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Course Title: Biology
Length of Course: 1 semester Credit: 1 Biology credit for graduation
Grade Level: 9-12 Prerequisites: 8th grade science
Course Description: An overview of study of life. Students will look at how structure and function affect living organisms. The students
then apply their knowledge of living organisms and how they work together to form ecosystems. Over time organisms and ecosystems
change through evolution and genetic recombination.
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Teaching Resources:
GENERAL BIOLOGY RESOURCES
Example Performance Assessments and Rubrics:
http://jfmueller.faculty.noctrl.edu/toolbox/examples/osterberg00/photosynthesis.htm
http://jfmueller.faculty.noctrl.edu/toolbox/examples/scott08/task%201.pdf
http://jfmueller.faculty.noctrl.edu/toolbox/examples/greenbiology99/task8rubric.pdf
http://jfmueller.faculty.noctrl.edu/toolbox/examples/greenbiology99/task12rubric.pdf
Assessment Resources and Examples:
Lab activities http://pals.sri.com/tasks/tasks9-12.html
Literacy Resources:
General Resources-
Graphic Organizer Templates http://www.biologyjunction.com/templates.htm
Possible DPI Graphic Organizers http://www.dpi.state.nc.us/docs/acre/standards/support-tools/organizers/science/interdependence.pdf
Google Search: Walmart literacy initiative (Great interactive online lessons and reviews
All Types of resources-
http://www.teachersdomain.org/resource/midlit10.sci.spljaw/
NSDL Literacy in Science Resources: http://nsdl.org/search/results?verb=Search&q=literacy
http://free.ed.gov/subjects.cfm?subject_id=56
http://www.kde.state.ky.us/KDE/Instructional+Resources/Literacy/Literacy+Strategies+Glossary.htm
NEW ASSESSMENT ITEM BANKS:
Assessment Item Databank: NAEP Question Tools nces.ed.gov
Google search: AAAS Question Item Bank
Specific Resources:
Peyton Manning using stem cell therapy article http://cellureskincare.com/athletes-using-stem-cell-procedures-to-heal-injuries/
Genetic Disorders research: http://www.nature.com/scitable/topicpage/rare-genetic-disorders-learning-about-genetic-disease-979
Genetic Disorders Activity: http://www.woodrow.org/teachers/bi/1997/genetic/
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COURSE: Biology
UNIT ONE: Structures and Functions of Living Organisms (Cell Structure and Function) (Approx) TIME SPENT: 8 Days
COMPETENCY: 1.1 Understand the relationship between the structures and functions of cells and their organelles.
OBJECTIVE: The learner will develop an understanding of cellular structure, function, specialization, and lab techniques involved in
studying eukaryotic and prokaryotic organisms.
Student Learning Target (Essential Question): How are similarities and differences in the structures of eukaryotic and prokaryotic cells
related to their function?
_________________________________________________________________________________________________
Assessments (Formative, Benchmark, Summative): Microscope Lab, Cell Structure Lab, Cell Coloring Sheets, Organelle Charts, Cell
Structure and Function Quiz, Cell Test, Cell Travel Brochures, Cell 3-D Projects.
_________________________________________________________________________________________________
Terminology: Prokaryotic, Eukaryotic, Nucleus, Plasma Membrane, Cell Wall, Mitochondria, Vacuoles, Chloroplasts, Ribosomes,
Unicellular, Multicellular, Stem Cells, Cellular Communication (Signals), Contractile Vacuoles, Cilia, Flagella, Pseudopods, Eye Spots.
COURSE OUTLINE
Teacher will introduce or Students will know
Parts of a light microscope, how to focus a microscope, How to prepare slides of living cells.
how to measure objects under a microscope, the How to calculate total magnification when viewing objects under a microscope.
importance of electron microscopy to understanding How to measure cells under a microscope.
cellular structure and function. How objects such as the letter ‘e’ look when viewed under a microscope.
Basic Cell Structure Identify cell structures on diagrams.
Differentiate between Prokaryotic and Eukaryotic Cells.
Know the functions of various cell organelles.
Basic Cell Function Understand the high degree of cell specialization in multicellular organisms.
Understand mechanisms for communication between cells.
3
Title Resource Link
ESPN video clip of athletes using stem cells http://espn.go.com/video/clip?id=7481146
Are fruits and veggies made of cells? lab http://pals.sri.com/tasks/9-12/Fruitsveg/admin.html
Virtual Microscope http://www.udel.edu/biology/ketcham/microscope/scope.html
Prokaryote vs. Eukaryote http://www.phschool.com/science/biology_place/biocoach/cells/common.html
Cell surface area cut and paste model http://www.biologyjunction.com/cell_size.htm
Organelle concept map http://lwjmontessori.wikispaces.com/file/view/Discovering+Organelles.pdf
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COURSE: Biology
UNIT TWO: Structure and Functions of Living Organisms (Cellular Processes) (Approx) TIME SPENT: 11 Days
COMPETENCY: 1.2 Analyze the cell as a living system
4.2 Analyze the relationships between biochemical processes and energy use in the cell
OBJECTIVE: The learner will develop an understanding of cellular transport, asexual cell reproduction, photosynthesis, and respiration.
Student Learning Target (Essential Question): How do cellular transport, mitosis, photosynthesis, and respiration relate to the structure
and function of living organisms?
_________________________________________________________________________________________________
Assessments (Formative, Benchmark, Summative): Plasma Membrane Models, Osmosis Labs (Red Onion and Egg), Selective
Permeability Lab, Cell Transport Quiz, Cell Cycle Drawings, Onion Root tip Lab, Mitosis Models (Snap Beads), Cell Cycle Quiz,
Fermentation Demo Lab (Apple Juice), Photosynthesis Lab (Ivy Discs), Respiration and Photosynthesis Quiz, Cell Processes Test
_________________________________________________________________________________________________
Terminology: Plasma Membrane, Homeostasis, Selectively Permeable, Fluid Mosaic Models, Buffers, Active Transport, Passive
Transport, Osmosis, Diffusion, Osmotic Pressure, Concentration, Cell Cycle, Interphase, G1, G2, Synthesis, Mitosis, Cytokinesis, Aerobic,
Anaerobic, ATP, Reactants, Products, Alcohol Fermentation, Lactic Acid Fermentation.
COURSE OUTLINE
Teacher will introduce or students will know Students will demonstrate(skills)
Structure of the Plasma Membrane and how it relates to Differentiate between Passive and Active Transport.
Cellular Transport. Identify Phospholipids, Cholesterol, and Transport Proteins and how they
relate to selective permeability and homeostasis.
Understand how varying solute concentrations affect osmotic pressure and
flow of materials within cells.
The steps of the Cell Cycle. Identify the steps of the Cell Cycle: G1, S, G2, Mitosis.
Recognize phases of the cell cycle and be able to place the phases in the
correct order.
Identify the Reactants and Products of Cellular Respiration and
Steps of Photosynthesis and Cellular Photosynthesis and how they relate to the Carbon Cycle.
Respiration. Compare and Contrast Aerobic and Anaerobic Respiration in regards to
ATP production and Products (ex. Lactic Acid and Alcohol).
5
Title Resource Link
Virtual Microscope http://www.udel.edu/biology/ketcham/microscope/scope.html
Prokaryote vs. Eukaryote http://www.phschool.com/science/biology_place/biocoach/cells/common.html
Cell surface area cut and paste model http://www.biologyjunction.com/cell_size.htm
Organelle concept map http://lwjmontessori.wikispaces.com/file/view/Discovering+Organelles.pdf
Review www.biologycorner.com/.../Organic%20Chemistry%20Chap%20Review.doc
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COURSE: Biology
UNIT THREE: Ecosystems (Approx) TIME SPENT: 12 Days
COMPETENCY: 2.1 Analyze the interdependence of living organisms within their environments.
2.2 Understand the impact of human activities on the environment (one generation affects the next).
OBJECTIVE: The learner will develop an understanding of energy flow, cycling of matter, population growth, relationships between biotic
and abiotic factors in ecosystems (Symbiosis, Predator/Prey, Animal and Plant Behaviors), and human impacts on the environment.
Student Learning Target (Essential Question): How do the organisms in an ecosystem interact with each other and their environment;
and how are these interactions impacted by humans?
_______________________________________________________________________________________________
Assessments (Formative, Benchmark, Summative): Termite Tracking Lab, Plant Tropisms Lab (Seeds), Food Chains Lab, Owl Pellet
Lab, Population Growth Curves (J and S), Energy Pyramids Foldable, Endangered Species Online Research, Pictorial Dictionary, Food
Web Quiz, Populations Quiz, Symbiosis Quiz, Behavior Quiz, Ecology Test.
________________________________________________________________________________________________
Terminology: Animal Behavior, Innate, Learned, Stimulus, Response, Reflex, Taxis (Photo- and Chemo-), Imprinting, Trial-and-Error,
Classical Conditioning, Habituation, Insight, Social Behaviors, Communication, Pheromones, Caste System, Dominance Hierarchy,
Courtship, Territoriality, Biorhythms, Hibernation, Migration, Estivation, Tropisms, Thigmotropism, Phototropism, Gravitropism, Symbiosis,
Mutualism, Parasitism, Commensalism, Predator/Prey, Competition, Habitat, Niche, Energy Flow, Energy Pyramid, Food Chain, Food Web,
Trophic Level, Autotroph, Heterotroph, Decomposer, Producer, Consumer, Population, Community, Ecosystem, Exponential, J-shaped, S-
Shaped, Carrying Capacity, Biodiversity, Birth-Rate, Death-Rate, Limiting Factors, Density Dependent, Density Independent, Invasive
Species, Habitat Destruction, Bioaccumulation, Nutrient Loading, Conservation, Endangered Species, stewardship.
COURSE OUTLINE
Teacher will introduce or students will know Students will demonstrate(skills)
Basic animal and plant behaviors Differences between innate, learned, and social behaviors.
List and recognize examples of different animal behaviors.
Interpret Data from Plant Behavior Experiments.
Differentiate between various plant tropisms.
Energy Flow in Ecosystems Trace the flow of energy in food chains and food webs.
Identify autotrophs and heterotrophs.
Develop a basic understanding of the Carbon Cycle, Nitrogen Cycle, and
Water Cycle.
Population Growth in Ecosystems Identify Density Independent and Density Dependent Limiting Factors.
Interpret population growth graphs (J-Shaped and S-Shaped) and identify
Carrying Capacity.
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Recognize examples of symbiotic relationships: Mutualism,
Community Interactions Commensalism, Parasitism.
Understand Predator/Prey Relationships and interpret graphs.
Understand how habitat destruction, nutrient runoff, pesticides, and
invasive species negatively impact the environment.
Human Impacts on the environment Recognize the importance of sustainable practice.
Understand the processes and causes of the Greenhouse Effect, Global
Climate Change, and Ozone Depletion.
Title Resource Link
Non-native species in North Carolina http://www.defenders.org/publications/north_carolina.pdf
Video clip:Symbiosis. http://www.teachersdomain.org/resource/tdc02.sci.life.evo.leaf/
Video Clip: Photosynthesis http://www.teachersdomain.org/resource/tdc02.sci.life.cell.stetteroxygen/
Interactive: Cycles of Matter http://www.teachersdomain.org/resource/nsn08.sci.ess.watcyc.capcarbonint/
Interactive: CO2 & Global Warming http://www.teachersdomain.org/resource/tdc02.sci.life.eco.ccycle/
Interactive: Nitrgoen Cycle http://www.teachersdomain.org/resource/lsps07.sci.life.eco.nitrogen/
Interactive: Photosynthesis http://www.teachersdomain.org/resource/tdc02.sci.life.stru.methusweb/
Video Clip: Human Impact on the Arctic Food Web http://www.teachersdomain.org/resource/ipy07.sci.life.eco.arcticpcb/
Video Clip: Grizzly bears & Yellowstone's ecosystem http://www.teachersdomain.org/resource/nat08.living.eco.humeco.lpcaregriz/
N.C .Ecological disturbances data http://www4.ncsu.edu/~dbeggles/education/synergy/bluecrab/bsehums.html
http://channel.nationalgeographic.com/channel/human-footprint/consumption-
Materials for Human Footprint Video interactive.html
Ecosystems Study Guide: http://wblrd.sk.ca/~sci10_dev/1_ecosystems/docs/carbon_cycle.pdf
Video: Global Warming http://news.discovery.com/videos/global-warming-videos/
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COURSE: Biology
UNIT TWO: Genetics (Approx) TIME SPENT: 10 days
COMPETENCY: 3.2 Understand the environment, and/or the interaction of alleles, influences the expression of genetic traits (3.1
is combined with 4.1)
OBJECTIVE: The learner will
3.2.1 Explain meiosis in sexual reproduction
3.2.2 Predict offspring ratios in different inheritance patterns(dominance, co-dominance, incomplete dominance, multiple alleles, and sex-
linked traits
3.2.2 Explain how the environment affects gene expression
Student Learning Target (Essential Question):
What is sexual reproduction and how does it related to increased genetic combinations/ diveristy in organisms and populations?
_________________________________________________________________________________________________
Assessments (Formative, Benchmark, Summative):
- Poster Project comparing sexual and asexual reproduction
- Parenthood (making babies) probabilities lab
- Genetic Cross Practices
- Blood Typing Lab
- Genetic Diseases Online Research and powerpoint presentation
- Paper and/or online karyotyping lab
- Genetic Crosses Quiz, Sexual and Asexual Reproduction Quiz, Genetics Test
_________________________________________________________________________________________________
Terminology: meiosis, chromosomes, genetic variation, nondisjunction, Down Syndrome, punnett square, genotype, phenotype,
karyotype, codominance, incomplete dominance, sickle-cell anemia, cystic fibrosis, Huntington’s disease, sex-linked traits, color-blindness,
hemophilia
COURSE OUTLINE
Teacher will introduce or students will know Students will demonstrate(skills)
Meiosis, nondisjunction and karyotypes Know the process of sexual reproduction
Know the process and effect of nondisjunction
Read and interpret karyotypes
Genetic Crosses and Diseases Know how to predict genotypes and phenotypes using Punnett squares
Identify and predict different inheritance patterns
Be familiar with the most common genetic diseases (symptoms and
inheritance)
Environmental Influences Know how the environment can affect gene expression and the most
common genetic conditions affected by the environment (cancer, diabetes,
PkU, heart disease
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Title Resource Link
Parenthood Lab http://pals.sri.com/tasks/9-12/Looking/
Compare mitosis & meiosis simulation http://www.teachersdomain.org/resource/tdc02.sci.life.gen.mitosis/
Blood type online tool http://www.biology.arizona.edu/human_bio/problem_sets/blood_types/inherited.html
Karyotyping interactive http://www.biology.arizona.edu/human_bio/activities/karyotyping/karyotyping.html
Genetic Diseases-"Tour of the Basics" http://www.teachersdomain.org/resource/tdc02.sci.life.gen.hglandmarks/
Cloning: "You've Come a Long Way Dolly" http://gslc.genetics.utah.edu
Genetics"Tour of the Basics" http://gslc.genetics.utah.edu
Vocabulary Review http://quizlet.com/math-and-science/
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COURSE: Biology
UNIT THREE: DNA Technology (Approx) TIME SPENT: 9 days
COMPETENCY: 3.3 Understand the application of DNA technology
OBJECTIVE: The learner will
3.3.1 Interpret how DNA is used for comparison and identification of organisms
3.3.2 Process of engineering transgenic organisms and their societal benefit
3.3.3 Ethics of cloning, genetically modified organisms, stem cell research and the Human Genome Project
Student Learning Target (Essential Question):
What are the ethical implications and societal benefits of current applications of DNA technology?
_________________________________________________________________________________________________
Assessments (Formative, Benchmark, Summative):
- Gene Therapy Patient Articles
- Online DNA Fingerprint Lab (Who licked the lollypop?)
- Posters of Pros and Cons on different DNA technology topics
- Mock debate on DNA technologies
- Position papers on DNA technologies
- Current event presentations
- Plasmid Lab
- Online cloning lab
_________________________________________________________________________________________________
Terminology: gel electrophoresis, restriction enzymes, DNA fingerprints, transgenic, bacterial transformation, plasmid, Human Genome
Project, gene therapy, genomics, stem cell research, genetically modified organisms
COURSE OUTLINE
Teacher will introduce or students will know Students will demonstrate(skills)
DNA Fingerprints Know the process of DNA fingerprint
Know how to read DNA fingerprints and what they are used for
Transgenic Organisms Know what transgenic organisms are and how they are created
Know the applications of transgenic organisms
Steps of bacterial transformation
Bioethics Know what the Human Genome Project was and how it was beneficial
Know the science of gene therapy 11
Be able to debate the ethical issues of genomics and biotechnology
COURSE: Biology
UNIT FOUR: Natural Selection and Classification (Approx) TIME SPENT: 8 days
COMPETENCY: 3.4 Explain the theory of evolution by natural selection as a mechanism for how species change
3.5 Analyze how classification systems are developed upon speciation
OBJECTIVE: The learner will
3.4.1 Evidence for evolution
3.4.2 Natural selection and change over time
3.4.3 Effect of disease on natural selection
3.5.1 Development and change of the classification system
3.5.2 Analyze the classification of organisms according to their evolutionary relationships
Student Learning Target (Essential Question):
How/why do species change over time? How does that relate to classification of organisms?
_________________________________________________________________________________________________
Assessments (Formative, Benchmark, Summative):
- Teddy graham evolution lab
- Natural selection camouflage bean lab
- Coevolution (flowers and pollinators) lab
- 6 Kingdoms Specimens lab
- Candy and Shark Dichotomous keys
- Classification quiz and Evolution and Classification Test
_________________________________________________________________________________________________
Terminology: fossils, evolution, biochemical, homologies, natural selection, adaptation, camouflage, mimicry, antibiotics, pesticides,
passive/active immunity, antivirals, vaccines, classification, dichotomous key, phylogenetic tree, anaerobic, prokaryote, eukaryote,
photosynthetic, geographic isolation, speciation
COURSE OUTLINE
Teacher will introduce or students will know Students will demonstrate(skills)
Natural selection and evolution Know the mechanism of natural selection and how that leads to evolution
How organisms evolved over time on Earth]
The types of evidence for evolution
Disease agents and their effect on evolution How evolution can select for resistance to medicines and pesticides
Compare passive and active immunity
How antivirals and vaccines effect natural selection
Classification Know the history of the classification system
Explain changing the classification system based on new evolutionary 12
evidence
Read a dichotomous key and phylogenetic tree
Title Resource Link for 3.3, 3.4 and 3.5
Plasmid Lab http://www.explorebiology.com/documents/21CloningSimulation.pdf
Online mouse cloning activity http://learn.genetics.utah.edu/content/tech/cloning/clickandclone/
Gel Electrophoresis Animation http://www.teachersdomain.org/resource/hew06.sci.life.gen.electroph/
Interactive http://www.teachersdomain.org/resource/biot09.sci.life.gen.dnalibraries/
Video Clip Introduction http://www.teachersdomain.org/resource/biot11.sci.life.gen.structureofdna/
United Streaming Video Clip DNA: The Molecule of Heredity
Interactive- Adaptation www.pbs.org/wgbh/evolution/sex/guppy/ed_pop.htm
Interactive- Adaptation www.education.nationalgeograohic.com/education/activity/adaptive-radiation
Interactive http://www.hhmi.org/coolscience/resources/SPT--FullRecord.php?ResourceId=181
Video- Phylogenetic Tree http://www.wonderhowto.com/how-to-make-phylogenetic-tree-217794/
Multimedia- Evolution http://www.overman.info/evolutionrocks.html
Online natural selection simulation www.nclark.net/Evolution
Tutorials, lesson plans and interactive sites www.Biologycornor.com
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COURSE: Biology
UNIT ONE: Molecular Biology (Approx) TIME SPENT: 8 days
COMPETENCY: 4.1 Understand how biological molecules are essential to the survival of living organisms
3.1 Explain how traits are determined by structure and function DNA (4.2 is located with 1.2)
OBJECTIVE: 4.1.1 The learner will compare the structure and function of biomolecules.
3.1.1 Explain structure and function of DNA
3.1.2 The effect of DNA mutation
4.1.2 The processes and relationships of DNA and protein synthesis
4.1.3 Explain the structure and function of enzymes
Student Learning Target (Essential Question):
How do the structure and function of the 4 biomolecules (carbs, proteins, lipids and nucleic acids) relate to living organisms’ survival?
_________________________________________________________________________________________________
Assessments (Formative, Benchmark, Summative):
- Testing for biomolecules in foods lab
- Biomolecules foldable comparing the structure and functions of the 4 biomolecules
- Hydrogen peroxide enzyme lab
- Paper DNA models
- History of DNA Scavenger Hunt (DNAi)
- Transcription/Translation Around the Room Activity
- Biomolecules Quiz, DNA and protein synthesis Test
_________________________________________________________________________________________________
Terminology: carbohydrates, proteins, lipids, nucleic acids, DNA, nitrogenous bases, protein synthesis, RNA, 3 types of RNA, mutation,
types of mutation, amino acids, enzyme, catalysts, activation energy
COURSE OUTLINE
Teacher will introduce or Students will know Teacher will introduce or Students will know
Biomolecules The structural differences between the 4 biomolecules
How to test for the presence of the 4 biomolecules
DNA and Protein Synthesis The structure and function of DNA
The process of DNA replication
The process of protein synthesis
How protein synthesis effects the characteristics of an organism
Enzymes Know the 3-D structure of proteins and how that relates to function
The properties of enzymes and how they are affected by their environment
14
Title Resource Link
Enzyme Specificity Lab http://pals.sri.com/tasks/9-12/9-12/Enzymes
Review www.biologycorner.com/.../Organic%20Chemistry%20Chap%20Review.doc
Organic Molecules Worksheet www.biologycorner.com/.../Organic%20Chemistry%20Chap%20Review.doc
Tutorial and Interactive Games www.biologycorner.com/.../Organic%20Chemistry%20Chap%20Review.doc
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Sample Pacing Guide
(intended for courses with lessons/topics on day to day basis)
Unit Day Lesson NCSCOS EQ
1 10 Ecosystems Unit 2.1 and 2.2
days
Unit 1: 1 Scientific Method General What is the S.M. and how is
it used?
2 Biology and Characteristics 2.1 and 2.2 What is biology?
3 Intro to Ecology and Food chains/webs 2.1.3 How does energy and
matter cycle through the
ecosystem?
4 Energy Pyramids and Bioaccumulation 2.1.1 How do energy and toxins
flow through an ecosystem?
5 Nitrogen and Carbon Cycles 2.1.1 How are nitrogen and
carbon cycled through an
ecosystem?
6 Symbiosis 2.1.3 What is symbiosis and how
does it effect and
ecosystem?
7 Population Dynamics 2.1.4 How do populations change
in response to changes in
the ecosystem?
8 Human Impact and Vanishing Species 2.2.1 How are human contributing
to the loss of biodiversity?
9 Climate Change 2.1.1 and 2.2.1 How is the Earth’s climate
naturally changing and how
are human’s impacting
those changes?
10 Ecology Test
2 7 days Organisms and Behavior Unit 2.1
Unit: 2 11 Plants and Plant Classification 2.1.2 What is a plant and how are
they classified?
12 Plant Life Cycles 2.1.2 How do plants reproduce?
13 Tropisms 2.1.2 How do plants respond to
16
their environment?
14 and Animal Behavior 2.1.2 and 2.1.3 What behavior adaptations
15 help organisms survive in
their environment?
16 Viruses and Bacteria 2.1.4 How can diseases disrupt
ecosystems?
17 Organisms and Behavior Test
3 12 Biomolecules and Cells Unit
days
Unit: 3 18 and Biomolecules 4.1.1 What are the structures and
19 functions of the 4
biomolecules?
20 Enzymes 4.1.3 How do enzymes aid in the
survival of organisms?
21 Cell Types/Discovery of Cells 1.1.2 What are the similarities
and difference between
prokaryotes and
eukaryotes?
22 Microscopes 1.1.2 How are microscopes
used?
23 and Organelles 1.1.1 What are the essential cell
24 organelles and what is their
function?
25 Plasma membrane and Homeostasis 1.2.1 What is the structure of the
plasma membrane and how
does that control the cell’s
homeostasis?
26 Cell Transport 1.2.1 and 4.2.2 What are the similarities
and differences between
active and passive
transport?
27 Cell differentiation and cell signaling 1.1.3 How do cells specialize and
signal each other?
28 Cell adaptations and adaptive behaviors 1.2.3 How do cell adaptations and
behaviors help the cells
survive in their
17
environment?
29 Biomolecules and Cells Test
4 11 Cell Processes 2.1 and 3.2 and 4.2
days
Unit: 4 30 Cell Energy (may combine with respiration) 2.1.1 and 4.2.1 What is cell energy
production and how is it vital
for cell homestasis?
31 Photosynthesis 2.1.1 and 4.2.1 How does photosynthesis
help a plant make food?
32 Respiration 2.1.1 and 4.2.1 What are the types of
respiration and how do they
differ in ATP production?
33 - 35 Cell Cycle 1.2.2 and 3.2.1 What are the steps of the
cell cycle?
36 and Meiosis 3.2.1 What is meiosis and how is
37 it similar and different from
mitosis?
38 Nondisjunction 3.2.1 What happens when
meiosis does not occur
correctly?
39 Karyotypes 3.2.2 How is a karyotype
prepared, read and used?
40 Cell Processes Test
5 9 days DNA and Protein Synthesis Unit 3.1 and 4.1
Unit: 5 41 and Intro to DNA and its structure 3.1.1 What is the structure of
42 DNA and how does that
contribute to its’ function in
organisms?
43 DNA replication 3.1.1 How does DNA copy itself?
44 - 46 Protein synthesis 3.1.2 and 4.1.2 How does a cell make
proteins?
47 and Mutations and Cancer 3.1.3 What happens when the
48 DNA is changed?
49 DNA Test
6 10 Genetics Unit 3.2
18
days
Unit: 6 50 - 52 Monohybrid Crosses and Polygenics 3.2.2 How can we predict the
traits of an organism’s
offspring?
53 and Pedigrees 3.2.2 What is a pedigree and how
54 is it read?
55 Codominance and Incomplete Dominance 3.2.2 How do different inheritance
patterns influence trait
expression?
56 Test Crosses 3.2.2
57 Blood Types 3.2.2
58 Sex-linked 3.2.2 How do different inheritance
patterns influence trait
expression?
59 Genetics Test
7 10 DNA Technology Unit 1.1 and 3.2 and 3.3
days
Unit:7 60 Genetic Diseases 3.2.2 What are the most common
genetic disorders and how
are they inherited?
61 Sickle Cell Anemia and Malaria 3.2.2 What is sickle cell anemia
and how is it related to
malaria?
62 Gene Therapy 3.3.3 What are the possible
problems and benefits of
gene therapy?
63 Stem Cells and Stem Cell Research 1.1.3 What are the pros and cons
of stem cell research?
64 and Gel Electrophoresis 3.3.1 How is gel electrophoresis
65 performed, read and used?
66 and Transgenics, Bacterial Transformation and 3.3.2 What are the benefits and
67 Genetically Modified Organisms risks of transgenic
organisms?
68 Human Genome Project 3.3.3 What was the HGP and
what are the benefits?
19
69 DNA Technology Test
8 8 days Evolution Unit 3.4 and 3.5
Unit: 8 70 Evolution and Evidence 3.4.1 and 3.4.2 What is natural selection
and how does it lead to
evolution?
71 and Causes of Evolution 3.4.2 What causes evolution to
72 occur?
73 Immunity and Evolution 3.4.3 How do organisms’
immunity effect evolution?
74 First Cells and Early Earth 3.4.1 How did the first organisms
evolve on Earth?
75 Classification 3.5.1 How does the classification
change with new
evolutionary evidence?
76 Dichotomous Keys and Phylogenetic Trees 3.5.2 How are dichotomous keys
and phylogentic trees read
and used?
77 Evolution Test
78-90 EOC Prep and Review
20
