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