biology pacing guide 2013-2014 lynchburg city schools ... · lynchburg city schools curriculum...

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Biology Pacing Guide 2013-2014 Lynchburg City Schools Curriculum Framework Biology

1ST 9 WEEKS (8/26-10/25)

SOL Enabling Objective: Description Text Recommended Activities (e.g., applets, ESS, labs)

# days to teach

Begin gathering data the 1st day of school! DO NOT FEEL BOUND TO THE TEXT BOOK!.......... PLEASE USE ONLINE RESOURCES, APPLETS, & HANDS-ON ACTIVITIES 44 days

2nd day of school PRE-TEST (for Teacher Evaluation & School Improvement—create short 1 day test of essential skills) 1 day

The Science of Biology

BIO 1 a-k The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which a) observations of living organisms are recorded in the lab and in the field; b) hypotheses are formulated based on direct observations and information from scientific literature; c) variables are defined and investigations are designed to test hypotheses; d) graphing and arithmetic calculations are used as tools in data analysis; e) conclusions are formed based on recorded quantitative and qualitative data; f) sources of error inherent in experimental design are identified and discussed; g) validity of data is determined; h) chemicals and equipment are used in a safe manner; i) appropriate technology including computers, graphing calculators, and probeware, is used for gathering and analyzing data, communicating results, modeling concepts, and simulating experimental conditions;

1-1, 1-2, 1-3, 1-4

scientific method flow chart

LABS: scientific method lab: plop plop fizz fizz scientific method lab: sponge capsule scientific method lab: sponge animals What is Life Lab Microscope lab virtual microscope lab Other: worksheets: textbook reading Biology Miller & Levine

graphing practice: can be used with sponge animal lab Graphing Activity create a graph online

10 days

2

j) research utilizes scientific literature; k) differentiation is made between a scientific hypothesis, theory, and law; l) alternative scientific explanations and models are recognized and analyzed; and m) current applications of biological concepts are used.

Scientific Method worksheet practice: The Simpsons

Scientific Method practice: various scenarios

lab safety cartoon tools and measurements

interpreting graphs interpreting graphs 2

how to use a microscope Microscope “e” Lab microscope coloring

good science vs bad: monty python coconuts 3 min. (better yet buy the dvd & use subtitles)

good science vs bad science: monty python she's a witch 4 min.

storymap to use with any mythbusters episode

BIO 2 a-c

The Chemistry of Life

The student will investigate and understand the chemical and biochemical principles essential for life. Key concepts include

a) water chemistry and its impact on life processes; b) the structure and function of macromolecules; c) the nature of enzymes;

2-1, 2-2, 2-3, 2-4

worksheet: textbook reading Biology Miller & Levine

Chemistry for biology students - varied

LABS: Lab: Mr. Enzyme to the Rescue (liver lab) lab: surface tension lab: determining the pH of common household products

8 days

3

various labs lab: building paper macromolecules Diffusion and Osmosis Demo Lab Vis-Viv ” Chrom atom ato graphy L ab lab: fun with acids & bases lab: acids and bases using pH paper

BIO 2d

BIO 8b

The Biosphere

The student will investigate and understand the chemical and biochemical principles essential for life. Key concepts include d) the capture, storage, transformation, and flow of energy through the processes of photosynthesis and respiration.

The student will investigate and understand dynamic equilibria within populations, communities, and ecosystems. Key concepts include b) nutrient cycling with energy flow through ecosystems;

3-1, 3-2, 3-3

Labs: lab: ecological pyramids simple explanation virtual lab: food web virtual lab: build food webs

Activities: Food Web Analysis Activity

Other: worksheet: textbook reading Biology Miller & Levine

3 days

Ecosystems & Communities

BIO 8 a-e

The student will investigate and understand dynamic equilibria within populations, communities, and ecosystems. Key concepts include

a) interactions within and among populations including carrying capacities, limiting factors, and growth curves; b) nutrient cycling with energy flow through ecosystems; c) succession patterns in ecosystems; d) the effects of natural events and human activities on ecosystems; and e) analysis of the flora, fauna, and microorganisms of Virginia ecosystems

4-1, 4-2, 4-3, 4-4


Oh Deer Lab – predator prey – uses graphing worksheet: succession

forest succession

information on Virginia wildlife

3 days

4

Populations

BIO 8 abde

The student will investigate and understand dynamic equilibria within populations, communities, and ecosystems. Key concepts include a) interactions within and among populations including carrying capacities, limiting factors, and growth curves; b) nutrient cycling with energy flow through ecosystems; d) the effects of natural events and human activities on ecosystems;

5-1, 5-2, 5-3

worksheet: textbook reading Biology Miller & Levine lab: graphing the human population more graphing practice

lab: isopod behavior

3 days

Humans in the Biosphere

BIO 8d The student will investigate and understand dynamic

equilibria within populations, communities, and ecosystems. Key concepts include

d) the effects of natural events and human activities on ecosystems;

6-4 (brief Overview)


1 day

BIO 3a-d

Cell Structure & Function

The student will investigate and understand relationships between cell structure and function. Key concepts include

a) evidence supporting the cell theory; b) characteristics of prokaryotic and eukaryotic cells; c) similarities between the activities of the organelles in a single cell and a whole organism; d) the cell membrane model;

7-1, 7-2, 7-3, 7-4

color an animal cell cell organelles structure and function color a plant cell color a prokaryote cell cell membrane model of diffusion osmosis in an egg cell animation: lysosome poster: cell organelles

Videos: video: plant cells versus animal cells 23 min.

12 days

5

video: characteristics of life

video: the wacky history of the cell theory TED education 6 min.

video clip: cell theory

notes including modern cell theory from Univ. of Miami

LABS: lab: surface area to volume ratio of a cell

lab: limits to cell size using agar cubes (other labs worksheets are on this page too)

Scientists and Cell Theory Lab elodea and onion cell lab elodea and onion cell lab make up various labs

Worksheet: worksheet: textbook reading Biology Miller & Levine

cell membrane worksheet cell membrane worksheet

Flex days & Remediation 3 days

Reflection notes:

6

2ND 9 WEEKS (10/29-01/17)


# days to teach

45 days

BIO 2cd

BIO 8b

Photosynthesis

The student will investigate and understand the chemical and biochemical principles essential for life. Key concepts include c) the nature of enzymes; and d) the capture, storage, transformation, and flow of energy through the processes of photosynthesis and respiration.

The student will investigate and understand dynamic equilibria within populations, communities, and ecosystems. Key concepts include

8-1, 8-2, 8-3

LABS: virtual lab: what affects the rate of photosynthesis in waterweed good graphing review lab: photosynthesis lab: where plants get their food

Animation: photosynthesis animation photosynthesis animation nova

Other: fall leaf color change

5 days

b) nutrient cycling with energy flow through ecosystems; time lapse of leaves changing colors (Virginia

Tech dendrology)

Photosynthesis Flipbook worksheet: textbook reading Biology Miller & Levine

7

BIO 1el

BIO 2d

Cellular Respiration

The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which

e) conclusions are formed based on recorded quantitative and qualitative data; l) alternative scientific explanations and models are recognized and analyzed;

The student will investigate and understand the chemical and biochemical principles essential for life. Key concepts include

d) the capture, storage, transformation, and flow of energy through the processes of photosynthesis and respiration.

9-1, 9-2,

LABS: various labs

Animation/Activity: activity: photosynthesis & cellular respiration (may need to be modified)

animation: cellular respiration

VIDEOS: video clip body story: metabolism, last 8 min. of video

video clip: body story metabolism part two 15 min.


3 days

BIO 5a

Cell Growth & Division

The student will investigate and understand common mechanisms of inheritance and protein synthesis. Key concepts include a) cell growth and division;

10-1, 10-2, 10-3

Animation: animations from Harvard for teachers

Labs: virtual lab: onion root tip mitosis

Video: video clip: genetic basis of cancer 5 min.

3 days

Meiosis Flip Chart worksheet: meiosis worksheet: textbook reading Biology Miller & Levine worksheet: mitosis

8

Introduction to Genetics

BIO 1de

BIO 5abdfij

The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which d) graphing and arithmetic calculations are used as tools in data analysis; e) conclusions are formed based on recorded quantitative and qualitative data;

The student will investigate and understand common mechanisms of inheritance and protein synthesis. Key concepts include a) cell growth and division; b) gamete formation; d) prediction of inheritance of traits based on the Mendelian laws of heredity; f) genetic variation; i) use, limitations, and misuse of genetic information; and j) exploration of the impact of DNA technologies.

11-4, 11-1, 11-2, 11-3, 11-5

LABS: Dragon Genetics Lab lab: genetics with a smile (this can be shortened) Protein Synthesis Simulation Lab lab: determining traits utilizing dna sequence

Animation/virtual: virtual punnett squares

Other: dihybrid crosses with pictures inventory of human traits worksheet: textbook reading Biology Miller & Levine

worksheet: goes with genetics with a smile

9 days

worksheet: Oompah Loompah genetics

worksheet: simple Punnett squares

worksheet: dihybrid cross

DNA & RNA

BIO 5e-h The student will investigate and understand common mechanisms of inheritance and protein synthesis. Key concepts include e) historical development of the structural model of DNA; f) genetic variation;

12-1, 12-2, 12-3, 12-4, 12-5

LABS: lab: removing dna from strawberries consider making dna necklaces using plastic centrifuge tubes

12 days

9

BIO 2bc

BIO 6d

g) the structure, function, and replication of nucleic acids; h) events involved in the construction of proteins;

The student will investigate and understand the chemical and biochemical principles essential for life. Key concepts include b) the structure and function of macromolecules; c) the nature of enzymes;

The student will investigate and understand bases for modern classification systems. Key concepts include d) examination of biochemical similarities and differences among organisms;

lab: dna extraction

Videos: video: nova explains transcription, translation, rnai 14.5 min. Best explanation I’ve seen! Other: Dna Paper Model DNA TECH -good intro worksheet: color dna


Genetic Engineering

BIO 5fij The student will investigate and understand common mechanisms of inheritance and protein synthesis. Key concepts include f) genetic variation; i) use, limitations, and misuse of genetic information; and j) exploration of the impact of DNA technologies.

13-1, 13-2, 13-3, 13-4

LABS: virtual lab: gel electrophoresis

virtual lab: nova making a dna fingerprint virtual lab: click and clone

Activities: Modeling Recombinant DNA Activity DNA Fingerprinting Analysis Activity Genes We Share Reading Activity

4 days

Other: click and clone worksheet really good explanation of cloning worksheet: textbook reading Biology Miller & Levine

10

EXAM REVIEW

EXAMS

1 day

4 days

Flex days/Remediation 4 days

Reflection Notes:

11

3RD 9 WEEKS (1/22-3/28)


# days to teach

BIO 5fij

BIO 6d

The Human Genome

The student will investigate and understand common mechanisms of inheritance and protein synthesis. Key concepts include

f) genetic variation; i) use, limitations, and misuse of genetic information; and j) exploration of the impact of DNA technologies.

The student will investigate and understand bases for modern classification systems. Key concepts include d) examination of biochemical similarities and differences among organisms;

14-1, 14-2, 14-3

LABS: virtual lab: karyotype

virtual lab: pedigree investigation

Videos: video clip: baby with 12 perfect fingers and toes 1 min.

video clip: living with cystic fibrosis 5 min.

video clip: dying young with cystic fibrosis 8 min

Other: online colorblindness test website: What do colorblind people see? Exploring genes and genetic disorders PUBMED Health: world's largest medical library worksheet: textbook reading Biology Miller & Levine

48 days

8 days

worksheet: biology ethics worksheet: sex linked worksheet: sex linked calico cat worksheet: bioethics

12

BIO 6bcd

BIO 7a-e

Darwin’s Theory of Evolution

The student will investigate and understand bases for modern classification systems. Key concepts include b) fossil record interpretation; c) comparison of developmental stages in different organisms; d) examination of biochemical similarities and differences among organisms

The student will investigate and understand how populations change through time. Key concepts include

a) evidence found in fossil records; b) how genetic variation, reproductive strategies, and environmental pressures impact the survival of populations; c) how natural selection leads to adaptations; d) emergence of new species; and e) scientific evidence and explanations for biological evolution.

15-1, 15-2, 15-3

Labs: Fossil Interpretation Lab Activitylab: paleontologist path

Videos: video: Galapagos beyond Darwin 4 min. video clip: pbs Who was Charles Darwin 6.5 min. video clip: Darwin discovers evidence of natural selection 4 min.

video clip: speciation 4 min.

video clip: animals with common ancestors 4 min. video clip: from Master & Commander, Galapagpos scene, 3 min.

Activities: Anolis Lizard Activity Amino Acid Comparison Activity

3 days


worksheet: observation or inference of a dinosaur scene

Evolution of Populations

BIO 1e The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which

16-1, 16-2, 16-3

Labs: virtual lab: peppered moth simulation more graphing practice

4 days

13

BIO 5f

BIO 7c- e

e) conclusions are formed based on recorded quantitative and qualitative data;

The student will investigate and understand common mechanisms of inheritance and protein synthesis. Key concepts include f) genetic variation;

The student will investigate and understand how populations change through time. Key concepts include c) how natural selection leads to adaptations; d) emergence of new species; and e) scientific evidence and explanations for biological evolution.

lab: natural selection woolyboogerl Lab: natural selection being Darwin's finches virtual lab: natural selection lab: human hand adaptation (set a time limit)

Activities: Exponential Growth Activity Exponential Growth – using skittles

Videos: video clip: natural selection tale of the peacock, 4 min.


Hunter, Fisher, Seeder Natural Selection- in textbook

The History of Life

BIO 6b

BIO 7ade

The student will investigate and understand bases for modern classification systems. Key concepts include b) fossil record interpretation;

The student will investigate and understand how populations change through time. Key concepts include

a) evidence found in fossil records; d) emergence of new species; and e) scientific evidence and explanations for biological evolution.

17-1, 17-2, 17-3, 17-4


3 days

14

Classification

BIO 3b

BIO 4a-e

BIO 6abde

The student will investigate and understand relationships between cell structure and function. Key concepts include b) characteristics of prokaryotic and eukaryotic cells;

The student will investigate and understand life functions of Archaea, Bacteria and Eukarya. Key concepts include

a) comparison of their metabolic activities; b) maintenance of homeostasis; c) how the structures and functions vary among and within the Eukarya kingdoms of protists, fungi, plants, and animals, including humans; d) human health issues, human anatomy, and body systems; e) how viruses compare with organisms;

The student will investigate and understand bases for modern classification systems. Key concepts include

a) structural similarities among organisms; b) fossil record interpretation; c) comparison of developmental stages in different organisms; d) examination of biochemical similarities and differences among organisms e) systems of classification that are adaptable to new scientific discoveries.

18-1, 18-2, 18-3

worksheet: textbook reading Biology Miller & Levine classifying organisms into taxons

interpreting graphics worksheet

analysis of a cladogram

animal "report" chart Salamander Dichotomous Key virtual lab: using a dichotomous key to ID trees

dichotomous key in textbook is really good too

3 days

BIO 4 a-f

Bacteria & Viruses

The student will investigate and understand life functions of Archaea, Bacteria and Eukarya. Key concepts include a) comparison of their metabolic activities; b) maintenance of homeostasis;

19-1, 19-2, 19-3


The Polio Virus-Question on R drive hiv replication

10 days

15

c) how the structures and functions vary among and within the Eukarya kingdoms of protists, fungi, plants, and animals, including humans; d) human health issues, human anatomy, and body systems; e) how viruses compare with organisms;

how hiv infects a cell ~5 min. microbe zoo research - activity page on R drive

Animation: animation of retrovirus prion animation endospore animation

LABS: lab: spread of infectious disease simulation virtual lab: testing bacterial growth in canned foods virtual lab: tests milk for bacteria

body story: salmonella infection part one 15 min.

body story: salmonella infection part two, 1st 7 min. The Polio Virus - Guided questions on R drive lab: spread of infectious disease simulation Simple lab, students love it! Consider making a PowerPoint of HIV statistics to show prior to the lab.

anatomy of an epidemic

VIDEOS: video clip: history of penicillin 2 min. video clip: history of vaccinations 3 min. video clip: sulfa drugs 2 min. video clip: germ theory 4.5 min. video: Progress in the battle against AIDS 24 min.

16

BIO 1a

BIO 3c

BIO 4acd

Protists


a) observations of living organisms are recorded in the lab and in the field;

The student will investigate and understand relationships between cell structure and function. Key concepts include c) similarities between the activities of the organelles in a single cell and a whole organism;


a) comparison of their metabolic activities; c) how the structures and functions vary among and within the Eukarya kingdoms of protists, fungi, plants, and animals, including humans; d) human health issues, human anatomy, and body systems;

20-1, 20-2, 20-3, 20-4, 20-5

worksheet: textbook reading Miller & Levine color an amoeba Protista Flipbook color a paramecium color an euglena

LABS: Protista Lab amoeba & paramecia lab amoeba lab algae lab pond water lab

VIDEOS: video clip: blepharisma 33 sec. video clip: paramecia ~4 min. video clip: flagellates 50 sec. video clip: spirogyra 59 sec. video clip: volvox 51 sec. video clip: stentor 44 sec. video clip: amoeba ~1 min. video clip: diatoms 38 sec. video clip: monsters inside me brain amoeba ~2 min.

5 days

video clip: amoeba alert 1.5 min. video clip: red tide 38 sec. video: malaria 9.5 min.

BIO 5acd

Fungi


21-1, 21-2, 21-3


LABS: virtual lab: comparing algae and fungi

3 days

17

a) cell growth and division; c) cell specialization; d) prediction of inheritance of traits based on the Mendelian laws of heredity;

lab: fungi dissection

VIDEOS: video clip: fungi with david attenborough 1.5 min. video clip: bread mold 25 sec. video clip: planet wild fungi 3 min.

BIO 4ac

BIO 5b

Plant Diversity

The student will investigate and understand life functions of Archaea, Bacteria and Eukarya. Key concepts include a) comparison of their metabolic activities; c) how the structures and functions vary among and within the Eukarya kingdoms of protists, fungi, plants, and animals, including humans;


22-1, 22-2, 22-3, 22-4, 22-5

Videos: video clip: moss reproduction animation

video clip: fern sporangia 43 sec.


3 days

b) gamete formation;

Flex days & Remediation 6 days

Reflection Notes:

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4th 9 WEEKS (04/1-06/06)

SOL Enabling Objective: Description Text Recommended # days Activities (e.g., applets, ESS, labs) to teach

43 days

Roots, Stems, & Leaves

BIO 2a

BIO 4b

BIO 5c

BIO 6a

BIO 1cj

The student will investigate and understand the chemical and biochemical principles essential for life. Key concepts include a) water chemistry and its impact on life processes;


b) maintenance of homeostasis;


c) cell specialization;

The student will investigate and understand bases for modern classification systems. Key concepts include a) structural similarities among organisms;

Reproduction of Seed Plants


23-1, 23-2, 23-3, 23-4, 23-5 24-1, 24-1, 24-3

LABS: lab: where plants get their food lab: transpiration

Other: color a leaf structure diagram

worksheet: different types of leaves

plant structure diagrams

Labs: lab: monocot & dicot seeds

3 days 3 days

19

BIO 5b

c) variables are defined and investigations are designed to test hypotheses; j) research utilizes scientific literature;

The student will investigate and understand common mechanisms of inheritance and protein synthesis. Key concepts include b) gamete formation;

grow seeds in a CD case

lab: seed germination

Lab: flower dissection

Videos: video clip: gymnosperm reproduction 1.5 min. video clip: male versus female cones 1.5 min.

video clip: largest flower in the world david attenborough 2.5 min.

video clip: flower mimics wasp david attenborough 3 min.

Other: color a flower structure diagram

moncot versus dicot

Plant Responses & Adaptations

BIO 1ab


a) observations of living organisms are recorded in the lab and in the field; b) hypotheses are formulated based on direct observations and information from scientific literature;

25-1, 25-2, 25-3

VIDEOS: video clip: phototropism 18 sec. video clip: phototropism explained 2 min. video clip: venus flytrap david attenborough 3.5 min.

video clip: giant waterlillies david attenborough 4.5 min.

1 day

video clip: tropical flowers in the desert david attenborough 3 min.

20

video clip: hoverfly & iris david attenborough 2.5 min.

Sponges & Cnidarians Videos:

BIO

The student will demonstrate an understanding of scientific

26-1, video clip: sponge feeding 5 min. video clip: sponge feeding, no talking just video

2 days

1aej reasoning, logic, and the nature of science by planning and 26-2, 1.5 min.

BIO 4ab

BIO 5c

conducting investigations in which a) observations of living organisms are recorded in the lab and in the field; e) conclusions are formed based on recorded quantitative and qualitative data; j) research utilizes scientific literature;

The student will investigate and understand life functions of Archaea, Bacteria and Eukarya. Key concepts include a) comparison of their metabolic activities; b) maintenance of homeostasis;

The student will investigate and understand common mechanisms of inheritance and protein synthesis. Key concepts include c) cell specialization;

26-3 video clip: sponge releasing sperm 29 sec. video clip: coral spawning 2.5 min. video: imax coral reef 46 min. video clilp: jellyfish lake in palau ~1 min. video: box jellyfish 3 min. video: box jellyfish with Philippe Cousteau 4 min. video clip: sea anemone eats crab 2 min. video clip: hydra eating daphnia 20 sec. video clips at national geographic video clip: planaria regeneration 7 min. video dlip: great barrier reef national geographic 4 min.

video clip: nematocysts firing 33 sec. (James Cook Univ. Australia magnified 400X)

Labs: lab: using live hydra lab: using live planaria Other: worksheet: textbook reading Biology Miller & Levine

Flipbook on Invertebrates

21

Worms & Mollusks

BIO 1aej

BIO 4ab

BIO 5c


a) observations of living organisms are recorded in the lab and in the field; e) conclusions are formed based on recorded quantitative and qualitative data; j) research utilizes scientific literature; The student will investigate and understand life functions of Archaea, Bacteria and Eukarya. Key concepts include a) comparison of their metabolic activities; b) maintenance of homeostasis;


c) cell specialization;

27-1, 27-2, 27-3, 27-4

worksheet: textbook reading Miller & Levine

video clips at national geographic

lab: observations of living earthworm

3 days

BIO 1abe

Arthropods & Echinoderms


a) observations of living organisms are recorded in the lab and in the field; b) hypotheses are formulated based on direct observations and information from scientific literature; e) conclusions are formed based on recorded quantitative and qualitative data;

28-1, 28-2, 28-3, 28-4

Labs: lab: virtual roach dissection

Videos: video clips at national geographic

video clip: cicada david attenborough 5 min.

video clip: wasp & oak tree david attenborough 5 min.

4 days

22

Other: worksheet: textbook reading Miller & Levine

Comparing Invertebrates

BIO 4c

BIO 6a


c) how the structures and functions vary among and within the Eukarya kingdoms of protists, fungi, plants, and animals, including humans;


29-1, 29-2


lab: comparing invertebrate characteristics

1 day

a) structural similarities among organisms;

Nonvertebrate Chordates, Fishes, & Amphibians

BIO 1al

BIO 4c

The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which a) observations of living organisms are recorded in the lab and in the field; l) alternative scientific explanations and models are recognized and analyzed; and



The student will investigate and understand bases for

30-1, 30-2, 30-3

LABS: lab: fish temperature lab: fish temperature make up lab lab: frog external anatomy lab: frog dissection lab: frog dissection alternative lab: observation of a living frog

Videos: video: fish respiration 4 min. video clips at national geographic video clip: amphibian respiration compared with humans 3.5 min.

Other:

2 days

23

BIO 6a modern classification systems. Key concepts include



animal diversity web worksheet, website also good for reports

animal diversity web, good for reports

booklet: frog structures & systems

booklet: more on making the frog booklet

Reptiles & Birds

BIO 1al

BIO 4c


a) observations of living organisms are recorded in the lab and in the field; l) alternative scientific explanations and models are recognized and analyzed; and


31-1, 31-2

Videos: video clips at national geographic video clip: avian air sacs 12 sec.

Other: worksheet: textbook reading Miller & Levine worksheet: amniotic egg compared to placenta worksheet: bird skeleton compared with human worksheet: bird beak & feet

2 days


BIO 6a



24

Mammals

BIO 4ac

BIO 6ab

BIO 7ad

The student will investigate and understand life functions of Archaea, Bacteria and Eukarya. Key concepts include a) comparison of their metabolic activities; c) how the structures and functions vary among and within the Eukarya kingdoms of protists, fungi, plants, and animals, including humans; The student will investigate and understand bases for modern classification systems. Key concepts include

a) structural similarities among organisms; b) fossil record interpretation;

The student will investigate and understand how populations change through time. Key concepts include a) evidence found in fossil records; d) emergence of new species;

32-1, 32-2, 32-3

Videos: video clips at national geographic

video: bill nye respiration 8 min.


virtual field trip san diego zoo

2 days

Flex days 10 days

POST-TEST (for Teacher Evaluation & School Improvement—use same test as PRE-TEST)

1 day

SOL Review & testing Review website 5 days

Final Exam Review and Administration 4 days

Reflection notes:

Save FROG dissections until after the SOL test. Continue as time permits, after the SOL’s, with human systems.

If you feel your students need more review before the SOL test cut back on the time spent on Chordates or Invertebrates.

25

Recommendations for course success:

Textbook resources also have good graphics in PowerPoint format and some good video clips Reporting Categories are the same; however, the number of items within the category “Life at the Molecular & Cellular Level” has increased. The

SOLs for this strand have also added new content. Additionally, the strand “Life at the Systems & Organisms Level” has been emphasized less.

See the changes listed below the Blueprint summary table.

Blueprint Summary 2003 2010*

Reporting Category SOLs -----(significant changes are in bold print). See Crosswalk,

Brief Notes below, & Curriculum framework for details

#items % of test #items % of test

Scientific Investigation BIO.1a-l

New content=BIO.1m

11 22% 11 22%

Life at the Molecular & Cellular Level

BIO.2a-d, BIO.3a-e, BIO.4e, BIO.5a-c, e-hj, BIO.6d

New content=BIO.3e

14 28% 16 32%

Life at the Systems & Organisms Level

BIO.4a-c, BIO.5d, BIO.6ace

New content=BIO.4c

14 28% 12 24%

Interaction of Life Forms BIO.4f, BIO.6b, BIO.7a-e, BIO.8a-e 11 22% 11 22%

*BIO.4d and BIO.5i are excluded from testing.

26

Brief List of SOL Changes: Science Crosswalk between 2003 and 2010 standards

-BIO.1i, Additional content was added to the bullet (modeling concepts, and simulating experimental conditions). - BIO.1k, Additional content was added to the bullet (law). - BIO.1m, New content was added (current applications of biological concepts are used). -old BIO.2, moved to other SOLs -new BIO.2 is old BIO.3 -old BIO.2e, The content of the bullet was deleted (the collaborative efforts of scientists, past and present). - BIO.3a, Content was moved from BIO.2a (evidence supporting the cell theory). -old BIO.4b, Content was deleted (exploring the diversity and variation of eukaryotes). - BIO.3c, Additional clarifying text was included (…activities of the organelles in a single cell…). - BIO.3e, New content was added (the impact of surface area to volume ratio on cell division, material transport, and other life processes). - BIO.4, Classification terminology was substantially updated to include the three recognized domains (Archaea, Bacteria, and Eukarya). -old BIO.5a, Content (how their structures and functions vary among and within the kingdoms) was moved to BIO.4c. -old BIO.5c, Content was removed (analyses of their external and internal responses to the environment). - BIO.4c, New content was built into the content moved from BIO.5a (how the structures and functions vary among and within the Eukarya kingdoms of protists, fungi, plants, and animals, including humans). - BIO.4d, Part of the original content was removed (life functions). - BIO.4f, Content was moved from BIO.2c (evidence supporting the germ theory of infectious disease). - BIO.5e, Content was moved from BIO.2d (historical development of the structural model of DNA). - BIO.7e, Additional clarifying terminology was added (scientific evidence and explanations for biological evolution). The content of BIO.2b is substantially restated in this bullet.

Removed 2003 Biology SOL Content :

BIO.2 was removed as a stand-alone standard and the specific content was distributed among related standards, with the exception of bullet BIO.2 e, the collaborative efforts of scientists, past and present. BIO.4 b, exploring the diversity and variation of eukaryotes BIO.5 c, analyses of their external and internal responses to the environment

27

Biology SOL Course Content Overview

1

st 9 weeks= 44 days 3

rd 9 weeks 48 days

The Science of Biology 10 Human Genome 8 The Chemistry of Life 8 Evolution (ch. 15, 16, 17) 10 Ecology (ch. 3, 4, 5, 6.4) 10 Classification 3 Cell Structure & Function 12 Bacteria & Viruses 10

Protist 5

Fungi 3

Plant Diversity 3

2nd

9 weeks 45 days 4th

9 weeks 43 days

Photosynthesis 5 Roots, Stems, Leaves 3 Cellular Respiration 3 Reproduction of Seed Plants 3 Cell Growth & Division 3 Plant Responses & Adaptation 1 Introduction to Genetics 9 Invertebrates (ch. 26, 27, 28, 29) 10 DNA & RNA 12 Chordates (ch. 30, 31, 32) 6 Genetic Engineering 4

biology pacing guide 2013-2014 lynchburg city schools ... · lynchburg city schools curriculum...

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