AP BIOLOGY LESSON PLAN
Heritage High School
2010 - 2011
Instructors: Mrs. Anita Snyder Email: firstname.lastname@example.org
Ms. Kate Dyson Email: Katedyson@gmail.com
Date: Tuesday, August 31, 2010 Room: A 108 Length: 29 min period
Unit Title: Introduction to the Themes of Life
Lesson Title: Introduction to Advanced Placement Biology Class
AP Biology Core Learning Goals:
1. Science as a Process analysis and explanation (both orally and in written form) of lab data, study of historical
development of a particular topic such as identification of DNA as the molecule of heredity
2. Evolution genetic recombination as the “grist” for evolution, heterozygote advantage in sickle-cell anemia,
3. Energy transfer conservation of energy, respiration and photosynthesis, ATP as an energy storage molecule
to drive cell processes, food and energy pyramids.
4. Continuity and change Mendelian genetics, DNA replication, mutation, selective advantage, behavioral
5. Relationship of Structure to Function enzyme specificity, cell type diversity, organ structure and function
ex: inner ear and the bones of birds
6. Regulation Positive and negative feedback loops in metabolic pathways, feedback loops in human endocrine
pathways, for example thyroid goiter, competition in regulating population
7. Interdependence in Nature coevolution, mutualism, predator-prey cycles, food webs, decomposers, nitrogen
8. Science, Technology, and Society lab activities such as DNA electrophoresis and gene transfer, class
discussions on ethical issues such as cloning, and genetically engineered food, a study of the environmental
impact of industrial society, utilization of science current events for class discussion and for the formation of
AP Biology Core Learning Goals Specific to this Lesson: (GOALS 1-8)
Maryland Biology Core Learning Goals Specific to this Lesson: (GOAL 1 and GOAL 3)
Goal 1: Skills and Processes
The student will demonstrate ways of thinking and acting inherent in the practice of science. The student will
use the language and instruments of science to collect, organize, interpret, calculate, and communicate
Goal 3: Concepts of Biology
The student will demonstrate the ability to use scientific skills and processes (Core Learning Goal 1) and major
biological concepts to explain the uniqueness and interdependence of living organisms, their interactions with
the environment, and the continuation of life on earth.
Lesson Objectives: The student will be introduced to classroom rules and course expectations and
Advanced Placement Biology is a high school course that is designed to be the equivalent of an introductory college
course for biology. Biology I, Biology Lab, and Chemistry are pre-requisites for AP Biology. In order to take this course,
students must complete an application and screening process. Parental approval/signature is required. Enrollment is open
to anyone who meets the requirements and successfully completes the application and screening process. College-bound
students are strongly encouraged to enroll in this course.
The AP Biology course will meet 5 days per week for 60 minutes. Each week, 1-2 lab periods will be spent completing
hands-on lab experiments or lab related assignments, thus meeting the requirement of 25% of class time being devoted to
experiments. The laboratory exercises are essential for thorough understanding of concepts and a mandatory component
of my course. Learning through doing leads to greater understanding of the topics at hand; furthermore, analysis of such
“doing” leads to connections between biological concepts that a textbook cannot adequately demonstrate.
The grading is heavily based on major tests. Most tests, because of the cumulative nature of the AP exam, will be
cumulative in nature. Students are allowed to do test corrections, where they must explain why the incorrect choices
should be eliminated along with why they missed a particular question; this process provides further review of the
material and provides the students even more study material for the end of year preparation for the AP Examination.
There is also a writing component to the course and free response questions are assigned throughout the year.
Participation in class discussions, homework, quizzes, and laboratory work will also count toward the final grade.
To help the students apply biological knowledge and critical thinking to environmental and social concerns, students will
read and report on current events in science. After student reports, the class with engage in discussions, providing the
opportunity to see that biology is in their everyday lives and is not just a chapter in a textbook. This fulfills the
requirement for exploring societal and environmental concerns.
Students are not required, but are strongly encouraged, to take the AP Biology Examination in May. This AP course
presents a tremendous opportunity; within it there exists the key components of a college course coupled with the small
class sizes in a high school course.
As a first year college introduction course, the content follows the traditional breakdown, which also follows the “three
overarching topics” -- Molecules and Cells, Heredity and Evolution, and Organisms and Populations, as outlined in the
AP Biology Course Description published by the College Board. I will follow this micro to macro arc, starting with
molecules and then cells. This is followed by genetics and evolution, then organisms, and finishing with populations-
ecosystems. Of course, this is a simplistic description as many topics must be examined on several levels. The study of
genetics, for example, must include molecular genetics, cell biology in inheritance patterns, organism biology in
understanding phenotypic expression, population dynamics in the Hardy-Weinberg model, and evolution.
The eight themes identified in the Course Description are woven into the treatment of the course material at appropriate
points all year. They form a conceptual underpinning that unifies apparently dissimilar topics and reminds course
participants to look at the bigger biological picture.
When is coach class?
When students need extra support on specific topic, they will be asked to sign up for a coach class that will meet after
school on Tuesdays and Wednesday from 3:10 to 4:00. Students can sign up to come to coach class whenever they would
like extra support, and I encourage you to take advantage of this time.
I Think Worksheet/ AP Bio Syllabus Scavenger Sheet (HW)
Class Rules Sheet
Intro to AP BIO ppt
AP Course Syllabus
Long Term Template for AP Bio/ Topic Outline
“Why Did I Come to School Today?” poem / AP Rubric sheet
Week 1 Review Skills Notes packet (Multicolored Packet)
Week 1 Review skills HW packet (Multicolored Packet)
Chapter 1 study guide HW packet
Lab Equipment Notes
AP Bio HW Calendar
5 E Format Details of lesson Modifications
(No IEPs in this
The activities in Greet students at door, Introduce ourselves.
this section are Teacher
meant to capture explanation
student Read poem with students, “Why Did I Come to School Today?”
attention, poem. Have student volunteers read each paragraph. Visuals, Handouts
EXPLORE Have students write down on a scrap piece of paper all the things
a successful AP Biology student should do. (3 min) Read aloud
In this section,
students are Share out responses Teacher
given time to explanation
think, plan, Go over AP rubric and what constitutes an A through an F
investigate and student in an AP Biology class. Teacher examples
collected Visuals, Handouts
EXPLAIN Finish discussing the Intro to AP BIO POWERPOINT Visuals, Handouts
now involved in Students take notes on the power point Teacher read aloud
analysis of their
explanation. Go over Course Syllabus and course expectations. Thoroughly
Their explain to students the rigor that an AP course requires.
clarified and Discuss Class Rules and Daily routines.
because of Discuss Long Term AP Bio Template/ Topic Outline
activities. Remind some students that they forgot their AP bio textbook
EXTEND Students begin to work on: Visuals, Handout
This section “I think” questionnaire about their expectations about AP
gives students BIO (Finish for HW) Teacher read aloud
the opportunity Course Syllabus Scavenger Sheet (Finish for HW)
to expand and
solidify their GO OVER HW EXPECTATIONS and explain HW for this week
concept and or Hand out lab equipment sheet as a reference
apply it to a real Handout September HW calendar
world situation. Hand out chapter 1 Exploring Life study guide
Hand out Week 1 Review skills NOTES (Multicolored
Hand out Week 1 Review skills HW packet (Multicolored
CLOSURE/ Refer Back to poem, “Why Did I Come to School Today?” Visual and verbal
Poll student responses
Any questions on HW?
Check that students did HW
Study guide p.2, E1
Read/Skim: Measuring notes HW: Measuring (blue)
Read: Campbell p.6 -9 HW: Study guide p.4, E4
Read: Syllabus and get it signed HW: I Think Worksheet/ AP Bio Syllabus
Scavenger Sheet (HW)
Read aloud X X X X
Visuals X X X X X
Notes/Outlines X X X
Graphic Organizer X
Oral and Written Instructions X X X X X
Visual organizer X X
Highlighter X X X
Repeated instruction X X X X X
Extended time As needed…lesson may extend into tomorrow bc of the 29 min pd
Small group assignment
Comments and Reflection
here about what
needs to be re-
taught and what you
might change or
need to remember
about this lesson for