNIT 2-DAY # 14-15

COMPETENCY GOAL # 1 THE LEARNER WILL DEVELOP AN
     UNDERSTANDING OF THE PHYSICAL, CHEMICAL
                         AND CELLULAR BASIS OF LIFE.

OBJECTIVE...1.02 DESCRIBE THE STRUCTURE AND FUNCTION OF CELL
                       ORGANELLES
                1.03 COMPARE AND CONTRAST THE STRUCTURE AND
                       FUNCTION OF PROKARYOTIC AND EUKARYOTIC CELLS

EQ--------------WHAT DOES THE CELL THEORY STATE? WHAT ARE
                 ORGANELLES AND THEIR FUNCTION? HOW ARE
                 CELLS OBSERVED) (Introduce the proper techniques of microscope use)

PRESENT-----------CELL HISTORY--THEORY--STRUCTURE SURFACE AREA /
                        RATIO NUCLEUS--PLASMA MEMBRANE--CELL WALL
                       VACUOLES--CHLOROPLASTS--MITOCHONDRIA
                       RIBOSOMES-) -----use any cell structure video

GUIDED------------------HAVE STUDENTS LIST THE STRUCTURE AND FUNCTION
                              OF THE PLANT CELL ORGANELLES IN THIER NOTES
                          CONTINUE WITH PROPER USE OF MICROSCOPE AND INTRODUCE
                          PREPING SLIDES, STAINING AND MAGNIFICATION.

ACTIVITY---------------OBSERVING PREPARED SLIDES OF PLANT CELLS
                             AND MICROSCOPE USE (ELODEA)
                                           ---OR---
                             http://www.life.uiuc.edu/cgibin/plantbio/cell/cell/cgi
                             virtual plant cell from a University of Illinois project
                                           ----OR----
                           http://www.libfind.unl.edu/wglider/tutoral/animalcell.html
                          animal cell from the University of Nebraska.

REVIEW----------------STRUCTURES OF THE CELL
                           COMPLETE FOR HOMEWORK STUDY GUIDE # 4.1
                           STUDENTS COMPLETE PLANT CELL COLOR
                           DIAGRAM
CLOSE-----------------REVIEW EQ HW----PAGE 83 QUESTIONS 1-6
                           READ THE LAB ON PAGE 92-93 HOLT

UNIT 2-DAY # 16 & 17


REVIEW---------------------WHAT ORGANELLES MAKE UP THE INTERNAL STRUCTURES
                           OF A PLANT CELL AND WHAT ARE THEIR FUNCTIONS?
                          INTERACTIVE WEBSITE ((www.cellsalive.com/cells/plntcell.htm)



OBJECTIVE...1.02 (DESCRIBE THE STRUCTURE AND FUNCTION OF CELL
      ORGANELLES)
                1.03 ( COMPARE AND CONTRAST THE STRUCTURE AND
                       FUNCTION OF PROKARYOTIC AND EUKARYOTIC CELLS

EQ-----------WHAT STRUCTURES ARE LOCATED IN AND ANIMAL CELL?


PRESENTATION ------------COMPARE AND CONTRAST THE STRUCTURES IN
                         ANIMAL CELLS TO THOSE IN PLANT CELLS (OVERHEAD FROM
                                    HOLT)


ACTIVITY------------------- LAB ON PAGE 92-93 OF THE HOLT TEXT
                             STUDENTS WILL LEARN HOW TO
                            PREPARE PLANT AND ANIMAL SLIDES
                                 AND MAKE COMPARISONS OF BOTH
                                 REF. http://www.biology.arizona.edu/cell bio/tutorials/
                                         pev/page2.html

REVIEW---------------------STUDENTS ARE TO CONSTRUCT A 3-DIMENIONAL OF CELL
                           (PLANT OR ANIMAL), THIS WILL ASSESS UNDERSTANDING
                                 (USE EXAMPLE ON PAGE 76-HOLT)

CLOSE---------DISCUSS THE STRUCTURES OBSERVED IN THE
                 IN THE PLANT & ANIMAL CELL
                 READING OF CHAPTER # 5 FOR HOMEWORK




UNIT 2-DAY # 18
REVIEW----------------------PLANT & ANIMAL CELLS-INTERACTIVE STUDY
                                 (www.cellsalive.com/cells/plntcell.htm)

OBJECTIVE...1.04 ASSESS AND EXPLAIN THE IMPORTANCE OF WATER
                     TO CELLS, AS WELL AS TRANSPORT INTO AND OUT OF
CELLS
                1.06 ANALYZE BIOENERGETIC REACTIONS

EQ---------------HOW CAN YOU EXPLAIN THE DIFFERENCE BETWEEN
                     DIFFUSION AND OSMOSIS IN VARIOUS SYSTEMS?

PRESENTATION-------------NOTES
                             DIAGRAMS--DIFFUSION
                             HYPERONIC--HYPOTONIC--SOLUTIONS
                             RATES OF DIFFUSION
GUIDED-----------------------USE A REDBLOODCELL OR POTATO TO EXPLAIN THE
                                  ABOVE PROCESSES
                                  RBC AND OXYGEN / CO2 TRANSFER
                                  PAGE 97 fig. 5.1
                                  REF. http://biology.arizona.edu/sciconn/lessons/
                           mccandless/default.html



ACTIVITY-----------------------ONION CELL EXPERIMENT
                                      POTATO-ACTIVITY OR ANY ACTIVITY THAT
                                      DEMONSTRATES A CONCENTRATION
                                      GRADIENT (THE GAIN OR LOSS OF WATER)
                                      20 MIN ADDING WATER & THEN SALT
                                      WATER / DETERMINE THE EFFECT
                                      AND TYPE OF SOLUTION


REVIEW-------------------------CELL M.B. REVIEW SHEET FROM
                                  http://www.sc2000.net/~czaremba/worksheets/cellwork.html
                     COMPLETE FOR HOMEWORK
                                        construct any activity that helps students to see
                                        the difference in the movement of molecules and or
                                        water in a system

CLOSE---------------------------CELL PROJECT REVIEW
                                       H.W.--PAGE 100--# 1-6 HOLT BIOLOGY
UNIT # 2-DAY # 19


REVIEW------------------- ANSWER THE HW QUESTIONS


OBJECTIVE...1.04 ASSESS AND EXPLAIN THE IMPORTANCE OF WATER TO
              CELLS, AS WELL AS TRANSPORT INTO AND OUT OF CELLS

EQ---------------------------WHAT IS THE DIFFERENCE BETWEEN
                                    ACTIVE, PASSIVE TRANSPORT, AND
                                    FACILITATED DIFFUSION? HOW DOES
                                    THE CELL REGULATE THIS ACTIVITY?


PRESENTATION---------GIVE NOTES ON PASSIVE TRANSPORT
                                  FACILITATED DIFFUSION
                                  ACTIVE TRANSPORT
                                  REVIEW SHEET (TEACHER GENERATED)


GUIDED--------------     PREDICTING THE OUTCOMES
ACTIVITY                 STUDY SHEET--OR--OSMOSIS EXPERIMENT
                                     HOLT BIOSOURCES--INQUIRY SKILLS LAB--
                         --OR-- STUDENTS WRITE UP THE PROCEDURE FOR THEIR TEACHER
                         GUIDED LAB
                         BEGIN LAB WRITE-UP DURING CLASS (THIS WILL HELP
                         REENFORCE THE CONCEPTS OF OSMOSIS AND
                         DIFFUSION)

BASED ON TIME STUDENTS WILL SET UP THE LAB
                  OBJECTIVE
                  INTRODUCTION
                  PROCEDURE---
                  HYPOTHESIS BASED ON TYPES OF SOLUTIONS
                  EXPERIMENT
                  CONCLUSION
                  ERROR ANALYSIS


REVIEW----------DISCUSS MAIN CONCEPTS RELATING TO OSMOSIS

CLOSE-----------HW. PAGE # 107 CRITICAL THINKING (1-7)
UNIT # 2- DAY # 20

REVIEW--------------------------------COLLECT HOME WORK AND ORALLY CHECK FOR
                                      UNDERSTANDING

OBJECTIVE...1.04 ASSESS AND EXPLAIN THE IMPORTANCE OF WATER TO
              CELLS, AS WELL AS TRANSPORT INTO AND OUT OF CELLS


EQ------------------------EXPLAIN HOW CELLS REGULATE THE MOVEMENT OF
                            MATERIALS INTO AND OUT OF CELLS
                                   COMPLETE LAB FROM PREVIOUS DAY
                                   LAB-USING DIALYSIS TUBES (TEACHER DIRECTED)



ACITVITY----------------------------CARRY OUT THE ACTUAL LAB
                                          REF.http://biology.arizona.edu/sciconn
                                                     /lessons/mccandles/default.html

REVIEW-----------------------------LAB OVERVIEW--FOCUS ON CHAPTER 5
                                          INFORMATION STUDY GUIDE CHAPTER 5

CLOSE---------------------------CHECK FOR UNDERSTANDING OF THE ESSENTIAL QUESTION



UNIT 2 -DAY # 21

REVIEW LAB ----------------------COLLECT LAB WRITE-UP

OBJECTIVE...1.06 ANALYZE THE BIOENERGETIC REACTIONS
              1.06a EXPLAIN THE GENERAL GUIDELINES FOR
                       PHOTOSYNTHESIS, AEROBIC RESPIRATION
                       ANAEROBIC RESPIRATION
              1.06b INTEGRATED: COMPARE / CONTRAST AEROBIC
                       RESPIRATION, ANAEROBIC RESPIRATION,
                       PHOTOSYNTHESIS AND CHEMOSYNTHESIS
              1.06c EXPLAIN THE EQUATION FOR PHOTOSYNTHESIS
EQ-------------------------HOW DO YOU EXPLAIN THE OVERALL PROCESS
                                 OF PHOTOSYNTHESIS, AND HOW CAN THE
                                 RATE OF PHOTOSYNTHESIS BE CALCULATED?


PRESENTATION----------------VIDEO ON PHOTOSYNTHESIS (HOLT)
                                  INTRODUCTION NOTES
                                  COLOR SPECTRUM-AND WAVE LENGTH
                                  EQUATION FOR PHOTOSYNTHESIS
                                  CHLOROPHYLL -A
                                  LOCATION OF PHOTOSYNTHESIS

GUIDED----------------------RATE OF PHOTOSYNTHESIS
                                  BASED ON THE AMOUNT OF LIGHT
                                  AND BASED ON THE TEMPERATURE
                                  STUDY SHEET
http://www.sc2000.net/~czaremba/notesolecture/photo.html

ACTIVITY--------------------STUDENT THINK PAIR (using the above information)
                                  GROUP ACTIVITY ON GRAPHING
                                  PLANT GROWTH DATA AND LIGHT TYPES
                                  ()
REVIEW-----------------------EQ REVIEW

CLOSE------------------------HOMWORK- CRITICAL THINKING
                                 HW PAGE 120 QUESTION # 6 HW PAGE 122 VOCAB. 1-5
                                 PAGE 123 QUESTION # 7
UNIT 2 -DAY # 22


EQ-----------------WHAT IS THE OVERALL PROCESS OF PHOTOSYNTHESIS?
                   AND HOW IS THE RATE OF PHOTOSYNTHESIS MEASURED?

REVIEW OF PHOTOSYNTHESIS QUESTIONS FROM PREVIOUS DAY

OBJECTIVE...1.06 ANALYZE THE BIOENERGENIC REACTIONS
              1.06b INTEGRATED: COMPARE / CONTRAST AEROBIC,
                       ANAEROBIC, PHOTOSYNTHESIS AND CHEMOSYNTHESIS
              1.06c PHOTOSYNTHESIS

PRESENTATON---------------- SHOW STUDENTS HOW TO SET UP A LAB USING A SIMPLE
                                 PROCEDURE TO COLLECT OXYGEN BUBBLES
                                 FROM THE AQUATIC PLANT ELODEA
                                 BUBBLE PRODUCTION WILL BE MEASURED
                                 AS A RESULT OF THE PLANT CARRYING OUT
                                 PHOTOSYNTHESIS

                               VARIABLES TO INCLUDE –DIFFERENCES IN LIGHT AND
                               HEAT INTENSITY

ACTIVITY-------PHOTOSYNTHESIS LAB 40 MIN---OR---http://photoscience.la.asu.
                                                           edu/photosyn/default.html

REVIEW------------------------ANALYSIS QUESTIONS GENERATED BY
                                   THE TEACHER BASED ON THE LAB
                                AND OBJECTIVE

CLOSE ----------------------REVIEW EQ AND READING ASSIGNMENT STUDENTS ARE TO
                            RESEARCH ANY ARTICLE RELATING TO PHOTOSYNTHESIS AND
                            GIVE ORAL AND WRITTEN REPORT
                               READ CHAPTER # 7




UNIT # 2-DAY # 23

REVIEW --------- LAB ON PHOTOSYNTHESIS
                 EQUATION FOR PHOTOSYNTHESIS
                         DISCUSS STUDENT ARTICLES ON PHOTOSYNTHESIS

EQ--------          WHAT IS THE PROCESS AND RESULT OF AEROBIC AND
                    ANAEROBIC RESPIRATION?

OBJECTIVE...1.01c ENERGY USE AND RELEASE IN A BIOCHEMICAL
                      REACTION
              1.06 ANALYZE THE BIOENERGETIC REACTIONS
              1.06a AEROBIC RESPIRATION AND ANAEROBIC RESPIRATION

PRESENTATION---------TEACHER NOTES ON AEROBIC AND ANEROBIC RESPIRATION
                   FORMULAS (AEROBIC RESPIRATION)
                         VOCABULARY.(glycolysis, pyruvic acid)

ACTIVITY----------------TEACHER WILL DEMONSTRATE A FERMENTATION
                             PROCESS USING THE FOLLOWING
                             MILK / YEAST
                             SUCROSE / YEAST

                             ---OR---

                          THE INQUIRY SKILLS DEVELOPMENT LAB (HOLT)
                          CELLULAR RESPIRATION LAB (HOLT TEXT 142-143)

GUIDED----------------VIDEO OF RESPIRATION
                           STUDENTS OVERVIEW OF RESPIRATION LAB


REVIEW---------------PROCESSES OF AEROBIC AND ANAEROBIC RESPIRATION

CLOSE----------------USE TEACHER GENERATED REVIEW SHEET COVERING CH. 6-7


UNIT 2-DAYS 24-26

REVIEW OF FERMENTATION LAB
COLLECT AND CHECK HOMEWORK
STUDENTS ARE TO GET ANOTHER REVIEW GUIDE FROM
() on cell respiration
http://www.sc2000.net/~czaremba/notesolecture/glynotes.html

PREVIEW READING OF CHAPTER 8 STUDENTS READ IN CLASS (15MIN)


EQ----------------------WHAT ARE THE PHASES OF MISOSIS AND WHAT
                               ROLE DOES MITOSIS PLAY IN CELL
                              REPRODUCTION?

OBJECTIVE...2.01a UNDERSTANDING REPLICATION
              2.02 COMPARE AND CONTRAST THE CHARACTERISTICS OF
                      ASEXUAL AND SEXUAL REPRODUCTION

PRESENTATION----------------------INTRODUCTION TO MITOSIS
                                        NOTES ON CHROMOSOME # s
                                        DIPLOID / HAPLOID
                                        HUMAN / OTHER ORGANISMS
                                        EUKARYOTIC CELL DIVISION
                                        KARYOGRAM

GUIDED ACTIVITIES                ------------------VIDEO ON MITOSIS HOLT
                                               --OR--
                                                   HOLT TRANSPARENCY VISUAL
                                               --OR--
                                                   VIEW FINDERS OBSERVING
                                               CELLS UNDERGOING DIVISION
                                               --OR--
                                               PREPARED SLIDES

FOR STUDENTS-------------- -------GUIDED READING FROM THE CHAPTER
                                   STUDENTS ANSWER QUESTIONS

REVIEW------------------------------EQ

CLOSURE HOMEWORK PAGE 147 question # 5, 6,151

UNIT # 2-DAY # 27

REVIEW OF PREVIOUS CONCEPTS

EQ----------------------WHAT ROLE DOES MITOSIS PLAY IN CELL
                              DIVISION?

OBJECTIVE...2.01 UNDERSTANDING REPLICATION
              2.02 COMPARE AND CONTRAST THE CHARACTERISTICS OF
                     ASEXUAL AND SEXUAL REPRODUCTION

PRESENTATION-------       STUDENT NOTES
                                CELL CYCLE
                                INTERPHASE
                                PROPHASE                (USE VISUALS)
                                METAPHASE
                                ANAPHASE
                                 TELOPHASE

TV - WEBSITE ANIMATION OF MITOSIS (ANY WEB SITE SHOULD GIVE
                                         THIS INFORMATION)
                           --OR--         KEY WORD MITOSIS

ACTIVITY----------------STUDENT LAB ACTIVITY
                               USING VIEWFINDERS TO OBSERVE
                               TWO DIFFERENT CELLS UNDERGOING MITOSIS
                               PLANT //ANIMAL CELL
                               STUDENT DRAWING MUST BE INCLUDED

                                 --or --   PREPARED SLIDES

REVIEW----------------ASSIGN QUESTIONS PAGE 151 QUESTIONS 1-6 AND PAGE 156 #’s
1,3,4,5,6

CLOSE ------------------GENERAL OVERVIEW OF CELL DIVISION

                              HOMEWORK --MEIOSIS READINGS CH 8


UNIT # 2-DAY 28

REVIEW OF MITOSIS USING STUDY SHEET FROM TEACHER PREPARED
OVERHEAD ON MITOSIS / STUDENTS MUST NAME THE PHASES
FROM A GIVEN SET OF DIAGRAMS

EQ---------------------WHAT IS THE PURPOSE AND RESULT OF
                          MEIOSIS IN LIVING ORGANISMS?

OBJECTIVE...2.02 COMPARE AND CONTRAST THE CHARACTERISTICS
                    OF SEXUAL AND ASEXUAL REPRODUCTION

PRESENTATION-----------EXPLANATION OF MEIOSIS # 1 AND # 2
                                STEP-BY-STEP EXPLANATION
                                OVERHEAD DIAGRAMS
                                TV MONITOR ANIMATION USING
                      A GOOD WEB SITE ( www.biology.arizona.edu/cell_bio/cell_bio.html)
GUIDED PRACTICE--------------------EXPLANATION Of GAMETOGENESIS
                                STEPS AND PROCESSES
                                OF SPERM & EGG FORMATION


REVIEW------------------------------ CHROMOSOME # s
                                     CROSSING OVER--VARIATION
                                     REVIEW GUIDE FROM THE WEB SITE
                                     http://www.sc2000.net/~czaremba/explanations/DNA_Mitosis.html
CLOSE-----------------REVIEW OF EQ



ASSESSMENT--------UNIT # 2 TEST
                             UNIT # 3    CHAPTERS 9-13
UNIT # 3    DAY # 29

COMPETENCY GOAL # 2: THE LEARNER WILL DEVELOP AN UNDERSTANDING OF THE
CONTINUITY OF LIFE AND THE CHANGES OF ORGANISMS OVER TIME

CHAPTER 9 HOLT
PREVIEW OF GENETICS

EQ--WHAT ARE THE FUNDAMENTALS OF GENETICS AND HOW CAN IT BE USED TO
EXPLAIN THE CHARACTERISTICS OF ORGANISMS?

OBJECTIVES---2.03 INTERPRET AND USE THE LAWS OF PROBABILITY TO
                     PREDICT PATTERNS OF INHERITANCE


PRESENTATION----MENDEL’S LEGACY / METHODS / EXPERIMENTS
                   FOCUS ON VOCABULARY
                   HOW THE LAWS OF PROBABILITY WORK

GUIDED     ----------STUDENTS SOLVE MONOHYBRID AND DIHYBRID
                         CROSSES---USING THE PEA PLANT--RABBITS--
                         AND OTHER LAB SITUATIONS THAT WILL HELP
                         THE STUDENT UNDERSTAND DOMINANT AND
                         RECESSIVE TRAITS


ACTIVITY---------STUDENTS SOLVE GENETIC CROSSES AND CONSTRUCT
                     THREE OF THEIR OWN



REVIEW------------GIVE STUDENTS FIVE TO TEN GENETIC CROSSES
                        TO SOLVE FOR HOMEWORK
                         SOLVE THE PROBLEMS ON PAGE 178 #’s 1-6




UNIT # 3---DAY # 30-31
REVIEW OF GENETIC CROSSES
STUDENTS SOLVE SEVERAL HOMEWORK QUESTIONS ON THE
BOARD

EQ--------WHAT ARE INCOMPLETELY AND CODOMINANT TRAITS AND
            HOW ARE THEY MODELED IN LIVING ORGANISMS


OBJECTIVE---2.03 INTERPRET AND USE THE LAWS OF PROBABILITY TO
                     PREDICT PATTERNS OF INHERITANCE


PRESENTATION----SHOW STUDENTS GENETIC CROSSES USING
                   ORGANISMS THAT DISPLAY INCOMPLETE DOMINANCE
                   AND CODOMINANT TRAITS


ACITIVITY---------HAVE STUDENTS COMPLETE THE LAB ON PAGE 182-183
                      THIS LAB CAN BE MODIFIED BASED ON TIME
                       LET THE STUDENTS EXPLAIN THE RESULTS

                     --OR –USE NOVA episode (VIDEO) GARDEN OF INHERITANCE


REVIEW------------- GENETIC CROSSES

CLOSE---------------GUIDED READING OF CHAPTER 12 (HOLT)
                     DISCUSSION OF HUMAN GENETIC TRAITS




UNIT # 3--DAY # 32

REVIEW OF GENETIC PROBLEMS ON OVERHEAD


EQ------WHAT ARE SEX DETERMINANTS
          HOW IS SEX LINKAGE DETERMINED IN ORGANISMS
          WHAT ARE SOME CAUSES OF MUTATIONS
          HOW ARE PEDIGREES USED

OBJECTIVE--2.03 INTERPRET AND USE THE LAWS OF PROBABALITY
                    TO PREDICT PATTERNS OF INHERITANCE
             2.05 ANALYZE AND EXPLAIN THE ROLE OF GENETICS
                    AND ENVIRONMENT IN HEALTH AND DISEASES
PRESENTATION--NOTES ON SEX –LINKED CHARACTERISTICS AND DISEASES
                  TYPES AND CAUSES OF MUTATIONS
                  GENE MUTATIONS
                  CHROMOSOMAL MUTATIONS
                  PRDEGREE ANALYSIS

ACTIVITY-------EXPLAIN THE USE OF PEDIGREE CHARTS
                  GIVE STUDENTS STUDY GUIDES FOR CH 12
                  TEACHER GENERATED PEDIGREE ANALYSIS FOR
                  STUDENTS TO DETERMINE IF THE TRAIT IS SEX LINKED
                  OR AUTOSOMAL

REVIEW----------PAGE # 253 HOLT CRITICAL THINKING # 1,5

CLOSE



UNIT # 3-DAY # 33-34

REVIEW OF HOMEWORK AND SEX LINKED TRAITS

EQ-------WHAT DOES A PEDIGREE ANALYSIS EXPLAIN?
          WHAT ARE THE FOUR BLOOD TYPES, GENOTYPES, AND THEIR
          POSSIBLE GENETIC OUTCOMES?

OBJECTIVES---2.03 INTERPRET AND USE THE LAWS OF PROBABILITY TO
                     PREDICT PATTERNS OF INHERITANCE
               2.05 ANALYZE AND EXPLAIN THE ROLE OF GENETICS
                     GENETICS AND ENVIRONMENT IN HEALTH AND
                     DISEASES


PRESENTATION---ANY VIDEO THAT DEALS WITH GENETIC DISORDERS
                   OR BLOOD TYPES
                   SHOW HOW BLOOD TYPES ARE DETERMINED
                    GIVE STUDENTS A LIST OF HUMAN GENETIC
                        DISORDERS TO RESEARCH (SYMPTOMS, CAUSES,
                   TREATMENTS) WEBSITE http://www.cdc.gov/
                   genetics/ with links to information on all sorts of diseases


ACTIVITY-------RESEARCH ASSIGNMENT: HEMOPHILIA, COLORBLINDNESS, SICKLE CELL
               ANEMIA, DOWN’S SYNDROME, CYSTIC FIBROSIS, HUNTINGTON’S
                    DISEASE ETC..
                    http://www.carolina.com/achievements/janapar/drew.html
                     FOR INFORMATION ABOUT Charles Drew

REVIEW----------GENERAL REVIEW OF STUDENTS FINDINGS
                    STUDENTS MUST FOCUS ON THE VOCABULARY IN CHAPTER (12)

CLOSE------------STUDENT HOMEWORK PAGE 232 QUESTIONS 1-6
UNIT # 3-DAY # 35

REVIEW OF HOMEWORK AND BLOOD TYPING

EQ----HOW CAN HUMAN GENITIC DISORDERS BE DETERMINED USING
       A KARYOGRAM?

OBJECTIVE---2.05 ANALYZE AND EXPLAIN THE ROLE OF GENETICS AND
                     ENVIRONMENT IN HEALTH AND DISEASE

PRESENTATION---NOTES ON DETERMINING GENETIC DISORDERS
                  AMNIOCENTESIS, CVS


GUIDED
ACTIVITY---------USE INFORMATION PROVIDED IN THE TEXT PAGE 232
                 MODERN BIOLOGY. THIS WILL HELP STUDENTS UNDERSTAND
                                    NORMAL HUMAN (M / F)
                             DOWNS SYNDROME
                             KLINEFELTERS SYNDROME
               THIS WILL ALSO HELP THEM UNDERSTAND KARYOTYPES

REVIEW-------TEACHER SHOULD GENERATE A REVIEW FOR THIS
               CHAPTER AND CHAPTER 9 THIS WILL HELP STUDENTS
               UNDERSTAND THE CONCEPTS

CLOSE---------COMPLETE SHORT ANSWERS PAGE 234 #’s 16-23
                BEGIN READING OF CHAPTER 10- DNA




UNIT # 3-DAY 36


EQ--------------------WHAT IS DNA, WHY IS IT IMPORTANT TO THE
                          PROCESS OF PASSING ON GENETIC / HERIDITARY INFORMATION
                          FROM PARENT TO DAUGHTER CELLS?

OBJECTIVE--2.01 ANALYZE THE MOLECULAR BASIS OF HEREDITY/ DNA
FOCUS----------------SHORT VIDEO ―THE REAL JURASSIC PARK‖
                        35minutes

Q&A ------------------RESPOND TO THE VIDEO VIA STUDENT INITIATED DISCUSSION
                                   --OR--
                          http://www.sc2000.net/~czaremba/notesolecture/dnanotes.html
                                   --OR--
                                   VIDEO- The Race for the Double Helix

PRESENTATION-----------DISCUSS CONTRIBUTIONS OF WATSON AND CRICK
                      PROVIDE EXAMPLES OF DNA STRUCTURE
                      COLOR PLATE / DOUBLE HELIX FOR STUDENTS
                                  TO COLOR
                      DNA FACTS


GUIDED---------------DNA STRUCTURE
                         A & T / C & G HOW DO THEY BOND (USE TRANSPARENCY)
REVIEW---------------VIDEO 7MIN AS REVIEW HOLT DNA STRUCTURE
                         ASK STUDENTS TO RELATE WHAT WAS JUST TAUGHT
CLOSE----------------HW PAGE 189 #’s (1-5)




UNIT #3-DAY # 37

FOCUS REVIEW OF DNA INFORMATION AND COLOR PLATES


EQ-----------------------------WHAT IS THE PURPOSE AND PROCESS OF DNA REPLICATION?
                              HOW DOES IT RELATE TO THE PROCESS OF TRANSCRIPTION AND
                              TRANSLATION?

OBSECTIVE--2.01b PROTEIN SYNTHESIS

PRESENTATION--------------DNA REPLICATION
                              ENZYMES USED
                              HOW BASES REPAIR THEMSELVES
                              SEMI-CONSERVATIVE
                              MUTATIONS
                              RNA-THE 3 TYPES AND THEIR ROLES IN THE CELL
                              COLOR PLATE OF THE PROCESS

GUIDED---------------------VIDEO ON RNA HOLT
                                 DNA TRANSCRIPTION TO MRNA
                                 TRANSLATION

ACTIVITY-------------------COLOR PLATE ACTIVITY THIS IS A LARGE
                                DIAGRAM OF DNA TO MRNA


REVIEW --------------------EQ REVIEW
CLOSE ---------------------HW PAGE 192 QUESTIONS (1-5)




UNIT # 3-DAY # 38

REVIEW OF DNA / RNA INFORMATION


EQ----------------------HOW ARE PROTEINS MADE AND HOW DOES THE DNA
                            MOLECULE CODE FOR EACH AMINO ACID ?

OBJECTIVE---2.01b PROTEIN SYNTHESIS

FOCUS-----------------SHORT VIDEO ON TRANSLATION, HOLT

PRESENTATION-------DNA, mesengerRNA and transferRNA
                            AMINO ACIDS AND THEIR PURPOSE


GUIDED PRACTICE--------REVIEW SHEET THAT TAKES STUDENTS FROM
                        DNA TO AMINO ACIDS TO PROTEINS


REVIEW ACTIVITY--- GROUP ACTIVITY STUDYGUIDE SHEET (TEACHER CREATED)
                         CHECK FOR STUDENT UNDERSTANDING USING PAGES
194-195( HOLT)


CLOSE-------------------ASSIGN HOMEWORK PAGE 196 #’s 1-6
UNIT # 3-DAY # 39


EQ----------------WHERE IS DNA LOCATED AND HOW CAN IT BE ISOLOTED
                       FROM TISSUE / CELL SAMPLES (ONIONS/ TOMATO)

OBJECTIVE--2.01 ANALYZE THE MOLECULAR BASIS OF HEREDITY / DNA

REWIEW      ----------------DNA, mRNA, tRNA, and AMINO ACIDS

ACTIVITY------------LAB-DNA EXTRACTION
                       http://www.sc2000.net/~czaremba/labs/extraction.html


REVIEW---------------------POST LAB OF DNA EXTRACTION

CLOSE------------------------HOMEWORK (NUCLEIC ACIDS)


UNIT # 3 -DAY # 40

CLASS REVIEW OF DNA / MRNA/ TRNA

EQ------------------------------WHAT IS DNA TECHNOLOGY AND HOW IS IT USED?

OBJECTIVE--2.04 ASSESS THE APPLICATION OF DNA TECHNOLOGY TO
      FORENSICS, MEDICINE, AND AGRICULTURE

PRESENTATION--------------ANY VIDEO OR TV PROGRAM CLIPS THAT DEAL WITH
                              CRIME SCENE INVESTIGATIONS,
                              CLONING, GENE THERAPY, OR BIOTECHNOLOGY

PROVIDE STUDENTS WITH QUESTIONS DURING THE VIEWING OF THE VIDEO
                          TECHNOLOGY USED
                          PROS AND CONS --class discussion


ACTIVITY----SIMULATION OF GEL ELECTROPHORESIS (TEACHER DEMO)

GUIDED--------------------- DISCUSSION OF DNA TECHNOLOGY

                                --OR--
                                http://www.hhmi.ogr/biointeractive/bacterial DNA analysis
                                http://powayusd.sdcoe.k12.ca.us/dolly/toolbox.html
                                http://ornl.gov/hgmis/publicat/genechoice/

REVIEW-------------------PRACTICAL USES OF DNA TECHNOLOGY


CLOSE------------------HOMEWORK PAGE 252 #’s 1-6
                           BEGIN READING OF CHAPTER 14
                                  UNIT # 4 - CHAPTERS 14-18
UNIT 4-DAY # 41

COMPETENCY GOAL: 2 THE LEARNER WILL DEVELOP AN UDERSTANDING
                  OF THE CONTINUITY OF LIFE AND THE CHANGES OF ORGANISMS
                  OVER TIME

FOCUS-----------STUDENTS WRITE DOWN A TRUTH AND WRITE DOWN AN
                    UNTRUTH TRY TO DETERMINE HOW CAN THESE BE
                     PROVEN AS SUCH? (DISCUSS)

EQ-----------------------PROVIDE AN EXPLANATION SCIENTIFIC EXPERIMENTS OF:
                                      REDI, MILLER, SPALLANZANI, AND PASTEUR
                                      AND HOW THEIR CONTRIBUTIONS TO THE
                                      THEORY OF BIOGENESIS?

OBJECTIVE--2.06a UNDERSTANDING THE ORIGINS OF LIFE


PRESENTATION-------------        PROVIDE NOTES ON (REDI, SPALLANZANI, PASTEUR)
                                 ANALYZE THE CONTRIBUTIONS OF EACH IN
                                 DISPELLING THE LONG ACCEPTED IDEA OF
                                  SPONTANEOUS GENERATION AND PROVIDING THE
                                 SCIENTIFIC BASIS FOR BIOGENESIS

                                 HAVE STUDENTS LIST THE VARIABLES AND
                                 CONTROLS USED IN EACH EXPERIMENT.


                                WORK SHEET
                www.sc.2000.net/~czareba/worksheets/origin.htmt

GUIDED----------------------DISCUSSION OF STUDENTS FINDINGS

REVIEW----------------------GIVE STUDENTS THE STUDY GUIDE SHEET
                                  CHAPTER 14-1

CLOSE------------------------ SECTION TEST




UNIT # 4-DAY # 42

REVIEW-----------BIOGENESIS VS SPONTANEOUS GENERATION
EQ-----------------WHAT HYPOTHESIS OUTLINED THE CONCEPT OF THE
                     EARTH’S EARLY ATMOSPHERE AND THE FROMATION OF AMINO
ACIDS?

OBJECTIVE-- 2.06a THE ORIGINS OF LIFE

PRESENTATION--NOTES ON HALF-LIFE AND PROVIDE PROBLEM SETS
                            OPARIN’S HYPOTHESIS AND LAB PROCEDURE
                            UREY AND MILLER’S EXPERIMENT
                            MICROSPHERES AND COACERVATES

GUIDED----------------------MINI-LAB 25min PAGE 276-277
                                  HOLT TEXT

REVIEW----------------------OPEN DISCUSSION ON THE
                                 HISTORY OF THE EARTH


CLOSE-----------------------READ CHAPTER 15



UNIT #4-DAY # 43


EQ--------------------------WHAT FOSSIL EVIDENCE SHOWS HOW EVOLUTION
                            OCCURS ( STRATIFICATION) HOMO-STRUCTURES

OBJECTIVE--2.06b PATTERNS OF EVOLUTION


PRESENTATION--------------WHAT ARE FOSSILS? HOW WERE THEY PRESERVED?
                              SEDIMENT
                              MOLD
                              CAST
                               DISTRIBUTION OF FOSSILS
                              LAW OF SUPERPOSITION


GUIDED------------------------GEOLOGIC HISTORY OF THE EARTH

ACTIVITY---------------------CONSTRUCT A TIME LINE USING THE ADDING TAPE
                                   ROLLS ie. One million years= 1 cm
                                              One billion years = I meter
                                 15.1 REVIEW GUIDE


REVIEW-----------------GIVE HOMEWORK PAGE 281 # 6
                                          288 #’s 1-6

CLOSE---------------------ORAL REVIEW OF HALF-LIFE AND AGE DETERMINATION
UNIT # 4-DAY # 44

REVIEW-------------DISCUSS HOMEWORK QUESTIONS


EQ-------------------WHAT ARE THE THEORIES OF EVOLUTION AND WHAT
         EVIDENCE IS THERE TO SHOWS HOW IT OCCURED?

OBJECTIVE------2.06c VARIATION IN ORGANISMS

PRESENTATION----------------HAND OUT ON DARWIN, LAMARCK, LYELL
                                  VRIES----THEORIES OR CHANGE
                                     (teacher generated)

                             http://www.mnh.si.edu/anthro/humanorigins/

GUIDED-----------------------DARWIN’S FINCHES
                                  COMMON ANCESTORS
                                  CONVERGENT / DIVERGENT EVOLUTION
                                   EMBRYOLOGY
                                   VESTIGIAL STRUCTURES
                                   HOMOLOGOUS STRUCTURES
                                   BIOCHEMICAL SIMILARITIES

ACTIVITY--------------------FIND EXAMPLES OF CONVERGENT EVOLUTION


REVIEW------------------------CHAPTER REVIEW PAGE 294 MULTIPLE CHOICE
                                     6-15


CLOSE-------------------------READ CHAPTER 16
                                    SURVIVAL OF THE FITTEST REVIEW




UNIT # 4-DAY # 45

REVIEW-----------------CONVERGENT, DIVERGENT EVOLUTION

EQ------------------------WHAT ARE EXAMPLES OF NATURAL SELECTION
                                 IN A GIVEN POPULATION?

OBJECTIVE----2.06c UNDERSTANDING VARIATION
                 2.06d UNDERSTANDING NATURAL SELECTION

PRESENTATION-------REVIEW NATURAL SELECTION CONCEPTS
GUIDED----------------REVIEW ACTIVITY FOR THE STUDENTS

ACTIVTY---------------DEER POPULATION AND NATURAL SELECTION
                          45 MINUTES? (OUTSIDE)
                          FOOD , SHELTER, WATER ACTIVITY--
                          COLLECT DATA AND GRAPH IN CLASS

CONTINUE UNIT 4 CHAPTER 16


EQ---------------HOW WOULD EXPLAIN THE DEVELOPMENT OF SPECIES
                    ALLELE FREQUENCIES AND GENETIC EQUILIBRIUM?


PRESENTATION-----HARDY -WEINBERG
                   OPTIMUM RANGES FOR SIZE?


CLOSE--------------HOMEWORK GIVE STUDENTS REVIEW GIUDE
                       PAGE 302 #’s 1-6

UNIT #4-DAY # 46

REVIEW--------------PREVIOUS LESSON

EQ------------------------HOW WOULD YOU EXPLAIN THE DEVELOPMENT
                               OF SPECIES ALLELE FREQUENCIES AND GENETIC
                               EQUILIBRIUM

OBJECTIVE--2.06c UNDERSTANDING VARIATION

FOCUS------------------TAKE MEASUREMENTS HAVE THE HEIGHT OF STUDENTS AND RECORD
                         ON THE BOARD

PRESENTATION---------INTRODUCE BELL CURVE
                        STUDENT’S HEIGHT WILL HELP THEM UNDERSTAND
                                THE FOLOWING CONCEPTS:‖
                           *DIRECTIONAL SELECTION
                           *STABILIZING SELECTION
                           *DISRUPTIVE SELECTION

                             --OR--
                             www.tulane.edu/~guill/demonstration module.html
                             www.indiana.edu/~ensiweb/lessons/ns.chips.html

GUIDED----------------OPEN DISCUSSION OF MORPHOLOGY
                        EXAMPLES OF SPECIES ISOLATION
                               *GEOGRAPHIC
                               *REPRODUCTIVE pre / post

ACTIVITY ---------------STUDENT REVIEW GIUDE SECTION # 16.2

REVIEW------------------ORAL ASSESSMENT QUIZ
CLOSE-----------------SYUDY READ CHAPTER # 17




UNIT #4-DAY # 47

REVIEW-------------------- TYPES OF SELECTION


FOCUS---------------------ANY VIDEO ON EVOLUTION 30 MINUTES
                                 OR THE ORIGINS OF MAN

EQ-------HOW DO CHARACTERISTICS OF ORGANISMS IN THE PRESENT
              RELATE TO THOSE OF THE PAST?

OBJECTIVE-------3.01 RELATE THE VARIETY OF LIVING ORGANISMS TO
      THEIR EVOLUTIONARY RELATIONSHIPS

PRESENTATION------------HUMAN PHYLOGENY TREE
                                    THE BIRTH PLACE OF HUMANS
                         PRIMATE CHARACTERISTICS

ACITVITY PRIMATE EVOLUTION --CHARACTERISTICS
                         HOMINIDS
                         BIPEDALISM
                         ANTHROPOID----PRIMATES
                         OPPOSABLE THUMBS
                         QUADRUPEDAL
                         AUSTRALOPITHECUS

GUIDED PRACTICE------------------COMPLETE STUDY GUIDE FOLLOWED BY DISCUSSION


REVIEW---------------------OF CHAPTER 17
                                 HOMEWORK ---PAGE 332 # 16-23

CLOSE--------------------ORAL QUIZ TO CHECK FOR UNDERSTANDING




UNIT # 4-DAY 48
REVIEW---------------SHEET ON HOMINIDS –CHAPTER 17


EQ---------------------WHAT EVIDENCE IS USED TO CLASSIFY ORGANISMS?
                    WHAT ARE THE FIVE KINGDOMS, AND CHARACTERISTICS OF EACH
              KINGDOM?
              HOW IS A DICHOTOMOUS KEY USED TO CLASSIFY
              ORGANISMS?

OBJECTIVE----------3.02 CLASSIFY ORGANISMS ACCORDING TO CURRENTLY
                             ACCEPTED SYSTEMS

PRESENT--------------HISTORY OF TAXONOMY
                          EXAMPLES OF CLASSIFICATION
                           DOG--WOLF--LION--HUMAN
                           OTHER ORGANISMS IN THE FIVE KINGDOMS / 6

ACTIVITY/ GUIDED---STUDENTS GO AROUND THE ROOM AND
                      OBSERVE PRESERVED SPECIMINES (10- 15 MINUTE
                       DISCUSSION)
                                  LIST THE KINGDOM/ PHYLA
                      SHOW STUDENTS EXAMPLES OF OTHER MAJOR PHYLA

ACTIVITY-------------------- USING A DICHOTIMOUS KEY
                                         FAMILIES OF SHARKS CLASSIFICATION.
THE TEACHER CAN CONSTRUCT ACTIVITIES, WHICH REQUIRE STUDENTS TO CREATE A
DICHOTOMOUS KEY ie. USING
20 BIOLOGICAL ITEMS FOR STUDENTS TO CLASSIFY BASED ON PHYSICAL
CHARACTERISTICS

REVIEW--------STUDY GUIDE QUESTIONS FROM CHAPTER 18

CLOSE ---------------DISCUSSES QUESTIONS POSED BY STUDENTS PRIOR TO ASSIGNING
                      STUDENT INVESTIGATION (HOLT) PAGE 354-355



UNIT # 4-DAY # 49

REVIEW ----------------MAJOR PHYLA ( OVERHEAD)
                         GIVE KINGDOM REVIEW SHEET TEACHER GENERATED


EQ---------------------HOW IS A DICHOTOMOUS KEY USED TO CLASSIFY
                          ORGANISMS?

REVIEW---------------------CHAPTER 17-18
                                HUMAN PHYLOGENY
                                PRIMATE--CHARACTERISTICS
                                HUMAN -TAXONOMY
                                MAJOR PHYLA


CLOSE-----------------------HOW CAN A DICHOTOMUOS KEY
                                 BE USED IN THE REAL WORLD AFTER
                                 HIGH SCHOOL?

                            GUIDED READING OF CHAPTER # 21 WITH QUESTIONS
                               UNIT # 5    CHAPTERS 19-23
UNIT 5-DAY # 50

COMPETENCY GOAL # 4: THE LEARNER WILL DEVELOP AN UNDERSTANDING OF
ECOLOGICAL RELATIONSHIPS AMONG ORGANISMS

REVIEW------------------------------DETERMINE THE PHYLUM TO WHICH EACH OF THE
                                     FOLLOWING BELONG:
                                          PHYLUM
1.    EARTHWORM_______________2. STARFISH__________________
3.    JELLYFISH________________           4.     MOUSE____________________
5.   TAPEWORM________________ 6.                 WHITE RAT________________

ECOLOGY TOUR (OUTSIDE)


OBJECTIVES--4.01 IDENTIFY THE INTERRELATIONSHIPS AMONG ORGANISMS,
POPULATIONS,COMMUNITIES, ECOSYSTEMS, AND BIOMES
               4.04 ASSESS AND DESCRIBE SUCCESSIONAL CHANGES IN
                     ECOSYSTEMS

EQ----------------------------WHAT ARE BIOTIC AND ABIOTIC FACTORS
                               THAT AFFECT THE INTERACTIONS OF LIVING
                              ORGANISMS?
                              WHAT IS SYMBIOSIS?
                              EXPLAIN PRIMARY AND SECONDARY SUCCESSION

LICHEN STUDY------------STUDENTS COLLECT LICHENS AND HYDRATE THEM FOR
                       ECOLOGICAL OBSERVATIONS USE THE STERIOSCOPES FOR THIS
                       OBSERVATION

PRESENTATION---------------------STUDENTS SET UP MICROSCOPES
                                 COMPLETE THE LICHEN SURVEY AND EXPLAIN SYMBIOSIS

NOTES--------------------------BIOTIC POTENTIAL
                                CARRYING CAPACITY
                                        GROWTH CURVES

VIDEO------------------------- REVIEW USING THE BLUE PLANET--30 MINUTES

CLOSE-------------------------------SECTION REVIEW FOR HW PAGE 406 #’s 1-6
                                                                    PAGE 408 #’s 1-6

UNIT # 5- DAYS 51-52

REVIEW--------------------POPULATION FACTOR QUESTIONS

EQ------------------------WHAT LIMITS THE GROWTH OF A POPULATION,
                           AND WHAT FACTORS DETERMINE THE STRUCTUTRE OF THE
                                   ECOSYSTEM?
OBJECTIVES--4.05b      UNDERSTANING THE FACTORS THAT AFFECT HUMAN
                        POPULATION GROWTH

PRESENTATION----------DENSITY DEPENDENT FACTORS
                         DENSITY INDEPENDENT FACTORS


ACITVITY ----------------NICHE, HABITAT DETERMINATION
                                 USE OVERHEADS-----FISH
                                                      FOREST
                                                      GRASS LANDS

                         OR     http://www.census.gov/ftp/pub/ipc/www/idbpyr.html
                                http://wwwibiblio.org/lunarbin/worldpop

VIDEO --------------------------------------STUDENTS SHOULD LIST TEN BIOTIC FACTORS
                                               AND HOW DO THEY AFFECT A PARTICULAR
ORGANISM
                                                      (select a nature or wildlife video)
REVIEW CONCEPTS---------------OPEN DISCUSSION OF CONCEPTS IN THIS CHAPTER

UNIT 5-DAY # 53-54

REVIEW---------------REVIEW PREVIOUS LESSON


EQ---------------------WHAT ARE TROPHIC LEVELS, FOOD CHAINS, AND
                          FOOD WEBS, AND HOW DO THEY SHOW BALANCE
                          WITHIN THE COMMUNITY?

OBJECTIVES--4.03 EXPLAIN THE FLOW OF ENERGY THROUGH
                    ECOSYSTEMS


PRESENTATION-------NOTES ON THE OVERHEAD BASED ON
                      BIOSPHERE--ECOSYSTEM--COMMUNITY-
                      POPULATION--ORGANISM
                      OVERHEADS ON FOOD AND ENERGY IN THE
                     ECOSYSTEM


ACITVITY -----------HAVE STUDENTS DESIGN A FOOD CHAIN / WEB / PYRAMID-OF
                             ENERGY, NUMBERS, BIOMASS
                             AND PRESENT MATERIALS TO THE CLASS

REVIEW------STUDENT REVIEW OTHERS WORK

CLOSE---------------------HOME WORK SECTION REVIEW
                          STUDY SHEET GENERATED BY THE TEACHER
UNIT # 5-DAY # 55

REVIEW ------------------------ FOOD WEBS AND ENERGY


EQ-----HOW WOULD YOU EXPLAIN THE WATER, CARBON, AND NITROGEN
        CYCLES?

OBJECTIVES---4.02 ANALYZE THE CYCLING OF MATTER: WATER, CARBON
                 AND NITROGEN IN SYSTEMS


PRESENTATION---TEACH AN OVERVIEW OF EACH CYCLE AS IT RELATES
                   TO HUMAN ACTIONS AND NONACTIONS AND
                   EFFECTS

GUIDED------------DISCUSSION ON THE MISUSE OF FERTILIZERS
                       STUDENTS CAN DESIGN POSTERS ON THIS TOPIC


ACTIVITY-----------http://www.epa.gov/surf3/ THE WATER SHED
                          LOCAL VIDEOS COULD BE USED HERE
                          CHECH WITH LOCAL AGRICULTUIRAL AGENGY


REVIEW------------STUDENT CONSTRUCT A PICTORAL DEPICTING
                       EACH OF THE THREE CYCLES

CLOSE-------------STUDENTS STUDY NOTES ON ECOLOGY




UNIT # 5-DAY # 56-57
FOCUS AND REVIEW -----------PREVIOUS MATERIALS WITH TEACHER GENERATED
                              QUESTIONS


EQ---------WHAT ARE THE BIOTIC AND ABIOTIC FACTORS THAT
               DETERMINE BIOMES?

OBJECTIVE---4.01 IDENTIFY THE INTERRELATIONSHIPS AMONG
                     ORGANISMS, POPULATIONS, COMMUNITIES,
                      ECOSYSTEMS, AND BIOMES


PRESENTATION-------STUDENTS WILL NEED TO FOCUS ON THE
                      VOCABULARY

GUIDED----------------STUDENTS WILL DESIGN A TRAVEL BROCHURE ON
                          EACH OF THE BIOMES USING A RUBRIC


ACTIVITY-------------HOLT TEXT LAB---HABITAT SELECTIONS---PAGE 376-377
                                            http://ut.water.usgs.gov/shrimp


REVIEW----------------TEACHER GENERATED ASSESSMENTS

CLOSE----------------ORAL REVIEW WITH STUDENTS
                             BEGIN READING CHAPTER 23




UNIT # 5-DAY # 58

ENVIRONMENTAL SCIENCE

EQ--HOW WOULD YOU DESCRIBE GLOBAL WARMING, ITS CAUSES AND
      ITS IMPLICATIONS?
      WHAT ARE THE ENVIRONMENTAL IMPLICATIONS OF CONTINUED
      USE OF PESTICIDES?

OBJECTIVE--------4.05a STUDENTS SHOULD UNDERSTAND THE
                       CONSEQUENCES OF GLOBAL WARMING
                       4.05cUNDERSTANDING PESTICIDE USE


PRESENTATION-----DISCUSS THE POSSIBLE CAUSES AND EFFECTS OF AND
                  GLOBAL WARMING? WHAT LIFE STYLE CHANGES ARE NEEDED TO
                  DECREASE THIS PHENOMENA?
                  STUDENTS SHOULD EXAMINE THE WRITINGS OF RACHEL CARSON
                     ALLOW FOR ACTIVITIES THAT DIAGRAM THE EFFECTS
                     OF BIOACCUMULATION OF PESTICIDES ON A
                      COMMUNITY

GUIDED PRACTICE / ACTIVITY---http://www.epa.gov/globalwarming/index.html
                      http://www.epa.gov/pesticides/
                     http://www.rachelcarson.org/
                     HAVE STUDENTS WRITE AN ESSEY IN SUPPORT OF
                     REJECTING OF PESTICIDE USE.
                     WHAT ARE THE ALTERNATIVES IF NOT USED?



CLOSE---------------TEACHER MADE TEST



                              UNIT # 6 - CHAPTERS 24-28
UNIT 6-DAY # 59

THIS UNIT CAN BE TAUGHT IN ONE DAY SINCE MOST OF THIS MATERIAL
IN HOLT CHAPTERS 24-28 HAS BEEN PREVIOUSLY DISCUSSED IN UNIT # 4 (HOLT)


EQ---------------WHAT ARE THE BASIC CHARACTERISTICS OF ORGANISMS
                    FOUND IN THE FIVE KINGDOMS


OBJECTIVE-------     3.02 CLASSIFY ORGANISMS ACCORDING TO CURRENTLY
                     ACCEPTED SYSTEMS


PRESENTATION ---USING OVERHEADS, LIVING SPECIMINES, OR MODELS
                    EXPLAIN THE SIMILARITIES / DIFFERENCES
                    BETWEEN THE FOLLOWING
                    BACTERIA
                    VIRUSES
                    PROTOZOA
                    ALGAE
                    FUNGI

ACTIVITY------------HAVE STUDENTS PREPARE CULTURES FOR LATER OBSERVATION OR
                       OBSERVE PREPARED SLIDES

REVIEW--------------STUDENT STUDY GUIDE CAN BE GIVEN AT THIS POINT
                        ANALYSIS QUESTIONS FROM THE CULTURES MADE
                        VIDEO Microbes around us


CLOSE--------------STUDENTS THINK-PAIR DISCUSSIONS
                         UNIT # 7         CHAPTERS 30-33
UNIT 7-DAY # 60

COMPENTENCY GOAL 3 -THE LEARNER WILL DEVELOP AN UNDERSTANDING OF THE
UNITY AND DIVERSITY OF LIFE

EQ----WHAT ARE THE FUNCTIONAL SYSTEMS OF PLANTS AND THEIR
       STRUCTURES


OBJECTIVES--3.03b UNDERSTAND THE FUNCTIONAL SYSTEMS OF PLANTS
                    INCLUDING: TRANSPORT, AND REPRODUCTION


PRESENTATION--TEACH THE VARIOUS TISSUE SYSTEMS IN PLANTS
                         TYPES OF ROOTS AND INDIVIDUAL FUNCTIONS
                          STEMS AND LEAVES STRUCTURE AND FUNCTIONS
                          FOCUS ON XYLEM AND PHLOEM
                          GAS EXCHANGE IN STOMATA
                          INCLUDE TYPES OF NONVASCULER PLANTS
                          MOSSES, AND FERNS

GUIDED / ACTIVITY----    OUTSIDE ACTIVITY 30-45 MINUTES THE
                        TEACHER WILL INTRODUCE MONOCOT / DOCOT / LEAF TYPES /
                                    ROOT TYPES
                         THIS CAN BE DONE USING THE FLORA OF YOUR LOCAL CAMPUS

REVIEW-------------SECTION REVIEW HOLT 31-1 FRONT AND BACK


CLOSE---------------HOMEWORK---SECTION REVIEW 31-2



UNIT # 7-DAYS 61-62

REVIEW-----CHECK AND COLLECT SECTION REVIEWS
INTRODUCTION---FRONT PAGE OF THE SECTION REVIEW 31-4
                   ANSWER ORALLY

EQ----------------HOW WOULD YOU DESCRIBE THE PROCESSES OF GROWTH
                      AND REPRODUCTION IN PLANT SPECIES

OBJECTIVE---3.04 COMPARE AND CONTRAST THE PROCESSES OF
                      REPRODUCTION, GROWTH, DEVELOPMENT AND
                      REGULATION IN PLANTS
                 3.05 DETERMINE THE INTERNAL AND EXTERNAL FACTORS
                      THAT INFLUENCE THE GROWTH AND DEVELOPMENT
                      OF PLANTS


PRESENTATION---STUDENTS SHOULD UNDERSTAND THE LIFE CYCLE
                   OF MOSSES, FERNS, CONIFERS AND FLOWERING PLANTS
                   ANGIOSPERMS / GYMNOSPERMS
                   INCLUDING STRUCTURES OF THE MALE / FEMALE
                         PARTS. ALSO THE STHRUCTURE OF THE SEEDS AND
                         CONDITIONS NEEDED FOR GERMINATION

ACTIVITY-------STUDENTS ARE TO COMPLETE THE INQUIRY SKILLS LAB
                  B-15 AND B-16 HOLT SUPPLEMENTS
                       --OR --
                   MONOCOT / DICOT SEED DISSECTION (OBSERVATION)
                   FLOWER (CARNATION) DISSECTION (OBSERVATION)

EXTENTION---STUDENTS CAN CHOOSE A SEED AS DIRECTED BY THE
               TEACHER, TO PLANT AND RECORD DATA ON THE PLANT FOR
               A GIVEN AMOUNT OF TIME. THIS CAN BE MODIFIED BY THE
               TEACHER AS A RESEARCH ASSIGNMENT


REVIEW---------STUDENT INITIATED DISCUSSION OF THE LAB
                   MINI TEACHER GENERATED ASSESSMENT

CLOSE---------STUDENTS STUDY




UNIT # 7-DAY # 63

REVIEW THE STRUCTURE AND FUNCTION OF SEEDS

EQ-----WHAT ARE EXAMPLES OF PLANT TROPISMS?

OBJECTIVES---5.02 ASSESS AND EXAMINE PLANT TROPISMS AND OTHER
                     RESPONSES


PRESENTATION--------FOCUS ON GRAVITROPISM
                                 PHOTOTROPISM
                                 HYDROTROPISM
                                 THIGMOTROPISM
                                 GEOTROPISM
                                 NYCTINASTIC MOVEMENTS

ACTIVITY----------------PROVIDE STUDENTS WITH EXAMPLES OF THE ABOVE
                             DIAGRAMS AND LIVE EXAMPLES WORK WELL
                             http://www.cals.ncsu.edu/nscort/outreach exp intro.html
                                PLANTS GRAVITY AND SPACE


REVIEW---------------TEACHER GENERATED ASSESSMENT BASED ON THE
                         TROPISMS

CLOSE---------------STUDENT STUDY


UNITY # 7-DAY # 64

REVIEW OF TROPISMS USING VISUALS
EQ-------WHAT ARE THE MAJOR TYPES OF PLANT HORMONES AND
           EXPLAIN THE FUNCTION OF EACH

OBJECTIVE--3.03 DETERMINE THE FORM AND FUNCTION OF ORGANISMS
             3.03bFUCTIONAL SYSTEMS OF PLANTS: INCLUDING
                    TRANSPORT, REPRODUCTION, AND REGULATION
             3.04 COMPARE AND CONTRAST THE PROSESSES OF
                     REPRODUCTION, GROWTH, DEVELOPMENT,
                     AND REGULATION

PRESENTATION -----STUDENTS SHOULD HAVE AN UNDERSTANDING OF
                     THE FOLLOWING HORMONES: AUXINS
                                                  GIBBERELLINS
                                                  ETHYLENE
                                                  CYTOKININS
                                                  ABSCIC ACID


ACTIVITY--------TEACHER CAN SELECT AN ACTIVITY THAT
                   WILL HELP STUDENTS UNDERSTANDING OF THE
                    VARIOUS PLANT HORMONES
                     --OR--
                   THE LAB ON PAGE # 662-663 HOLT TEXT

REVIEW-----------OUTSIDE READING ASSIGNMENT FOR THE STUDENTS
                ON PLANT HORMONES
                     http://www.biology-online.org/3/5_plant_hormones.htm

CLOSE--------------INTRODUCTION OF UNIT # 8 INVERTEBRATES




                                 UNIT # 8 - CHAPTERS 34-39
UNIT 8-DAY # 65

COMPETENCY GOAL 3 THE LEARNER WILL DEVELOP AN UNDERSTANDING
                  OF THE UNITY AND DIVERSITY OF LIFE

EQ------------WHAT ARE THE VARIOUS TYPES OF SYMMETRY FOUND
                IN ANIMALS AND WHAT CHARACTERISTICS ARE ASSOCIATED
                WITH BILATERAL SYMMETRY?

OBJECTIVE--3.02 CLASSIFY ORGANISMS ACCORDING TO CURRENTLY
                    ACCEPTED SYSTEMS
               3.04 COMPARE AND CONTRAST THE PROCESSES OF
                     REPRODUCTION, GROWTH, DEVELOPMENT, AND
                     REGULATION OF MAJOR PHYLA OF ORGANISMS

PRESENTATION ------------ANIMALS BODY STRUCTURE
                              PATTERNS OF SYMMETRY
                              COMPARISON OF VERTEBRATES AND
                              INVERTEBRATES (TYPES OF DEVELOPMENT)
                              PATTERNS OF DEVELOPMENT
                              BODY CAVITIES
                              UNDERSTAND BASIC STRUCTURE AND FUNCTION
                              OF PHYLA--CNIDARIA AND CTENOPHORA

                              http://www.mindspring.com/~zoonet/www virtual
                              lib/zoos.html

ACTIVITY-------------------SHOW SLIDES / OR OVERHEADS OF THE ANIMALS
                                CHARACTERISTICS BASED ON THE ABOVE
                                INFORMATION---PLACE VARIOUS PRESERVED
                                SPECIMINES AROUND THE ROOM FOR STUDENTS
                                TO OBSERVE


REVIEW--------------------STUDENT ASSESSMENT PAGE 704 HOLT TEXT
                                1-15

CLOSE---------------------STUDENTS STUDY




UNIT # 8-DAY # 66

EQ----------------WHAT ARE EXAMPLES OF ORGANISMS FOUND IN PHYLA
                      PLATYHELMINTHES, NEMATODA, MOLLUSKA, AND
                        ANNELIDA?

OBJECTIVE--3.02 CLASSIFY ORGANISMS ACCORDING TO CURRENTLY
             ACCEPTED SYSTEMS
               3.04 COMPARE AND CONTRAST THE PROCESSES OF
                     REPRODUCTION, GROWTH, DEVELOPMENT,
                     AND REGULATION OF MAJOR PHYLA OF
                     ORGANISMS.


PRESENTATION------STUDENTS SHOULD WORK TO UNDERSTAND
                     THE FOLLOWING CONCEPTS ON THE ABOVE
                     PHYLA--LIFE CYCLES
                               REPRODUCTION
                               GROWTH AND DEVELOPMENT



ACTIVITY --------------STUDENTS OBSERVE VARIOUS LIVING AND NON
                           LIVING SPECIMINES ASSOCIATED WITH THE
                           PHYLA IN QUESTION------AND MAKE COMPARISONS
                           BETWEEN EACH
                            --OR--
                        LAB ON FLATWORM BEHAVIOR
                         INQUIRY SKILL DEVELOPMENT LAB # B 21

REVIEW----------------------TEACHER GENERATED ASSESSMENT

CLOSE-----------STUDENT STUDY




UNIT # 8-DAY # 67-68

REVIEW / INTRODUCE HOLT TEXT PAGE # 738 VOCABULARY

EQ---------------WHAT IS BEHAVIOR, AND WHAT TYPES OF BEHAVIORS DO
                       ANIMALS SHOW?

OBJECTIVE---------5.03 ASSESS, DESCRIBE, AND EXPLAIN TYPES OF ANIMAL
                        BEHAVIORS (TAXIS / REFLEXS / INSTINCTS, AND
                        LEARNED BEHAVIOR).


PRESENTATION-------THE LESSON SHOULD FOCUS ON THE DIFFERENT TYPES
                     OF TAXIS--CHEMOTAXIS AND PHOTOTAXIS AND
                      KINESIS, TAXIS, IMPRINTING, INSTINCTIVE, AND OTHER TYPES
                      OF LEARNED BEHAVIORS

GUIDED-----------VIDEO ON ANIMAL BEHAVIOR (ANY SHOULD WORK
                       AS LONG AS IT’S BASED ON THE ABOVE CONCEPTS)

ACTIVITY-----------LAB OBSERVING EARTHWORM BEHAVIOR
                       PAGE # 740-741 INCLUDE ANALYSIS

REVIEW--------------SECTION REVIEW 37-2 FRONT PAGE

CLOSE---------------STUDENT COMPLETE SECTION REVIEW FOR
                        HOMEWORK


UNIT # 8-DAY # 69

REVIEW OF THE LAB

EQ-------HOW WOULD YOU DESCRIBE THE CHARACTERISTICS OF
           ORGANISMS IN PHYLUM ARTHROPODA?

OBJECTIVE------3.04 COMPARE AND CONTRAST THE PROCESSES OF
                      REPRODUCTION, GROWTH, DEVELOPMENT,
                          AND REGULATION OF MAJOR PHYLA OF
                        ORGANISMS
                    5.01 EVEALUATE THE SURVIVAT OF ORGANISMS AND
                        SUITABLE ADAPTIVE RESPONSES TO ENVIRONMENTAL
                        PRESSURES



                         VIDEO ----------THE INSECT KINGDOM
                                        ANIMALS OF THE WORLD
PRESENTATION------         CONTENT SHOULD INCLUDE ORGANISMS IN THE
                        PHYLUM ARTHROPODA, GROWTH, CHARACTERISTICS,
                        RESPIRATORY, DIGESTIVE, CIRCULATORY, LOCOMOTION
                        ARACHNID, INSECTS AND FOCUS ON THE # OF LEGS, BODY PARTS,
                        AND TYPES OF DEVELOPMENT (COMPLETE / INCOMPLETE)
                          THIS WILL ALSO BE A GOOD SECTION TO INTRODUCE
                          MIMICRY---
                          PROTECTIVE COLORATION
                          COMMUNICATION
                          PHEROMONES
                          BEHAVIOR
                           http://www.accessexcellence.com/AE/AEPC/WWC/1995/mimicry. html
                          http://www.ci.swt.edu/faculty/Peterson/monknc/mystour2.htm

ACTIVITY----LAB PAGE 778-779 ANATOMY OF A GRASSHOPPER
              INCLUDE THE ANALYSIS QUESTIONS

REVIEW--------PAGE 776 REVIEW # 1-15



                                 UNIT # 9-CHAPTERS 41-45
UNIT 9-DAY # 70

COMPETENCY GOAL # 3 THE LEARNER WILL DEVELOP AN
                         UNDERSTANDING OF THE UNITY AND DIVERSITY
                         OF LIFE


ACTIVITY--------------------------------CLASS INSECTA REVIEW SHEET


EQ---------------WHAT ARE THE ANATOMICAL CHARACTERISTICS OF
                   VERTEBRATES AND NAME 20 ORGANISMS CLASSIFIED AS
                       VERTEBRATES?


OBJECTIVE---3.03 DETERMINE THE FORM AND FUNCTION OF ORGANISMS
                     INCLUDING--ORGAN SYSTEMS OF ANIMALS


PRESENTATION---          LAMPREY AND SHARK ANATOMY
                           BONY FISH----4 CHAMBERS IN HEART-GILLS
                          USE VIDEO ON FISH
                         HOW THE GILLS FUNCTION
                            USE OF THE FINS

ACTIVITY/RESEARCH----HAVE STUDENTS TAKE NOTES FROM THE CHAPTER
                     AS SELF-GUIDED RESEARCH. POOL STUDENT QUESTIONS
                   TOGETHER TO GENERATE A STUDYGUIDE

ACTIVITY---WHOLE CLASS -----HOLT INQUIRY SKILLS LAB # B 27

REVIEW---------------SECTION REVIEW PAGE # 812 1-6

CLOSE--------------READ CH 42---------AMPHIBIAMS
                 STUDY THE INTERNAL ANATOMY


UNIT # 9-DAY # 71-72

REVIEW-----------STUDENT NOTES

EQ--------------HOW DOES AN AMPHIBIANS INTERNAL AND EXTERNAL
                     ANATOMY RELATE TO ITS FUNCTION?

OBJECTIVE---3.03 DETERMINE THE FORM AND FUNCTION OF ORGANISMS
                     INCLUDING SYSTEMS OF ANIMALS

PRESENTATION---CHARACTERISTICS OF AMPHIBIANS
                  HABITAT--ORDERS OF AMPHIBIANS--
                  CIRCULATORY SYSTEM
                  RESPIRATORY STSYEM
                  EXECRETORY SYSTEM
                  SENSORY ORGANS
                  REPRODUCTION AND METAMORPHOSIS

ACTIVITY----------FROG DISSECTION SELF GUIDED INQUIRY LAB
                          LAB CAN ALSO BE FOUND IN THE INQUIRY SKILLS
                      DEVELOPMENT MANUAL B 28


        OR LAB ALTERNATIVES


REVIEW---------EQ AND COLLECT LABS
                ASSIGN ESSAY ON ―Ethical Uses of Animals in Lab Research‖



CLOSE-------Read the chapter on reptiles in Holt Text Chapter 43
UNIT # 9-DAY # 73

REVIEW------CHARACTERISTICS OF MODERN AMPHIBIANS

EQ--------WHAT MAKES REPTILES MORE ADAPTED TO SURVIVE ON LAND
            AND EXPLAIN THE SIGNIFIGANCE OF THE EMNIOTIC EGG?

OBJECTIVE---3.03 DETERMINE THE FORM AND FUNCTION OF ORGANISMS
                    INCLUDING THE ORGAN SYSTEMS OF ANIMALS

                3.04 COMPARE AND CONTRAST THE PROCESSES OF
                      REPRODUCTION, GROWTH, DEVELOPMENT, AND
                      REGULATION OF MAJOR PHYLA OF ORGANISMS

PRESENTATION----THE AMNIOTIC EGG
                   RELATIONSHIP TO THE EARLY DINOSAURS
                   RESPIRATION, EXCRETION, CIRCULATORY SYSTEM
                   THERMOREGULATION
                   VARIOUS GROUPS OF REPTILES


GUIDED------------OBSERVATION OF PRESERVED SPECIMINES


                     CHARACTERISTICS ON
                     CHARACTERISTICS ON MAMMALS THIS IS A
                     HANDOUT WORK SHEET STUDENTS WILL FILL IN

REVIEW -----------MINI LAB PAGE 900 HOLT TEXT
                        --OR--
                        PAGE 898 REVIEW 1-15

CLOSE----------------STUDENTS COMPLETE FOR HOMEWORK




                             UNIT # 10 - CHAPTERS 46-50
UNIT 10-DAY # 74

COMPETENCY GOAL # 3 THE LEARNER WILL DEVEOLP AN
    UNDERSTANDING OF THE UNITY AND DIVERSITY OF LIFE

REVIEW------GENERAL REVIEW MAMMALS, AMPHIBIANS, REPTILES

EQ--WHAT’S THE FUNCTION OF BONES AND EXPLAIN HOW A JOINT
     IN THE HUMAN BODY WORKS?

OBJECTIVE---3.03 DETERMINE THE FORM AND FUNCTION OF ORGANISMS
               3.03a ORGAN SYSTEMS OF ANIMALS
PRESENTATION--------STUDENTS ARE GIVEN NOTES ON THE SKELETAL
                        SYSTEM---   PURPOSE
                                  STRUCTURE AND FUNCTION
                                  BONE DEVELOPMENT
                                  JOINTS
                                  LIGAMENTS / TENDONS / CARTILAGE
                                  ACTIN / MYOSIN
                                  MOVEMENT OF MUSCLES
                                  ECT...

GUIDED-----------------ANY VIDEO THAT DISCUSSES THE MUSCULAR- SKELETAL SYSTEM
                            30 MINUTES
                            DISPLAY OF SKELETON--HUMAN / OTHER ANIMAL

ACTIVITY-------------SKELETAL REVIEW / ASSESSMENT SHEET
                         TEACHER CAN GENERATE A DATA SHEET FOR THE
                         STUDENTS THAT HAS THEM LISTING THE
                          NUMBER , LOCATION , FUNCTION, AND GIVING
                         A COLORED LABELED DIAGRAM OF THE MAIN
                         TISSUES ASSOCIATED WITH THIS SECTION



CLOSE--------------DISCUSSION AND ASSESSMENT




UNIT # 10-DAY # 75-76

REVIEW OF THE MUSCULAR SKELETAL SYSTEM FIVE QUESTIONS

EQ----------HOW DOES THE CIRCULATORY SYSTEM AND RESPIRATORY
               SYSTEM FUNCTION TO MAINTAIN HOMEOSTASIS IN THE
               HUMAN BODY

OBJECTIVE---3.03 DETERMINE THE FORM AND FUNCTION OF ORGANISMS
               3.03a ORGAN SYSTEMS OF ANIMALS


PRESENTATION----THE TEACHER SHOULD GENERATE AN ACTIVITY THAT
                     GIVES STUDENTS AN OPPORTUNITY TO MEASURE
                   HEART RATE / WHILE MANIPULATING VARIABLES.
                   COLLECTING DATA AND GRAPHING OF THE DATA
                   http://www.sc2000.net/~czaremba/worksheets/circws.html
                   TEACH PHYSIOLOGY OF THE HEART, AND LUNGS
                   THE STRUCTURE OF BLOOD.(rbc / wbc)
                   ARTERIES, VEINS, AND CAPILLARIES.
                   REVIEW THE A-B-O BLOOD GROUPS
                   LARYNX, BRONCHI, BRONCHIOLES, AVEOLI


ANOTHER ACITVITY---------LUNG VOLUME VS. SIZE OF THE PERSON
                               MATERIAL: GRADUATED BAGS SHOULD
                               BE AVAILABLE AT THE SCHOOL

GUIDED-------------VIDEO ON THE HUMAN CIRCULATORY, RESPIRATORY
      SYSTEM --OR -- ANOTHER HIGHER ANIMAL
                           --OR-- CIRCULATORY / RESPIRATORY DATA SHEET
                       STUDENT FILL IN --TEACHER GENERATED


REVIEW-------------HOLT TEXT PAGE 950 #’s 1-15
                       --OR -- TEACHER GENERATED ASSESSMENT
                       --OR -- http://www.sc2000.net/~czaremba/worksheets/circws.html

CLOSE-------------STUDENTS STUDY




UNIT # 10-DAY # 77

FIVE QUESTION REVIEW OF PREVIOUS LESSON

EQ----EXPLAIN HOW THE HUMAN IMMUNE SYSTEM WORKS AND WHY IS IT
       SO IMPORTANT?

OBJECTIVE----3.03 DETERMINE THE FORM AND FUNCTION OF ORGANISMS
                 3.03a ORGAN SYSTEMS OF ANIMALS


PRESENTATION-----INTRODUCE STUDENTS TO TOPIC BY
                    COMPLETING THE LAB ON PAGE # 974-975 DISEASE
                    TRANSMISSION ( MODIFY FOR TIME)
                    NONSPECIFIC DEFENSES
                    SKIN AND MOCOUS MEMBRANES
                    HISTAMINES, FEVERS, SPECIFIC DEFENSES
                    T-CELLS, B-CELLS FUNCTIONS,
                    MEMORY CELLS ANITGEN, ANTIBODY
                    IMMUNITY, VACCINES,


GUIDED-------------UNDERSTAND THE CHART ON PAGE 973 # 5 ,a,b,c
                        VIDEO ON THE IMMUNE SYSTEM

REVIEW-------------MULTIPLE CHOICE 972 # 6-15
UNIT # 10-DAY # 78-79

CHAPTER 49 HOLT

EQ-HOW DOES THE HUMAN DIGESTIVE SYSTEM WORK AND WHAT
     OTHER ORGANS / GLANDS ARE INVOLVED?
    HOW DO THE KIDNEYS REGULATE HOMEOSTASIS OF THE HUMAN
    BODY, AND WHAT OTHER ORGANS SUPPORTS THE EXCRETORY
    SYSTEM?
OBJECTIVE---3.03 DETERMING THE FORM AND FUNCTION OF ORGANISMS
               3.03a ORGAN SYSTEMS OF ANIMALS

PRESENTATION---VIDEO ON THE HUMAN DIGESTIVE SYSTEM 35 MINUTES

                        NOTES ON HOW THE SYTSEM WORKS TO SUPPLY
                        NUTRIENTS TO THE BODY
                        STOMACH-SMALL INTESTINE-LARGE. INTESTINE- LIVER
                        GALL BLADDER, MOUTH, ESOPHAGUS, PANCREAS
                        ENZYMES--AMYLASE
                                       PEPSIN
                                  BILE
                           WATER ABSORBTION


GUIDED ACTIVITY----MODELING HUMAN DIGESTION
                       LAB PAGE 1000-1001 HOLT TEXT (48 hrs)


REVIEW--------------MAIN CONCEPTS OF THE LESSON AND ANALYSIS
                         OF THE LAB

PRESENTATION -------VIDEO ON THE KIDNEYS 15 MINUTES
                       STUDENTS SHOULD UNDERSTAND THE FUNCTIONAL
                       UNIT OF THE KIDNEYS (NEPHRON UNIT), AND HOW IT REMOVES
                       WASTE FROM THE BODY

GUIDED--------------TEACHER GENERATED ASSESSMENT TO CHECK FOR
                     STUDENTS UNDERSTANDING OF BLOOD FILTRATION BY THE
KIDNEYS.

CLOSE-----------STUDY

UNIT # 10-DAY # 80

CHAPTER 50 HOLT

REVIEW OF PREVIOUS MATERIALS

EQ----WHAT IS A NEURON, AND HOW DOES IT SEND AND RECIEVE
       CHEMICAL MESSAGES IN THE HUMAN BODY?

OBJECTIVE--3.03 DETERMINE THE FORM AND FUNCTION OF ORGANISMS
             3.03a ORGAN SYSTEM OF ANIMALS



PRESENTATION----------STUDENTS SHOULD UNDERSTAND THE
                      PHYSIOLOGY OF NEURONS
                      AXONS, DENDRITES, SYNAPSES, NERVE CELL BODY
                      AXON TERMINAL, ACTION POTENTIAL
                      NEUROTRANSMITTERS
                      THE HUMAN BODY SENSES

GUIDED---------------------VIDEO THE NERVOUS SYSTEM
                       STUDENT SHOULDER TAPPING ACTIVITY
                       TEACHER GENERATED STUDY GUIDE

ACTIVITY-----------INQUIRY SKILLS LAB B-30 HOLT BIOLOGY
                        RESOURCES ---STUDENTS MAKE A DIAGRAM
                        OF THE NEURON

REVIEW ------------DISCUSS THE LAB ACTIVITY AND ANALYSIS

CLOSE---------------CHAPTER TEST




UNIT # 10-DAY # 81

REVIEW

CHAPTER 51 HOLT

EQ-----WHAT IS THE ENDOCRINE SYSTEM AND HOW DOES IT
        HELP TO REGULATE HOMEOSTASIS / METABOLISM IN THE
        HUMAN BODY?

OBJECTIVE---3.03 DETERMINE THE FORM AND FUNCTION OF ORGANISMS
               3.03aORGAN SYSTEMS OF ANIMALS
                5.04 ANALYZE THE BIOLOGICAL CLOCKS AND RHYTHMIC
                      BEHAVIOR OF ORGANISMS



PRESENTATION ------------FOCUS SHOULD BE ON THE PHYSIOLOGY OF THE
                             PITUITARY GLAND, THYROID GLAND, ADRENAL

                               POSITIVE FEEDBACK, (be able to diagram)
                               TYPES OF RHYTHMIC PATTERNS IN ANIMALS

GUIDED--------------------STUDENT STUDY GUIDE 51-1
                                OR TEACHER GENERATED GUIDE
                                http://www.learner.org/jnorth/index.html
                                http://www.cbt.virginia.edu/tutorial/TUTORALMAIN.html


REVIEW--------------STUDENT SKITS ON THE ENDOCRINE SYSTEM
                        OR ON THE BIOLOGICAL CLOCKS----
                        TEST
UNIT # 10 -DAY # 82

CHAPTER 52-53 HOLT

HUMAN REPRODUCTION / GAMETOGENESIS SHOULD HAVE BEEN INCLUDED IN UNIT # 3
ON GENETICS

				
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