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					       High School Biology


                                                           Arch Ford/Northwest Arkansas Instructional Alignment
                                                                            Science - Biology
                   AR Department of Education
  SLE                                                                                                                                              Essential
                                                                        Objective                             Task Analysis                                                 Materials/Resources
 Number              CONTENT STANDARD/                                                                                                            Vocabulary
                 Student Learning Expectations

The "Nature of Science" frameworks are essential components to the science education of all students. Additionally, they should
be integrated with appropriate content at the discretion of the instructor throughout the year.

                                                                                    FIRST NINE WEEKS
1.1 Enduring Understanding - Scientific knowledge is gained using structured processes that allows us to understand the
natural world.
1.1a Essential Question - Why is experimentation needed for scientific knowledge?
NS.10.B.1   Explain why science is limited to natural     Explain why science is limited to       *state that science is information about                       TV commercial analysis
            explanations of how the world works           natural explanations of how the world   the natural world collected in a                               Potato candle observation
                                                          works                                   measurable and repeatable process                              Candle observation
                                                                                                  called the scientific method                                   Glue lab (living-vs-nonliving)
                                                                                                                                                                 Maze minilab (Glencoe p.19)
                                                                                                                                                                 Marble maze box activity
                                                                                                                                                                 I'm all thumbs (Massengale website)
NS.10.B.2   Compare and contrast hypotheses,              Compare and contrast hypotheses,        *explain the difference between a          hypothesis
            theories, and laws                            theories, and laws                      theory and law, and the difference         law
                                                                                                  between a hypothesis and theory            theory
NS.10.B.3   Distinguish between a scientific theory and   Distinguish between a scientific theory *give examples of a scientific theory      scientific theory
            the term theory used in general               and the term theory used in general     and general conversation theory            general theory
            conversation                                  conversation
NS.10.B.4   Summarize the guidelines of science:        Summarize the guidelines of science       *state that explanations are based on      empirical data
            *explanations are based on observations,                                              observations, evidence and testing         measurable data
            evidence, and testing                                                                 *explain that hypothesis must be           observation
            *hypotheses must be testable                                                          testable                                   conclusion
            *understanding and/or conclusions may                                                 *compare and contrast empirical data       evidence
            change with additional empirical data                                                 with measurable data
            *scientific knowledge must have peer review                                           *state that scientific knowledge must
            and verification before acceptance                                                    have peer review and verification
                                                                                                  before acceptance
                                                                                                  *recognize that science changes with
                                                                                                  additional data




       Revised 05-09                                                                                                                                                                  Page 1 of 30
       High School Biology


                                                          Arch Ford/Northwest Arkansas Instructional Alignment
                                                                           Science - Biology
                   AR Department of Education
  SLE                                                                                                                                           Essential
                                                                        Objective                            Task Analysis                                                   Materials/Resources
 Number              CONTENT STANDARD/                                                                                                         Vocabulary
                 Student Learning Expectations

The Essential Questionappropriate guidelinesand explain thefollowed to to the andexperiment anda scientific investigation?
                                   - What                 must be                                             conduct
1.1b "Nature of Science" frameworks are essential components designscience education of all students. Additionally, they should
NS.11.B.1Develop and explain the                 Develop                  appropriate   *analyze a scientific                   independent   Sponge Bob
         procedure, controls, and variables content at the discretion of in
be integrated with appropriatein                                                         instructor throughout the year.
                                                 procedure, controls, and variables the point out the variables, procedure, and (manipulated) The Simpsons (www.biologycorner.com)
            scientific experimentation                   scientific experimentation              control                                 variable
                                                                                                 *identify dependent (responding) and    control
                                                                                                 independent (manipulated) variables     dependent
                                                                                                                                         (responding) variable


NS.11.B.2   Research and apply appropriate safety        Research and apply appropriate safety *list inappropriate behaviors and       safety symbol             Sponge Bob activity
            precautions when designing and/or            precautions when designing and/or     actions that can occur in a laboratory                            Get the picture (Massengale website)
            conducting scientific investigations         conducting scientific investigations  setting
                                                                                               *perform at a mastery level on a safety
                                                                                               themed quiz
                                                                                               *state the meaning of the various
                                                                                               safety symbols given the symbol
NS.11.B.3   Identify sources of bias that could affect   Identify sources of bias that could     *explain the meaning of bias           bias                     Sources of bias
            experimental outcome                         affect experimental outcome             *explain how scientist properly setup                           (www.lhs.logan.k12.ut.us/~jsmart/Bias.htm)
                                                                                                 an experiment to eliminate bias
                                                                                                 *describe how bias can effect
                                                                                                 experiments and explanation of results



NS.11.B.4   Gather and analyze data using appropriate    Gather and analyze data using           *eescribe the proper way to uniformly   mean                    Sponge Bob and Scientific method
            summary statistics                           appropriate summary statistics          collect data                            median                  (Massengale website)
                                                                                                 *apply techniques which ensure          mode
                                                                                                 uniformity of data                      data
                                                                                                 *state how mean, median, and mode
                                                                                                 are calculated and applied to science
                                                                                                 research
NS.11.B.5   Formulate valid conclusions without bias     Formulate valid conclusions without     *describe how unbiased interpretation
                                                         bias                                    of data leads to conclusions                                    www.indiana.edu/~ensciweb/lessons/theory.ht
                                                                                                                                                                 ml
NS.11.B.6   Communicate experimental results using       Communicate experimental results        *form a data table, report, and graph   axis                    www.indiana.edu/~ensciweb/lessons/theory.ht
            appropriate reports, figures, and tables     using appropriate reports, figures, and given a set of data                     data table              ml
                                                         tables                                  *determine proper x & y axes




       Revised 05-09                                                                                                                                                                  Page 2 of 30
       High School Biology


                                                           Arch Ford/Northwest Arkansas Instructional Alignment
                                                                            Science - Biology
                   AR Department of Education
  SLE                                                                                                                                              Essential
                                                                        Objective                              Task Analysis                                               Materials/Resources
 Number              CONTENT STANDARD/                                                                                                            Vocabulary
                 Student Learning Expectations
NS.12.B.1   Recognize that theories are scientific        Recognize that theories are scientific   *explain how theories are formulated       empirical data
         explanations that require frameworks explanations that require empirical
The "Nature of Science" empirical data,       are essential components to the science education of all students. Additionally, they should
                                                                                  and are used as the foundation of peer review
                           peer review        data, verification, and peer review
         verification, and appropriate content at the discretion of the modern science throughout the year.
be integrated with                                                                 instructor                       verification
                                                                                                   *explain that data is peer reviewed and
                                                                                                   verified by outside sources
                                                                                                   *state that theories have been tested
                                                                                                   and verified many times
NS.12.B.2   Understand that scientific theories may be Understand that scientific theories may *recognize that science is dynamic             technology
            modified or expanded based on additional      be modified or expanded based on         and will change with additional data
            empirical data, verification, and peer review additional empirical data, verification, and technology
                                                          and peer review

1.1c Essential Question - How can technology be appropriately used in solving and communicating life science problems?
NS.12.B.7   Research current events and topics in         Research current events and topics in *prepare a report on a current trend or research               mainstream media websites (popsci; sciam;
            biology                                       biology                               topic in biology                        evaluate               nat geo)

NS.13.B.1   Collect and analyze scientific data using     Collect and analyze scientific data      *apply mathematics in interpreting                          metric system activity
            appropriate mathematical calculations,        using appropriate mathematical           scientific data
            figures, and tables                           calculations, figures, and tables        *analyze and extrapolate data from a
                                                                                                   chart, graph or table
NS.13.B.2   Use appropriate equipment and technology Use appropriate equipment and                 *demonstrate appropriate microscopic                        e' lab www.biologycorner.com/worksheets/e-
            as tools for solving problems            technology as tools for solving               techniques                                                  lab.html
                                                     problems                                      *utilize available technology in
                                                                                                   scientific research and reporting
NS.13.B.3   Utilize technology to communicate research Utilize technology to communicate           *recommend ways in which research
            findings                                   research findings                           findings can be transmitted to others
                                                                                                   using technology


1.1d Essential Question - What are the connections between pure science and science applied to the real world?
NS.14.B.1   Compare and contrast biological concepts      Compare and contrast biological          *state the differences between pure    pure science
            in pure science and applied science           concepts in pure science and applied     and applied sciences                   applied science
                                                          science                                  *list examples of each type of science

NS.14.B.2   Discuss why scientists should work within     Discuss why scientists should work       *list possible ethical issues in science   parameter        Student debate over genetic modification of
            ethical parameters                            within ethical parameters                *state a definition of ethical             ethics           organisms
                                                                                                   parameters
                                                                                                   *explain how research is conducted
                                                                                                   with regards to ethics




       Revised 05-09                                                                                                                                                                    Page 3 of 30
       High School Biology


                                                         Arch Ford/Northwest Arkansas Instructional Alignment
                                                                          Science - Biology
                     AR Department of Education
  SLE                                                                                                                                          Essential
                                                                      Objective                             Task Analysis                                                    Materials/Resources
 Number              CONTENT STANDARD/                                                                                                        Vocabulary
                 Student Learning Expectations
NS.14.B.3   Evaluate long-range plans concerning        Evaluate long range plans concerning *list major local, state, national and      by-product
         resource Science" frameworks are essential components to the science and non-                               natural all students. Additionally, they should
The "Nature ofuse and by-product disposal for resource use and by-product disposal international governmentaleducation of resource
         environmental, economic, and political in terms of their environmental,   governmental agencies which are the year.
be integrated with appropriate content at the discretion of the instructor throughout recycle
            impact                                      economic, and political impact          involved in the protection of the        pollution
                                                                                                environment                              contaminate
                                                                                                *state various plans which have been     EPA
                                                                                                formed to deal with resource use and     endangered species
                                                                                                by-product disposal
                                                                                                *identify local concerns of resource
                                                                                                use and by-product disposal
                                                                                                *invent plans for resource use and by-
                                                                                                product disposal with regards to
                                                                                                environmental, economic, and political
                                                                                                impact


NS.14.B.4   Explain how the cyclical relationship       Explain how the cyclical relationship   *define technology                       technology              Discuss development of antibiotics, bombs,
            between science and technology results in   between science and technology          *give examples of prior technological    cyclical relationship   invitro
            reciprocal advancements in science and      results in reciprocal advancements in   advances                                 reciprocal
            technology                                  science and technology                                                           advancements

NS.15.B.1   Research and evaluate science careers       Research and evaluate science           *list different careers in science       research                Research careers for presentation
            *educational requirements                   careers                                 *relate the career in science to what    evaluate                Library/out of class research for presentation
            *salary                                                                             field of science it studies
            *availability of jobs
            *working conditions




       Revised 05-09                                                                                                                                                                    Page 4 of 30
       High School Biology


                                                           Arch Ford/Northwest Arkansas Instructional Alignment
                                                                            Science - Biology
                   AR Department of Education
  SLE                                                                                                                                          Essential
                                                                         Objective                           Task Analysis                                                Materials/Resources
 Number              CONTENT STANDARD/                                                                                                        Vocabulary
                 Student Learning Expectations

1.2 Enduring Understanding - Ecosystems are effected by the relationships between living all students. Additionally, they should
The "Nature of Science" frameworks are essential components to the science education of and non living parts of an
environment. with appropriate content at the discretion of the instructor throughout the year.
be integrated
1.2a Essential Question - How do matter and energy move through the biosphere?
EBR.8.B.1   Cite examples of abiotic and biotic factors of Give examples of abiotic and biotic   *differentiate between biotic and    Ecology                 Outdoor sampling activity
            ecosystems                                     factors of ecosystems                 abiotic factors                      biotic
                                                                                                 *identify components of an ecosystem abiotic
                                                                                                 *list examples of abiotic and biotic
                                                                                                 factors


EBR.8.B.2   Compare and contrast the characteristics of Compare and contrast the                 *identify major biomes based on flora   biome                Climate model (Glencoe p. 66)
            biomes                                      characteristics of biomes                and fauna, climate, geographical        flora                Biome Research Presentation
                                                                                                 location                                fauna                www.lcusd.net/lchs/mewoldsen/APES.biomes.
                                                                                                                                         weather              htm
                                                                                                                                         climate
                                                                                                                                         terrestrial
                                                                                                                                         aquatic
EBR.8.B.3   Diagram the carbon, nitrogen, phosphate,      Diagram the carbon, nitrogen,          *sequence diagrams of the carbon,     denitrification        Nitrates in H2O (Glencoe p.98)
            and water cycles in an ecosystem              phosphate, and water cycles in an      nitrogen, phosphate, and water cycles nitrification          www.longman.cauk/foundationscience/docs/c
                                                          ecosystem                              in an ecosystem                       transpiration          hem/chem/doc
                                                                                                                                       precipitation          insrtuct/cit.cornell.edu/courses/css412/modl/fil
                                                                                                                                       evaporation            es/n%20cycle%20worksheet.doc
                                                                                                                                       run-off
                                                                                                                                       combustion
                                                                                                                                       respiration
                                                                                                                                       biogeochemical cycle
                                                                                                                                       cycle
                                                                                                                                       nitrogen fixing
                                                                                                                                       bacteria
                                                                                                                                       legumes


MC.2.B.6    Compare and contrast the functions of         Compare and contrast the functions of *recognize an autotroph                  heterotroph          Move to ecology portion
            autotrophs and heterotrophs                   autotrophs and heterotrophs           *recognize a heterotroph                 autotroph
                                                                                                *correctly classify various organisms    producer
                                                                                                as a heterotroph or autotroph            consumer




       Revised 05-09                                                                                                                                                                 Page 5 of 30
       High School Biology


                                                           Arch Ford/Northwest Arkansas Instructional Alignment
                                                                            Science - Biology
                   AR Department of Education
  SLE                                                                                                                                                Essential
                                                                         Objective                               Task Analysis                                                    Materials/Resources
 Number              CONTENT STANDARD/                                                                                                              Vocabulary
                 Student Learning Expectations
EBR.8.B.4   Analyze an ecosystem's energy flow            Analyze an ecosystem's energy flow         *explain the difference between a food food chain               Construct a food web (Glencoe p 92)
         through food chains, food webs, and energy are essential components to the science education of all students. Additionally, they should
The "Nature of Science" frameworks through food chains, food webs, and chain and food web                  food web      www.lcusd.net/lchs/mewoldsen/APES.biomes.
         pyramids
be integrated with appropriate content at                  pyramids
                                                    energy the discretion of the *summarize trophic levels trophic level
                                                                                  instructor throughout the year.        htm
                                                                                                     *calculate energy transfer between         herbivore          construct local web using at least ten animals
                                                                                                     trophic levels in an energy pyramid        carnivore
                                                                                                     *describe the loss of biomass in a         predator
                                                                                                     biomass pyramid                            prey
                                                                                                     *describe the reduction in numbers in      omnivores
                                                                                                     a number pyramid                           detritivores
                                                                                                     *construct a food web using one of the     decomposers
                                                                                                     biomes                                     biomass
                                                                                                     *recognize that the sun is the ultimate    producer
                                                                                                     source of energy in MOST ecosystems        primary consumer
                                                                                                                                                secondary consumer
                                                                                                                                                tertiary consumer
                                                                                                                                                nutrient
                                                                                                                                                energy pyramid



1.2b Essential Question - What are the relationships between living organisms in an environment?
EBR.8.B.5   Identify and predict the factors that control Identify and predict the factors that      *list factors necessary for organisms to   community            Biolab (Glencoe p. 107)
            population, including predation, competition, control population, including predation,   survive                                    limiting factors
            crowding, water, nutrients, and shelter       competition, crowding, water,              *list limiting factors in an ecosystem     competition          Oh Deer activity (Project Wild)
                                                          nutrients, and shelter                     *describe predator-prey cycles             population
                                                                                                     *analyze how individuals in a              niche                Use examples from student generated food
                                                                                                     community interact with each other         habitat              chain/web identify predator, prey, niche,
                                                                                                                                                carrying capacity    habitat and also identify as r- or K- strategist
                                                                                                                                                r-strategist
                                                                                                                                                K-strategist

EBR.8.B.6   Summarize the symbiotic ways in which        Summarize the symbiotic ways in             *recognize close relationships that        symbiosis            Biodiversity Lab (Glencoe p.127)
            individuals within a community interact with which individuals within a community        exist between two or more species          commensalism
            each other:                                  interact with each other                    living together                            parasitism
            *Parasitism                                                                              *restate the concept of symbiosis in       mutalism
            *Mutualism                                                                               terms of beneficial and harmful            host
            *Commensalism                                                                            interactions
                                                                                                     *cite examples of each relationship




       Revised 05-09                                                                                                                                                                         Page 6 of 30
       High School Biology


                                                           Arch Ford/Northwest Arkansas Instructional Alignment
                                                                            Science - Biology
                   AR Department of Education
  SLE                                                                                                                                               Essential
                                                                         Objective                             Task Analysis                                                    Materials/Resources
 Number              CONTENT STANDARD/                                                                                                             Vocabulary
                 Student Learning Expectations

1.2c "Nature of Science" frameworks are essential components to the science education of all students. Additionally, they should
                   Question - How do ecosystems change over time?
The Essential and contrast primary succession Compare and contrast primary
EBR.8.B.7Compare                                                                   *state the situations or examples in disturbance      Compare plant growth between Yellowstone
         with secondary appropriate content at the discretion of the which primary and secondary
be integrated with succession                 succession with secondary succession instructor throughout the year.      climax community pre/post fire and lave flow plant growth in
                                                                                                   succession occur                            primary succession    Hawaii
                                                                                                   *describe how communities progress          secondary
                                                                                                   through a series of changes                 succession
                                                                                                   *recognize that each biome has a
                                                                                                   specific climax community


EBR.8.B.8   Identify the properties of each of the five   Identify the properties of each of the   *recognize that the biosphere contains      hierarchy             Take 1 animal from food web and show its
            levels of ecology:                            five levels of ecology                   all biotic and abiotic factors              biosphere             place
            *Organism                                                                              *recognize that the biosphere can be        ecosystem
            *Population                                                                            broken down into smaller hierarchal         community
            *Community                                                                             units                                       population
            *Ecosystem                                                                             *identify a living organism and its place   organism
            *Biosphere                                                                             in its population, community, and
                                                                                                   ecosystem


1.2d Essential Question - How do humans impact the environment?
EBR.9.B.1   Analyze the effects of human population       Analyze the effects of human             *describe the positive and negative         population density    www.biologycorner.com/worksheets/humanpo
            growth and technology on the                  population growth and technology on      effects humans have on the                  dispersion            p_graph.html
            environment/biosphere                         the environment/biosphere                environment                                 density independent
                                                                                                   *describe how technology benefits and       factors
                                                                                                   harms the environment                       density dependent
                                                                                                   *analyze human population growth            factors
                                                                                                   rates by graphs and histograms              zero population
                                                                                                   *analyze demographic trends                 growth
                                                                                                   worldwide in human populations              demography
                                                                                                                                               exponential growth




       Revised 05-09                                                                                                                                                                      Page 7 of 30
       High School Biology


                                                        Arch Ford/Northwest Arkansas Instructional Alignment
                                                                         Science - Biology
                   AR Department of Education
  SLE                                                                                                                                        Essential
                                                                     Objective                             Task Analysis                                                   Materials/Resources
 Number              CONTENT STANDARD/                                                                                                      Vocabulary
                 Student Learning Expectations
EBR.9.B.2   Evaluate long range plans concerning       Evaluate long range plans concerning *list major local, state, national and     by-product              Invent scenario for kids to solve
         resource Science" frameworks resource use and by-product disposal international governmentaleducation of resource
The "Nature ofuse and by-product disposal in          are essential components to the science and non- natural all students. Additionally, they should
                  their environmental, economic, and in at the discretion of the governmental agencies which are the year.
         terms of with appropriate contentterms of their environmental,
be integrated                                                                     instructor throughout recycle
            political impact                           economic, and political impact         involved in the protection of the        pollution
                                                                                              environment                              contaminate
            (matches NS.14.B.3)                                                               *state various plans which have been     EPA
                                                                                              formed to deal with resource use and     endangered species
                                                                                              by-product disposal
                                                                                              *identify local concerns of resource
                                                                                              use and by-product disposal
                                                                                              *invent plans for resource use and by-
                                                                                              product disposal with regards to
                                                                                              environmental, economic, and political
                                                                                              impact


EBR.9.B.3   Assess current world issues applying        Assess current world issues by        *identify major historical epidemics     epidemics               Student research on past or present epidemic
            scientific themes such as global changes in applying scientific themes            and pandemics and their causes           pandemics
            the climate, epidemics, pandemics, ozone                                          *identify the relationship between       vector (carrier         SARS
            depletion, UV radiation, natural resources,                                       ozone depletion, carbon dioxide, and     organism)               AIDS
            use of technology, and public policy                                              ultraviolet radiation                    carbon dioxide          Malaria
                                                                                              *recognize that natural resources are    ozone                   Polio
                                                                                              limited                                  ultraviolet radiation   Hanta
                                                                                              *describe the role of technology in      ozone layer             Avian flu
                                                                                              monitoring worldwide environmental,      greenhouse gases        The Hot Zone
                                                                                              and global health issues




       Revised 05-09                                                                                                                                                                  Page 8 of 30
       High School Biology


                                                         Arch Ford/Northwest Arkansas Instructional Alignment
                                                                          Science - Biology
                 AR Department of Education
  SLE                                                                                                                                        Essential
                                                                      Objective                              Task Analysis                                              Materials/Resources
 Number             CONTENT STANDARD/                                                                                                       Vocabulary
                Student Learning Expectations

1.3 Enduring Understanding - Chemistryessential components to the science education of all students. Additionally, they should
The "Nature of Science" frameworks are is essential to understanding the life process.
be integrated with appropriate do the at the discretion of the instructor throughout the living
1.3a Essential Question - How contentstructure and function of organic molecules effectyear. systems?
MC.1.B.1   Describe the structure and function of the   Describe the structure and function of   *identify the monomers of each         organic molecule    Simple sugar lab (Glencoe p.154)
           major organic molecules found in living      the major organic molecules found in     organic macro-molecule                 protein             home.earthlink.net/~heinabilene/apbiology/org
           systems:                                     living systems                           *state the function of each of the     carbohydrates       anicwkshtblank.htm
           *carbohydrates                                                                        macro-molecules                        enzymes
           *proteins                                                                                                                    lipids
           *enzymes                                                                                                                     nucleic acids
           *lipids                                                                                                                      amino acids
           *nucleic acids                                                                                                               nucleotides
                                                                                                                                        monosaccharides
                                                                                                                                        monomer
                                                                                                                                        polymer
                                                                                                                                        hydrolysis
                                                                                                                                        condensation
                                                                                                                                        reaction (i.e.
                                                                                                                                        dehydration
                                                                                                                                        synthesis)

MC.1.B.2   Describe the relationship between an         Describe the relationship between an     *define enzyme                         enzyme              Enzyme Lab (Glencoe p.159)
           enzyme and its substrate molecule(s)         enzyme and its substrate molecule(s)     *define substrate                      substrate           Factors effecting enzyme action (Glencoe p/
                                                                                                 *describe "Lock & Key" system of       active site         179)
                                                                                                 enzyme/substrate complex               induced fit         Enzyme models from swimming noodles
                                                                                                 *explain the concept of induced fit.   catalyst            Toothpickase
                                                                                                 *recognize that enzymes are reusable   activation energy   (sps.k12.ar.us/massengale/toothpickase.htm
                                                                                                 *describe the role of a catalyst in
                                                                                                 reducing activation energy




       Revised 05-09                                                                                                                                                              Page 9 of 30
       High School Biology


                                                           Arch Ford/Northwest Arkansas Instructional Alignment
                                                                            Science - Biology
                  AR Department of Education
  SLE                                                                                                                                             Essential
                                                                          Objective                            Task Analysis                                                    Materials/Resources
 Number              CONTENT STANDARD/                                                                                                           Vocabulary
                 Student Learning Expectations

The Essential Question and importancethe properties and and
                                     - How do                               importance the science education of all students. Additionally, they should
1.3b "Nature of Science" frameworks are essential components toof water effect life?
MC.1.B.3 Investigate the properties           of Investigate the properties        *describe how water's structure allows cohesion Water on a penny v. alcohol on a penny
                                                                                    instructor throughout adhesion
be integrated with appropriate content at theofdiscretion of the for cohesion, adhesion, and surface the year.
         water and its significance for life:    importance water and its                                                          Water in a cup v. alcohol in a cup
            *surface tension                              significance for life                    tension                                   surface tension        Water throw demo
            *adhesion                                                                              *describe the role of water for life's    capillary action       pH (Massengale website)
            *cohesion                                                                              functions                                 solvent
            *polarity                                                                              *diagram polarity and hydrogen            solution
            *pH                                                                                    bonding in a series of water molecules    polarity
                                                                                                                                             pH
                                                                                                                                             acid
                                                                                                                                             base
                                                                                                                                             pH scale
                                                                                                                                             diffusion
                                                                                                                                             osmosis
                                                                                                                                             hydrogen bonding


1.3c Essential Question - What is the role of energy in the chemical reactions of living things?
MC.1.B.4    Explain the role of energy in chemical        Explain the role of energy in chemical   *list the parts of a chemical reaction    activation energy
            reactions of living systems:                  reactions of living systems              *distinguish between an exergonic and     exergonic reactions
            *activation energy                                                                     endergonic reaction                       endergonic reactions
            *exergonic reactions                                                                   *interpret an energy diagram              energy
            *endergonic reactions                                                                                                            reactants
                                                                                                                                             products
                                                                                                                                             reaction
                                                                                                                                             energetics




1.4 Enduring Understanding - The structure and function of cells determines the foundation for all living things.
1.4a Essential Question - What is cell theory and how does it relate to the hierarchy of life?
NS.12.B.4   Relate the development of the cell theory to Relate the development of the cell        *recognize that our understanding of      clone                  Student report on stem cells
            current trends in cellular biology           theory to current trends in cellular      the cell and cellular processes is        stem cell
                                                         biology                                   closely related to our current level of   recombinant
                                                                                                   technology                                technology
                                                                                                   *state the applications of current cell   cell theory
                                                                                                   biology such as cloning, stem cell
                                                                                                   research, and recombinant technology




       Revised 05-09                                                                                                                                                                    Page 10 of 30
       High School Biology


                                                          Arch Ford/Northwest Arkansas Instructional Alignment
                                                                           Science - Biology
                  AR Department of Education
  SLE                                                                                                                                                 Essential
                                                                       Objective                              Task Analysis                                                      Materials/Resources
 Number             CONTENT STANDARD/                                                                                                                Vocabulary
                Student Learning Expectations
MC.2.B.1   Construct a hierarchy of life from cells to   Construct a hierarchy of life from cells *sequence the levels of organization        cell                   Discover cells (Glencoe p. 184)
                                     are essential components to the science education of all students. Additionally, they should
The "Nature of Science" frameworks to ecosystems
         ecosystems                                                                     tissue
                                                                                        organ
be integrated with appropriate content at the discretion of the instructor throughout the year.     Develop mnemonic device to learn hierarchy
                                                                                                                                              organ system
                                                                                                                                              organism
                                                                                                                                              population
                                                                                                                                              community
                                                                                                                                              ecosystem
                                                                                                                                              hierarchy

1.4b Essential Question - What are the similarities and differences of animal and plant cells and their organelles?
MC.3.B.1   Compare and contrast the structure and        Compare and contrast the structure      *identify structure of mitochondria          cellular respiration   Photosynthesis and cell respiration lab
           function of mitochondria and chloroplasts     and function of mitochondria and        *identify structure of chloroplast           photosynthesis         (Glencoe p. 220)
                                                         chloroplasts                            *identify role of mitochondria in cellular   Electron transport     Compare/contrast chart
                                                                                                 respiration                                  chain                  chloroplast & mitochondria color w/s
                                                                                                 *identify the role of chloroplast in                                (Massengale webpage)
                                                                                                 photosynthesis
MC.2.B.2   Compare and contrast prokaryotes and          Compare and contrast prokaryotes        *identify characteristics of prokaryotes     prokaryote             Compare/contrast chart
           eukaryotes                                    and eukaryotes                          and eukaryotes                               eukaryote
                                                                                                 *identify three characteristics of all       nucleus
                                                                                                 cells                                        organelle
                                                                                                                                              plasma membrane




       Revised 05-09                                                                                                                                                                      Page 11 of 30
       High School Biology


                                                           Arch Ford/Northwest Arkansas Instructional Alignment
                                                                            Science - Biology
                  AR Department of Education
  SLE                                                                                                                                                Essential
                                                                         Objective                              Task Analysis                                                       Materials/Resources
 Number             CONTENT STANDARD/                                                                                                               Vocabulary
                Student Learning Expectations
MC.2.B.3   Describe the role of sub-cellular structures   Describe the role of sub-cellular        *identify the organelles                    Golgi apparatus          Chloroplasts lab (Glencoe p. 223)
         in the of Science" frameworks structures in the life ofcomponents to the function of each organelle nucleusall students. Additionally, they should
The "Nature life of a cell:            are essential a cell              *identify the science education of
         *organelles
be integrated with appropriate content at the discretion of the instructor throughout the year.              ribosome         cellcolor.html (biology corner)
           *ribosomes                                                                                                                          endoplasmic
           *cytoskeleton                                                                                                                       reticulum                cellsalive.com
                                                                                                                                               nucleolus
                                                                                                                                               mitochondria             observe onion, Elodea and cheek cells for
                                                                                                                                               cytosol                  organelles
                                                                                                                                               lysosomes
                                                                                                                                               chloroplast              Chromotography lab
                                                                                                                                               vacuole
                                                                                                                                               centrioles
                                                                                                                                               cell wall
                                                                                                                                               cell membrane
                                                                                                                                               cytoskeleton
                                                                                                                                               chromatin
                                                                                                                                               cilium
                                                                                                                                               flagellum

MC.2.B.4   Relate the function of the plasma (cell)       Relate the function of the plasma (cell) *recognize the parts of a plasma            phospholipid bilayer Student models of membrane
           membrane to its structure                      membrane to its structure                membrane                                    selective permeability
                                                                                                   *describe the function of a plasma          phospholipid
                                                                                                   membrane                                    fluid mosaic model
                                                                                                   *identify the roles of proteins,            transport protein
                                                                                                   carbohydrates, and cholesterol in the
                                                                                                   plasma membrane
                                                                                                   *identify the structure and properties of
                                                                                                   a phospholipid

MC.2.B.5   Compare and contrast the structures of an      Compare and contrast the structures      *identify the structure and function of     Review vocabulary        Compare/contrast chart
           animal cell to a plant cell                    of an animal cell to a plant cell        the parts of a typical eukaryotic cell      from MC.2.B.3 with
                                                                                                   *produce Venn Diagram comparing             emphasis on
                                                                                                   and contrasting plant and animal cell       structures that differ
                                                                                                   structures                                  between plant and
                                                                                                   *identify parts that are unique to plant    animal cells
                                                                                                   and animal cells.




       Revised 05-09                                                                                                                                                                         Page 12 of 30
       High School Biology


                                                      Arch Ford/Northwest Arkansas Instructional Alignment
                                                                       Science - Biology
                  AR Department of Education
  SLE                                                                                                                                       Essential
                                                                    Objective                            Task Analysis                                                    Materials/Resources
 Number              CONTENT STANDARD/                                                                                                     Vocabulary
                 Student Learning Expectations

1.4c "Nature of Science" frameworks are and passive transport effect balance within an organism?
                  Question - How do active essential
The Essential and contrast active transport and Compare and contrastcomponents to the scienceofeducation of all students. Additionally, they should
MC.2.B.7 Compare                                                     active transport *describe the movement materials diffusion Osmosis (Glencoe p.203)
         passive with appropriate               and passive discretion of              instructor throughout the year.
be integrated transport mechanisms: content at the transport mechanismsthe through a cell membrane                     osmosis
            diffusion                                                                        *distinguish between the various forms   endocytosis             Osmosis Lab (Glencoe p.209)
            osmosis                                                                          of active transport                      exocytosis
            endocytosis                                                                      *distinguish between hypertonic,         phagocytosis            Diffusion in potatoes
            exocytosis                                                                       hypotonic, and isotonic solutions and    hypertonic
            phagocytosis                                                                     predict their effects on a cell          hypotonic               Grape lab (Patrick)
            pinocytosis                                                                                                               isotonic
                                                                                                                                      dynamic equilibrium
                                                                                                                                      active transport
                                                                                                                                      facilitated diffusion
                                                                                                                                      pinocytosis

MC.2.B.11   Discuss homeostasis using                 Discuss homeostasis using              *describe the importance of a constant   homeostasis             Pulse rate and exercise lab
            thermoregulation as an example            thermoregulation as an example         internal environment                     thermoregulation
                                                                                             *identify processes that maintain        ectothermic
                                                                                             thermoregulation and homeostasis         endothermic


1.4d Essential Question - How do cells obtain and use energy?
MC.2.B.6    Compare and contrast the functions of     Compare and contrast the functions of *recognize an autotroph                   heterotroph
            autotrophs and heterotrophs               autotrophs and heterotrophs           *recognize a heterotroph                  autotroph
                                                                                            *correctly classify various organisms     producer
                                                                                            as a heterotroph or autotroph             consumer

MC.3.B.2    Describe and model the conversion of      Describe and model the conversion of *summarize the main steps of cellular      ATP
            stored energy in organic molecules into   stored energy in organic molecules   respiration, glycolysis, and the citric    ADP
            usable cellular energy (ATP):             into usable cellular energy (ATP)    acid cycle (Krebs)                         hydrogen bond
            glycolysis                                                                     *describe the role of ATP in the body      glycolysis
            citric acid cycle (Krebs)                                                      *describe how ATP stores energy            citric acid cycle
            electron transport chain                                                                                                  (Krebs)
                                                                                                                                      electron transport
                                                                                                                                      chain
                                                                                                                                      ATP Synthase




       Revised 05-09                                                                                                                                                                  Page 13 of 30
       High School Biology


                                                          Arch Ford/Northwest Arkansas Instructional Alignment
                                                                           Science - Biology
                  AR Department of Education
  SLE                                                                                                                                             Essential
                                                                        Objective                                Task Analysis                                               Materials/Resources
 Number             CONTENT STANDARD/                                                                                                            Vocabulary
                Student Learning Expectations
MC.3.B.3   Compare and contrast aerobic and              Compare and contrast aerobic and            *describe the difference between        aerobic             Yeast lab
                                     are essential                aerobic and science education of all students. Additionally, they should
The "Nature of Science" frameworks anaerobic respiration components to the anaerobic processes
         anaerobic respiration:                                                                           anaerobic
         lactic acid fermentation                                 *identify the location of aerobic and the year.
be integrated with appropriate content at the discretion of the instructor throughout alcoholic
           alcoholic fermentation                                                                    anaerobic processes                     fermentation
                                                                                                     *list examples of organisms which       lactic acid
                                                                                                     undergo lactic acid fermentation and    fermentation
                                                                                                     alcoholic fermentation
MC.3.B.4   Describe and model the conversion of light    Describe and model the conversion of *state the chemical equation for               light independent
           energy to chemical energy by                  light energy to chemical energy by   photosynthesis                                 reactions
           photosynthetic organisms:                     photosynthetic organisms             *identify the major events involved in         light dependent
           light dependent reactions                                                          the light dependent and light                  reactions
           light independent reactions (Calvin)                                               independent reactions (Calvin)                 ATP
                                                                                                                                             glucose
                                                                                                                                             carbon dioxide


MC.3.B.5   Compare and contrast cellular respiration     Compare and contrast cellular               *establish that the product of          glucose
           and photosynthesis as energy conversion       respiration and photosynthesis as           photosynthesis is the reactant for      pyruvate
           pathways                                      energy conversion pathways                  cellular respiration and vice-versa     Carbon dioxide
                                                                                                                                             oxygen
                                                                                                                                             glycolysis
                                                                                                                                             ATP

1.4e Essential Question - What are the events of the cell cycle?
MC.2.B.8   Describe the main events in the cell cycle, Describe the main events in the cell          *compare plant and animal cell          cell cycle
           including the differences in plant and animal cycle, including the differences in plant   division                                interphase
           cell division:                                and animal cell division                    *describe the main stages of the cell   mitosis
           interphase                                                                                cycle                                   G1
           mitosis                                                                                                                           G2
           cytokinesis                                                                                                                       synthesis
                                                                                                                                             mitosis
                                                                                                                                             cytokinesis




       Revised 05-09                                                                                                                                                                Page 14 of 30
       High School Biology


                                                        Arch Ford/Northwest Arkansas Instructional Alignment
                                                                         Science - Biology
                   AR Department of Education
  SLE                                                                                                                                         Essential
                                                                     Objective                             Task Analysis                                                    Materials/Resources
 Number              CONTENT STANDARD/                                                                                                       Vocabulary
                 Student Learning Expectations
MC.2.B.9    List in order and describe the stages of   List, in order, and describe the stages *list the major events of each phase of mitosis                 Mitosis flip book
                                     are essential components to the science education of all students. Additionally, they should
The "Nature of Science" frameworks of mitosis
         mitosis:                                              mitosis                          spindle fiber
         prophase                                              *identify the purpose of mitosis
be integrated with appropriate content at the discretion of the instructor throughout the year. chromatids    Mitosis activity (Massengale website)
            metaphase                                                                         *sequence the stages of mitosis            chromosomes
            anaphase                                                                                                                     centrioles
            telophase                                                                                                                    prophase
                                                                                                                                         metaphase
                                                                                                                                         equator
                                                                                                                                         anaphase
                                                                                                                                         telophase
                                                                                                                                         cytokinesis
                                                                                                                                         centromere
                                                                                                                                         cleavage furrow
                                                                                                                                         daughter cell
                                                                                                                                         parent cell
                                                                                                                                         cell cycle

MC.2.B.10   Analyze the meiotic maintenance of a       Analyze the meiotic maintenance of a   *list the major events of each phase of    meiosis              Meiosis 2 (biology corner)
            constant chromosome number from one        constant chromosome number from        meiosis                                    gamete
            generation to the next                     one generation to the next             *identify the cells that undergo meiosis   diploid
                                                                                              as well as location of meiosis             haploid
                                                                                              *differentiate between haploid and         gonads
                                                                                              diploid chromosome numbers                 crossing over
                                                                                              *compare the processes/purposes of         sexual reproduction
                                                                                              mitosis to meiosis                         asexual reproduction




       Revised 05-09                                                                                                                                                               Page 15 of 30
       High School Biology


                                                       Arch Ford/Northwest Arkansas Instructional Alignment
                                                                        Science - Biology
                 AR Department of Education
  SLE                                                                                                                                       Essential
                                                                     Objective                           Task Analysis                                                 Materials/Resources
 Number             CONTENT STANDARD/                                                                                                      Vocabulary
                Student Learning Expectations

                                                    SECOND to the science
The "Nature of Science" frameworks are essential componentsNINE WEEKSeducation of all students. Additionally, they should
2.1 Enduring Understanding - content at molecular basis the instructor throughout the year.
be integrated with appropriate DNA is the the discretion of of genetics and the continuation of life.
2.1a Essential Question - What is the structure of DNA and RNA?
HE.5.B.1   Model the components of a DNA nucleotide Identify the components of a DNA         *distinguish the RNA and DNA              molecular biology    Build a DNA molecule
           and an RNA nucleotide                    nucleotide and an RNA nucleotide         nucleotide based on the type of sugar     molecular genetics
                                                    using a scientific model                 *recognize that uracil replaces thymine   RNA
                                                                                             in RNA nucleotides                        DNA
                                                                                                                                       nucleotide
                                                                                                                                       ribose
                                                                                                                                       deoxyribose
                                                                                                                                       phosphate
                                                                                                                                       hydrogen bond
                                                                                                                                       adenine
                                                                                                                                       cytosine
                                                                                                                                       guanine
                                                                                                                                       thymine
                                                                                                                                       uracil

HE.5.B.2   Describe the Watson-Crick double helix      Describe the Watson-Crick double      *recognize that the specific pairing is   Watson & Crick
           model of DNA, using the base-pairing rule   helix model of DNA, using the base-   due to a chemical structuring of the      double helix
                                                       pairing rule                          nitrogen bases                            thymine
                                                                                             *recognize complementary base pairs       cytosine
                                                                                             *describe the DNA backbone being          guanine
                                                                                             composed of alternating phosphate         adenine
                                                                                             and sugar molecules                       deoxyribose
                                                                                             *classify purines & pyrimidines           phosphate
                                                                                                                                       hydrogen bond
                                                                                                                                       purine
                                                                                                                                       pyrimidine




       Revised 05-09                                                                                                                                                           Page 16 of 30
       High School Biology


                                                           Arch Ford/Northwest Arkansas Instructional Alignment
                                                                            Science - Biology
                  AR Department of Education
  SLE                                                                                                                                                Essential
                                                                         Objective                             Task Analysis                                                 Materials/Resources
 Number             CONTENT STANDARD/                                                                                                               Vocabulary
                Student Learning Expectations
HE.5.B.3   Compare and contrast the structure and         Compare and contrast the structure      *distinguish between the structure of       DNA
                                     are essential components to the science education of all students. Additionally, they should
The "Nature of Science" frameworks and function of DNA and RNA
         function of DNA and RNA                               DNA and RNA                             RNA
                                                               *differentiate between the function ofthe year.
be integrated with appropriate content at the discretion of the instructor throughout nitrogen bases
                                                                                                  DNA & RNA                             sugars
                                                                                                  *recognize that DNA holds the genetic
                                                                                                  information while RNA copies the
                                                                                                  information
                                                                                                  *show that the sides of DNA are anti-
                                                                                                  parallel

2.1b Essential Question - How does DNA control the activities of a cell?
HE.5.B.4   Describe and model the processes of            Describe and illustrate/model the        *explain replication as the RNA copy of    replication         DNA model (Glencoe p. 331)
           replication, transcription, and translation    processes of replication, transcription, a DNA template                             transcription
                                                          and translation                          *explain transcription as the reading of   translation         DNA replication (Glencoe p. 334)
                                                                                                   the RNA strand                             mRNA
                                                                                                   *explain translation as the making of      rRNA                DNA extraction (Glencoe p. 351)
                                                                                                   the protein from the RNA strand            tRNA
                                                                                                   *explain the role of codons and anti-      ribosome            Codon bingo
                                                                                                   codons                                     DNA
                                                                                                                                              codon               DNA extraction
                                                                                                                                              anticodon
                                                                                                                                              base pair           www.dnai.org/a/index.html
                                                                                                                                              protein synthesis
                                                                                                                                              gene

2.2 Enduring Understanding - Heredity is determined by genetics.
2.2a Essential Question - What are historical and current findings in genetics?
HE.4.B.5   Analyze the historically significant work of   Analyze the historically significant    *research different works of prominent Gregor Mendel            Research report
           prominent geneticists                          work of prominent geneticists           geneticists                            Hershey & Chase
                                                                                                                                         Avery
                                                                                                                                         Morgan
                                                                                                                                         Griffith
                                                                                                                                         McClintock
                                                                                                                                         Watson & Crick
                                                                                                                                         Rosalind Franklin




       Revised 05-09                                                                                                                                                                  Page 17 of 30
       High School Biology


                                                         Arch Ford/Northwest Arkansas Instructional Alignment
                                                                          Science - Biology
                  AR Department of Education
  SLE                                                                                                                                       Essential
                                                                      Objective                            Task Analysis                                                Materials/Resources
 Number              CONTENT STANDARD/                                                                                                     Vocabulary
                 Student Learning Expectations
NS.12.B.6   Relate the chromosome theory of heredity    Relate the chromosome theory of        *state that the human genome project Human Genome            Restriction enzyme (Glencoe p. 365)
         to recent Science" frameworks heredity to recent findings in genetic
The "Nature offindings in genetic research                                    is to the science education of
                                            are essential components mapping human genes for human Project all students. Additionally, they should
                                           research
be integrated with appropriate content at the discretion of the health, and genetic disease             Genome
                                                                               instructor throughout the year.       Solve a crime (Glencoe p. 381)
                                                                                               *describe the application of
                                                                                               chromosome therapy in genetic                                Paper plasmid
                                                                                               counseling, and the possibility of
                                                                                               adding or removing genes                                     Research report


2.2b Essential Question - How do the laws of genetics apply to determining heredity?
HE.4.B.1    Summarize the outcomes of Gregor            Summarize the outcomes of Gregor       *explain the significance of Mendel's   dominant allele      Population sampling (Glencoe p. 314)
            Mendel's experimental procedures            Mendel's experimental procedures       experiments to the study of genetics    recessive allele
                                                                                                                                       genetics             Baby Face (Glencoe p. 317)
                                                                                                                                       homozygous
                                                                                                                                       heterozygous         Reebops lab
                                                                                                                                       phenotype
                                                                                                                                       genotype             Monohybrid & dihybrid cross practice
                                                                                                                                       hybrid
                                                                                                                                       heredity
                                                                                                                                       Theory of Heredity

HE.4.B.2    Differentiate among the laws and principles Differentiate among the laws and       *summarize the law of segregation     Law of independent
            of inheritance:                             principles of inheritance              and the law of independent assortment assortment
            *dominance                                                                         *explain the difference between       Law of segregation
            *segregation                                                                       dominant and recessive alleles
            *independent assortment                                                            *relate the phases of meiosis to
                                                                                               Mendel's laws of inheritance


HE.4.B.3    Use the laws of probability and Punnett     Use the laws of probability and        *create a Punnett square                probability          Punnett Squares lab (Glencoe p. 281)
            squares to predict genotypic and phenotypic Punnett squares to predict genotypic   *analyze the genotypes within a         Punnett square
            ratios                                      and phenotypic ratios                  Punnett square                          ratio                Probability (beads)
                                                                                               *compute the genotypic and              monohybrid cross
                                                                                               phenotypic ratios from Punnett square   dihybrid cross       Baby face or Reebops
                                                                                               crosses                                 genetic
                                                                                               *summarize how the process of           recombination
                                                                                               meiosis produces genetic
                                                                                               recombination




       Revised 05-09                                                                                                                                                              Page 18 of 30
       High School Biology


                                                         Arch Ford/Northwest Arkansas Instructional Alignment
                                                                          Science - Biology
                 AR Department of Education
  SLE                                                                                                                                          Essential
                                                                      Objective                             Task Analysis                                                  Materials/Resources
 Number             CONTENT STANDARD/                                                                                                         Vocabulary
                Student Learning Expectations

2.2c "Nature of Science" frameworks are essential components to the science education of all students. Additionally, they should
                 Question -                                            of genetic traits?
The Essentialdifferent modes of What factors effect the expressions*determine that some traits are
HE.4.B.4 Examine                inheritance Examine different modes of                             simple dominance Pedigrees (Glencoe p. 300)
                                                                       instructor throughout the year.
be integrated with appropriate content at the discretion of the effected by multiple alleles
                                            inheritance                                            incomplete
                                                                                                *identify that sex chromosomes            dominance              Analyze various pedigrees (Massengale)
                                                                                                determine gender & sexual                 codominance
                                                                                                characteristics                           multiple alleles       Design a species (biology corner)
                                                                                                *relate sex linked inheritance to the     autosome
                                                                                                sex chromosomes                           sex chromosome
                                                                                                *recognize that polygenetic inheritance   sex-linked inheritance
                                                                                                is on a continuum                         polygenetic
                                                                                                                                          inheritance
                                                                                                                                          pedigree
                                                                                                                                          crossing over
                                                                                                                                          recessive gene
                                                                                                                                          sex influenced


HE.4.B.6   Evaluate karyotypes for abnormalities:       Evaluate karyotypes for abnormalities   *analyze different karyotypes for the     nondisjunction
           *monosomy                                                                            evidence of genetic abnormalities         karyotype
           *trisomy                                                                             *relate the information from a            fetal testing
                                                                                                karyotype to expressed abnormalities      Amniocentesis
                                                                                                within the offspring                      Chorionic villous
                                                                                                *list example of monosomy and             sampling
                                                                                                trisomy                                   fetal blood sampling


HE.5.B.5   Compare and contrast the different types of Compare and contrast the different       *define mutation                          mutation
           mutation events, including point mutation,   types of mutation events, including     *differentiate between the types of       frameshift mutation
           frameshift mutation, deletion, and inversion point mutation, frameshift mutation,    mutations                                 deletion
                                                        deletion, and inversion                                                           inversion
                                                                                                                                          point mutation
HE.5.B.6   Identify effects of changes brought about by Identify effects of changes brought     *explain the possible results of          cystic fibrosis
           mutations                                    about by mutations                      mutations in individuals                  Muscular dystrophy
                                                                                                *cite examples of genetic diseases        sickle-cell
                                                                                                                                          Crohn's disease
                                                                                                                                          Huntington's disease




       Revised 05-09                                                                                                                                                                Page 19 of 30
       High School Biology


                                                            Arch Ford/Northwest Arkansas Instructional Alignment
                                                                             Science - Biology
                   AR Department of Education
  SLE                                                                                                                                                Essential
                                                                          Objective                              Task Analysis                                                     Materials/Resources
 Number              CONTENT STANDARD/                                                                                                              Vocabulary
                 Student Learning Expectations

2.3 Enduring Understanding - Biological essential components toin the population of organisms over generations.
The "Nature of Science" frameworks are evolution is the change the science education of all students. Additionally, they should
2.3a Essential Question - What evidence supports the theory of evolution?
be integrated with appropriate content at the discretion of the instructor throughout the year.
HE.6.B.1    Compare and contrast Lamarck's                Compare and contrast Lamarck's           *relate Lamarck to acquired traits and      acquired traits        Natural Selection (Glencoe p. 443)
            explanation of evolution with Darwin's theory explanation of evolution with Darwin's Darwin to natural selection                   natural selection
            of evolution by natural selection             theory of evolution by natural selection *list the principles of natural selection   biological evolution   Compare/contrast chart

NS.12.B.3   Summarize biological evolution                 Summarize biological evolution           *indicate that evolution occurs
                                                                                                    because of a change in allele
                                                                                                    frequency in a population
HE.6.B.2    Recognize that evolution involves a change Recognize that evolution involves a          *discuss the evidence that convinced       allele frequency       Modified AP lab
            in allele frequencies in a population across change in allele frequencies in a          Darwin that species could change over      population
            successive generations                       population across successive               time                                       generation             Teddy Graham (Massengale)
                                                         generations                                *show how natural selection can            natural selection
                                                                                                    change a population                        artificial selection   Corn kernel lab (Villines)
                                                                                                    *cite specific examples of natural         genetic equilibrium
                                                                                                    selection & artificial selection
HE.6.B.3    Analyze the effects of mutations and the       Analyze the effects of mutations and     *describe factors that influence           variation              Mimicry (Glencoe p. 429)
            resulting variations within a population in    the resulting variations within a        speciation                                 population
            terms of natural selection                     population in terms of natural selection                                            natural selection      Teddy Graham (Massengale)
                                                                                                                                               Hardy-Weinberg
                                                                                                                                               Principle              bio.kimunity.com (Natural selection)
                                                                                                                                               speciation
HE.6.B.4    Illustrate mass extinction events using a      Illustrate mass extinction events using *identify and describe major events         geologic timescale
            time line                                      a time line                             using the geological timescale              mass extinction
                                                                                                                                               extinction
HE.6.B.5    Evaluate evolution in terms of evidence as     Consider evolution in terms of           *relate current organisms to past          fossil                 Fossils (Glencoe p. 396)
            found in the following:                        scientific evidence                      organisms based on the included            morphology
            *fossil record                                                                          evidences                                  DNA analysis           Group project and report
            *DNA analysis                                                                           *cite examples supporting scientific       artificial selection
            *artificial selection                                                                   evidence                                   embryology
            *morphology                                                                                                                        viral evolution
            *embryology                                                                                                                        geographic
            *viral evolution                                                                                                                   distribution
            *geographic distribution of related species                                                                                        antibiotics
            *antibiotic and pesticide resistance in                                                                                            pesticides
            various organisms                                                                                                                  resistance




       Revised 05-09                                                                                                                                                                        Page 20 of 30
       High School Biology


                                                            Arch Ford/Northwest Arkansas Instructional Alignment
                                                                             Science - Biology
                   AR Department of Education
  SLE                                                                                                                                                 Essential
                                                                          Objective                               Task Analysis                                               Materials/Resources
 Number              CONTENT STANDARD/                                                                                                               Vocabulary
                 Student Learning Expectations
HE.6.B.6    Compare the processes of relative dating       Compare the processes of relative          *differentiate between relative dating    fossil            Penny/newspaper lab
         and radioactive dating to frameworks are and radioactive dating to
The "Nature of Science" determine the age dating essential components to the science education of all students. Additionally, they should
                                                                            and radioactive dating  relative dating
         of fossils
be integrated with appropriate content at the              age of fossils                           radioactive
                                             determine thediscretion of the instructor throughout the year. dating  Penny lab (Glencoe)
                                                                                                                                                carbon 14
                                                                                                                                                potassium 40
HE.6.B.7    Interpret a Cladogram                          Interpret a Cladogram                      *define derived traits                    phylogeny         Cladogram (Glencoe p. 505)
                                                                                                      *explain the characteristics that are     cladogram
                                                                                                      used to find relationships between        cladistics        Cladogram
                                                                                                      organisms                                 derived traits    ology.amnh/org/biodiversity/treeoflife/pages/ho
                                                                                                      *explain how a cladogram is                                 wtoreadclado.html
                                                                                                      constructed

2.4 Enduring Understanding - Diverse organisms are classified into major kingdoms.
2.4a Essential Question - How are organisms classified and named?
CDL.7.B.1   Differentiate among the different domains      Differentiate among the different          *explain the characteristics of the three domain            Compare bacteria types (Glencoe p. 500)
            *Bacteria                                      domains                                    domains                                   bacteria
            *Archaea                                                                                                                            archaea
            *Eukarya                                                                                                                            eukarya

CDL.7.B.2   Differentiate the characteristics of the six   Differentiate the characteristics of the   *explain the traits of each different     Kingdom           Make a foldable
            kingdoms                                       six kingdoms                               kingdom in regards to complexity of
            *Eubacteria                                                                               cell and nutrition
            *Archaebacteria
            *Protista
            *Fungi
            *Plantae
            *Animalia
CDL.7.B.3   Identify the seven major taxonomic             Identify the seven major taxonomic         *state the order of classification of     kingdom           Develop a mnemonic device
            categories                                     categories                                 living things                             taxonomy
            *kingdom                                                                                  *recognize that kingdom is the most       species
            *phylum                                                                                   broad, and species is the most specific   genus
            *class                                                                                    taxonomic category
            *order                                                                                    *classify several organisms down to
            *family                                                                                   species
            *genus
            *species




       Revised 05-09                                                                                                                                                                   Page 21 of 30
       High School Biology


                                                       Arch Ford/Northwest Arkansas Instructional Alignment
                                                                        Science - Biology
                    AR Department of Education
  SLE                                                                                                                                        Essential
                                                                    Objective                             Task Analysis                                              Materials/Resources
 Number                CONTENT STANDARD/                                                                                                    Vocabulary
                   Student Learning Expectations
CDL.7.B.4   Classify and name organisms based on      Classify and name organisms based       *group similar objects based on          taxonomic         Dichotomy Key (Glencoe p. 488)
         their of Science" frameworks are essential components to the science education of all students. Additionally, they should
The "Naturesimilarities and differences applying on their similarities and differences selected characteristics               nomenclature Shark key
         taxonomic nomenclature using dichotomous applying taxonomic nomenclature the *utilize rules of binomial nomenclature (binomial
be integrated with appropriate content at the discretion of                             instructor throughout the year.                    Build a chocolate key
            keys                                      using dichotomous keys                  to determine scientific names            nomenclature)     Trees of Arkansas key (Fulton)
                                                                                                                                       dichotomous key


CDL.7.B.5   Investigate Arkansas biodiversity using   Investigate Arkansas biodiversity using *use a dichotomous key                   biodiversity
            appropriate tools and technology          appropriate tools and technology        *construct a dichotomous key
                                                                                              *interpret information collected about
                                                                                              Arkansas' organisms




       Revised 05-09                                                                                                                                                         Page 22 of 30
       High School Biology


                                                           Arch Ford/Northwest Arkansas Instructional Alignment
                                                                            Science - Biology
                    AR Department of Education
  SLE                                                                                                                                             Essential
                                                                         Objective                             Task Analysis                                                      Materials/Resources
 Number               CONTENT STANDARD/                                                                                                          Vocabulary
                  Student Learning Expectations

                                                      THIRD NINE WEEKS
The "Nature of Science" frameworks are essential components to the science education of all students. Additionally, they should
3.1 Enduring Understanding - content and viruses effect the instructor ecosystems.
be integrated with appropriate Bacteriaat the discretion of the balance of throughout the year.
3.1a Essential Question - How do the characteristics and adaptations of bacteria effect society?
CDL.7.B.9    Classify bacteria according to their         Classify bacteria according to their     *differentiate between anaerobic and     Gram stain              Classifying bacteria (Glencoe p. 519)
             characteristics and adaptations              characteristics and adaptations          aerobic conditions                       aerobic
                                                                                                   *recognize the three shapes of           anaerobic               Antibiotic effectiveness (Glencoe p. 533)
                                                                                                   bacteria                                 pili
                                                                                                   *identify bacterial structures           flagella                Prepared bacteria slides
                                                                                                                                            peptidoglycan
                                                                                                                                            pathogen                www.ucmp.berkley.edu/bacteria/bacteria
                                                                                                                                            chemoautotroph
                                                                                                                                            endospore               www.textbookofbacteriology.net/normalflora.ht
                                                                                                                                            photoautotroph          ml
                                                                                                                                            cocci
                                                                                                                                            bacilli
                                                                                                                                            spirochete
                                                                                                                                            microbe

CDL.7.B.10   Evaluate the medical and economic            Evaluate the medical and economic        *explain the importance of beneficial    nitrogen fixation       Make yogurt
             importance of bacteria                       importance of bacteria                   bacteria                                 genetic engineering
                                                                                                   *illustrate the historical impact of     normal flora            www.textbookofbacteriology.net/normalflora.ht
                                                                                                   bacterial diseases                       vaccine                 ml
                                                                                                   *recognize examples of bacterial         immunity
                                                                                                   diseases                                                         www.cdc.gov/ncidod/dbmd/diseasinfo/default.
                                                                                                   *compare methods of treatment and                                htm
                                                                                                   prevention of bacterial diseases


NS.12.B.5    Describe the relationship between the germ   Describe the relationship between the    *state the germ theory                   germ theory             Passing of infectious disease (NaOH/
             theory of disease and our current            germ theory of disease and our current   *describe the science of immunology      immunology              phenylthalanine)
             knowledge of immunology and control of       knowledge of immunology and control      *describe and give examples of           pathogen
             infectious diseases                          of infectious diseases                   infectious diseases and their controls   infectious disease      www.mansfield.ohio-
                                                                                                                                            vaccine                 state.edu/~sabedon/biol2007.htm#A4
                                                                                                                                            quarantine
                                                                                                                                            antibiotic              Disease spreading/epidemiologist lab
                                                                                                                                            sterilization
                                                                                                                                            purification
                                                                                                                                            antibiotic resistance




       Revised 05-09                                                                                                                                                                     Page 23 of 30
       High School Biology


                                                              Arch Ford/Northwest Arkansas Instructional Alignment
                                                                               Science - Biology
                    AR Department of Education
  SLE                                                                                                                                                   Essential
                                                                           Objective                              Task Analysis                                                     Materials/Resources
 Number               CONTENT STANDARD/                                                                                                                Vocabulary
                  Student Learning Expectations

The Essential and contrast the-structuresdo the characteristics structures *explain the characteristics of viruses virus
                    Question How                                          and adaptations of viruses effect society?
3.1b "Nature of Science" frameworks are essential components to the science education of all students. Additionally, they should
CDL.7.B.6Compare                         and  Compare and contrast the                                                            Student models of virus/bacteria
         characteristics appropriate          and characteristics of viruses of and instructor throughout
be integrated withof viruses (lytic and content at the discretion (lytic the *list the characteristics necessary forthe year.
                                                                                                                      lytic cycle
             lysogenic cycles) with non-living and living    lysogenic cycles) with non-living and   living things                                lysogenic cycle
             things                                          living things                           *distinguish between the lytic and the       nucleic acid
                                                                                                     lysogenic cycles                             capsid
                                                                                                     *label the parts of a virus


CDL.7.B.7    Evaluate the medical and economic               Evaluate the medical and economic       *explain the effects of viral                retrovirus
             importance of viruses                           importance of viruses                   reproduction on a host                       AIDS
                                                                                                     *illustrate the historical impact of viral   HIV
                                                                                                     diseases                                     SARS
                                                                                                     *recognize examples of viral diseases        influenza
                                                                                                     *compare methods of treatment and            polio
                                                                                                     prevention of viral diseases                 epidemic
                                                                                                                                                  pandemic
                                                                                                                                                  endemic
                                                                                                                                                  vaccine
                                                                                                                                                  infection
                                                                                                                                                  disease
                                                                                                                                                  host

3.2 Enduring Understanding - Protists are a group of uniquely diverse organisms.
3.2a Essential Question - How do the characteristics, uses, and life cycles of protists relate to other organisms?
CDL.7.B.11   Describe the characteristics used to classify   Describe the characteristics used to    *differentiate between heterotrophic         protozoan             Photosynthesis in algae (Glencoe p. 558)
             protists                                        classify protists                       and autotrophic organisms                    heterotroph           Protozoan behavior (Glencoe p. 567)
             *plant-like                                     *plant-like                             *differentiate among the methods of          autotroph
             *animal-like                                    *animal-like                            movement                                     flagella              www.lanesville.k12.in.us/lcsyellowpages/Tickit/
             *fungal-like                                    *fungal-like                                                                         cilia                 Carl/protist.html
                                                                                                                                                  pseudopodia
                                                                                                                                                  parasite
                                                                                                                                                  contractile vacuole
                                                                                                                                                  spore
                                                                                                                                                  aquatic




       Revised 05-09                                                                                                                                                                         Page 24 of 30
       High School Biology


                                                          Arch Ford/Northwest Arkansas Instructional Alignment
                                                                           Science - Biology
                   AR Department of Education
  SLE                                                                                                                                         Essential
                                                                        Objective                           Task Analysis                                             Materials/Resources
 Number               CONTENT STANDARD/                                                                                                      Vocabulary
                  Student Learning Expectations
CDL.7.B.12   Evaluate the medical and economic           Evaluate the medical and economic      *explain the importance of beneficial   trypanosome       www.rogers.k12.ar.us/users/ehutches/protista.
                                     are essential
The "Nature of Science" frameworks importance of protists components to the science education of all students. Additionally, they should
         importance of protists                                    protists                          plasmodium html
                                                                                                     Giardia
                                                                   *recognize examples of diseases the year.
be integrated with appropriate content at the discretion of the instructor throughout
                                                                                                caused by protists                      diatom
                                                                                                *compare methods of treatment and       carrageenan
                                                                                                prevention of diseases caused by        agar
                                                                                                protists
CDL.7.B.8    Compare and contrast life cycles of familiar Compare and contrast life cycles of   *state the steps of sexual reproduction alternation of
             organisms                                    protists                              *recognize the different types of       generations
             *sexual reproduction                                                               asexual reproduction                    reproduction
             *asexual reproduction                                                                                                      conjugation
             *metamorphosis
             *alternation of generations

3.3 Enduring Understanding - Fungi are eukaryotic organisms that absorb their nutrients.
3.3a Essential Question - How are fungi classified based on their characteristics, uses, and life cycle?
CDL.7.B.13   Compare and contrast fungi with other       Compare and contrast fungi with other *define eukaryote                        fungi             Yeast growth (Glencoe p. 580)
             eukaryotic organisms                        eukaryotic organisms                  *distinguish between unicellular and     decomposer        Mold growth (Glencoe p. 583)
                                                                                               multicellular organisms                  chitin            Environmental Factors on mold growth
                                                                                               *differentiate between heterotrophic     hypae             (Glencoe p. 593)
                                                                                               and autotrophic organisms                mycellium
                                                                                               *recognize the major features of fungi   spore             www.kent.k12.wa.us/staff/TimLynch?sci_class
                                                                                               *describe methods of fungal              septum            /Chap09/fungi.html
                                                                                               reproduction                             lichen
                                                                                                                                        mychorriza
                                                                                                                                        multicellular
                                                                                                                                        eukaryote

CDL.7.B.14   Evaluate the medical and economic           Evaluate the medical and economic      *explain the importance of beneficial   ringworm          Penicillin discussion
             importance of fungi                         importance of fungi                    fungi                                   fungi
                                                                                                *recognize examples of diseases         decomposers
                                                                                                caused by fungi                         lichen
                                                                                                *compare methods of treatment and       penicillin
                                                                                                prevention of diseases caused by
                                                                                                fungi




       Revised 05-09                                                                                                                                                              Page 25 of 30
       High School Biology


                                                          Arch Ford/Northwest Arkansas Instructional Alignment
                                                                           Science - Biology
                    AR Department of Education
  SLE                                                                                                                                           Essential
                                                                        Objective                           Task Analysis                                                  Materials/Resources
 Number               CONTENT STANDARD/                                                                                                        Vocabulary
                  Student Learning Expectations
CDL.7.B.8    Compare and contrast life cycles of familiar Compare and contrast life cycles of   *state the steps of sexual reproduction alternation of
                                     are
The "Nature of Science" frameworks fungi essential components to the science education of all students. Additionally, they should
         organisms                                             *recognize the different types of generations
         *sexual reproduction                                  asexual reproduction
be integrated with appropriate content at the discretion of the instructor throughout the year.  reproduction
             *asexual reproduction                                                              *distinguish between the gametophyte budding
             *metamorphosis                                                                     and the sporophyte phase in a life   fission
             *alternation of generations                                                        cycle                                gametophyte
                                                                                                                                     sporophyte

3.4 Enduring Understanding - Plants are multicellular organisms that produce their own food.
3.4a Essential Question - How are plants classified by their structures, functions, uses, and life cycles?
CDL.7.B.15   Differentiate between vascular and          Differentiate between vascular and     *list defining features of vascular and   root                 Tree ID (Glencoe p. 623)
             nonvascular plants                          nonvascular plants                     nonvascular plants                        shoot
                                                                                                                                          xylem                Plant cell observation (Glencoe p. 634)
                                                                                                                                          phloem
                                                                                                                                          root hairs           Compare/contrast chart
                                                                                                                                          rhizome
                                                                                                                                          sporophyte
                                                                                                                                          gametophyte
                                                                                                                                          vascular plants
                                                                                                                                          nonvascular plants

CDL.7.B.16   Differentiate among cycads, gymnosperms, Differentiate between cycads,             *explain how seeded vascular plants       gymnosperm           Compare conifer leaves (Glencoe p. 620)
             and angiosperms                          gymnosperms, and angiosperms              reproduce                                 angiosperm
                                                                                                *describe the reproductive structures     seed                 Compare conifer cones (Glencoe p. 666)
                                                                                                of seeded vascular plants                 fruit
                                                                                                                                          cone
CDL.7.B.8    Compare and contrast life cycles of familiar Compare and contrast life cycles of   *state the steps of sexual reproduction   alternation of
             organisms                                    plants                                *recognize the different types of         generations
             *sexual reproduction                                                               asexual reproduction                      reproduction
             *asexual reproduction                                                              *distinguish between the gametophyte      gametophyte
             *metamorphosis                                                                     and the sporophyte phase in a life        sporophyte
             *alternation of generations                                                        cycle                                     vegetative
                                                                                                                                          reproduction




       Revised 05-09                                                                                                                                                                Page 26 of 30
       High School Biology


                                                            Arch Ford/Northwest Arkansas Instructional Alignment
                                                                             Science - Biology
                    AR Department of Education
  SLE                                                                                                                                               Essential
                                                                          Objective                              Task Analysis                                               Materials/Resources
 Number               CONTENT STANDARD/                                                                                                            Vocabulary
                  Student Learning Expectations
CDL.7.B.17   Describe the structure and function of the    Describe the structure and function of    *differentiate between monocotyledon roots                  Compare monocot to dicot (Glencoe p. 681)
         major of Science"               are essential componentsdicotyledonscience education of all students. Additionally, they should
The "Nature parts of a plant frameworks the major parts of a plant & to the                   stems
         *roots with appropriate content at the discretion of the *label a diagram of a plant
be integrated                                                                                 flower
                                                                   instructor throughout the year.         helpwanted.html (biologycorner.com)
             *stems                                                                                                                           leaves
             *leaves                                                                                                                          pistil             Flower dissection
             *flowers                                                                                                                         stamen             Seed dissection
                                                                                                                                              anther             Yard safari
                                                                                                                                              stigma
                                                                                                                                              sepal
                                                                                                                                              style
                                                                                                                                              ovary
                                                                                                                                              petal
                                                                                                                                              monocotyledon
                                                                                                                                              dicotyledon
                                                                                                                                              cotyledon

CDL.7.B.18   Relate the structure of plant tissue to its   Relate the structure of plant tissue to   *state the function of each plant tissue epidermal tissue   users.ren.com/jkimball.ma.ultranet/BiologyPag
             function                                      its function                              *differentiate between xylem and         ground tissue      es/P/PlantTissues.html
             *epidermal                                                                              phloem as vascular tissue                vascular tissue
             *ground                                                                                                                          stomata
             *vascular                                                                                                                        xylem
                                                                                                                                              phloem
                                                                                                                                              guard cell
                                                                                                                                              meristem
                                                                                                                                              cuticle
                                                                                                                                              vascular cambium
                                                                                                                                              cork cambium

CDL.7.B.19   Evaluate the medical and economic             Evaluate the medical and economic         *list the major uses of plants           agriculture
             importance of plants                          importance of plants                      *describe medical uses of plants         medicine

3.5 Enduring Understanding - Invertebrates are a distinct division of the animal kingdom that lack a true backbone.
3.5a Essential Question - How are the characteristics of body systems, symmetry, and life cycle used to classify invertebrates?
CDL.7.B.20   Identify the symmetry of organisms            Identify the symmetry of organisms        *differentiate between types of          symmetry
             *radial                                                                                 symmetry                                 bilateral
             *bilateral                                                                              *describe how to differentiate between   radial
             *asymmetrical                                                                           types of symmetry in organisms           asymmetrical




       Revised 05-09                                                                                                                                                                 Page 27 of 30
       High School Biology


                                                              Arch Ford/Northwest Arkansas Instructional Alignment
                                                                               Science - Biology
                    AR Department of Education
  SLE                                                                                                                                            Essential
                                                                           Objective                             Task Analysis                                                Materials/Resources
 Number               CONTENT STANDARD/                                                                                                         Vocabulary
                  Student Learning Expectations
CDL.7.B.8    Compare and contrast life cycles of familiar Compare and contrast life cycles of       *state the steps of sexual reproduction metamorphosis
                                     are essential components to the science education of all students. Additionally, they should
The "Nature of Science" frameworks invertebrates
         organisms                                             *recognize the different types of reproduction
         *sexual reproduction                                  asexual reproduction
be integrated with appropriate content at the discretion of the instructor throughout the year.  budding
             *asexual reproduction                                                                  *identify the different stages of
             *metamorphosis                                                                         metamorphosis
             *alternation of generations
CDL.7.B.21   Compare and contrast the major                  Compare and contrast the major          *identify the body systems and their   nervous system       Dissection
             invertebrate classes according to their         invertebrate classes according to their components for each major group of     nerve net
             nervous, respiratory, excretory, circulatory,   nervous, respiratory, excretory,        invertebrates                          ganglia
             and digestive systems                           circulatory, and digestive systems                                             respiratory system
                                                                                                                                            tracheal tubes
                                                                                                                                            book lungs
                                                                                                                                            spiracles
                                                                                                                                            excretory system
                                                                                                                                            nephridia
                                                                                                                                            open circulatory
                                                                                                                                            system
                                                                                                                                            closed circulatory
                                                                                                                                            system
                                                                                                                                            heart
                                                                                                                                            blood vessels
                                                                                                                                            digestive system
                                                                                                                                            gastrovascular
                                                                                                                                            pharynx
                                                                                                                                            gizzard
                                                                                                                                            crop
                                                                                                                                            stomach




       Revised 05-09                                                                                                                                                                 Page 28 of 30
       High School Biology


                                                            Arch Ford/Northwest Arkansas Instructional Alignment
                                                                             Science - Biology
                    AR Department of Education
  SLE                                                                                                                                    Essential
                                                                          Objective                                 Task Analysis                       Materials/Resources
 Number               CONTENT STANDARD/                                                                                                 Vocabulary
                  Student Learning Expectations

3.5b "Nature of Science" frameworks are essentialdistinct division the science education of allexhibit a true backbone. they should
                  Understanding - Vertebrates are a
The Enduring and contrast the major vertebrate Compare and contrastcomponents to of the animal kingdom that students. Additionally,
         Compare
CDL.7.B.22                                                           the major    *identify the body systems and their brain  Dissection
         classes with appropriate              vertebrate classes according of the instructor throughout
be integrated according to their nervous, content at the discretionto their components for each major group ofthe year.nerves
             respiratory, excretory, circulatory, digestive, nervous, respiratory, excretory,         vertebrates                   notochords
             reproductive and integumentary systems          circulatory, digestive, reproductive and                               dorsal nerve cord
                                                             integumentary systems                                                  gills
                                                                                                                                    lungs
                                                                                                                                    kidneys
                                                                                                                                    heart
                                                                                                                                    veins
                                                                                                                                    arteries
                                                                                                                                    esophagus
                                                                                                                                    stomach
                                                                                                                                    intestine
                                                                                                                                    air sac
                                                                                                                                    diaphragm
                                                                                                                                    testes
                                                                                                                                    ovaries
                                                                                                                                    skin
                                                                                                                                    scales
                                                                                                                                    feathers




       Revised 05-09                                                                                                                                           Page 29 of 30
        High School Biology


                                                         Arch Ford/Northwest Arkansas Instructional Alignment
                                                                          Science - Biology
                    AR Department of Education
   SLE                                                                                                          Essential
                                                                   Objective              Task Analysis                                        Materials/Resources
  Number               CONTENT STANDARD/                                                                       Vocabulary
                   Student Learning Expectations

                                                          FOURTH to the science
The "Nature of Science" frameworks are essential componentsNINE WEEKS education of all students. Additionally, they should
be integrated with appropriate content at the discretion of the instructor throughout the year.
The Biology End-of-Course Examination is scheduled two weeks after the Fourth Quarter begins. The expectation is that all SLEs will be
learned in the first three nine-weeks periods. Additional enrichment and enhancement materials may be presented more in-depth during
the remainder of the fourth nine weeks of school.
Suggested enrichment activities/projects to be pursued
   Labs                  In-depth research               Science careers/guest speakers    Field Trips                                     Videos

Forensics    human anatomy                                                                                Gattaca (Ethan Hawke & Uma Thurman)
Lab
Dissection   vertebrates                                                                                  The Lorax (Dr. Seuss)
labs
             diseases                                                                                     Living Planet (Discovery)

             specific organisms                                                                           Planet Earth (Discovery)

             Sex Education                                                                                Alex: The Life of a Child (cystic fibrosis foundation)

                                                                                                          An Inconvenient Truth (Al Gore/Global Warming)




        Revised 05-09                                                                                                                                   Page 30 of 30