1
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
worksheet: textbook reading Biology Miller & Levine
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)
worksheet: textbook reading Biology Miller & Levine
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:
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2ND 9 WEEKS (10/29-01/17)
SOL Enabling Objective: Description Text Recommended Activities (e.g., applets, ESS, labs)
# 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.
Other: worksheet: textbook reading Biology Miller & Levine
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
worksheet: textbook reading Biology Miller & Levine
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
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EXAM REVIEW
EXAMS
1 day
4 days
Flex days/Remediation 4 days
Reflection Notes:
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3RD 9 WEEKS (1/22-3/28)
SOL Enabling Objective: Description Text Recommended Activities (e.g., applets, ESS, labs)
# 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
Other: worksheet: textbook reading Biology Miller & Levine
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.
Other: worksheet: textbook reading Biology Miller & Levine
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
worksheet: textbook reading Biology Miller & Levine
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
worksheet: textbook reading Biology Miller & Levine
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
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;
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;
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; 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
The student will investigate and understand common mechanisms of inheritance and protein synthesis. Key concepts include
21-1, 21-2, 21-3
worksheet: textbook reading Biology Miller & Levine
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;
The student will investigate and understand common mechanisms of inheritance and protein synthesis. Key concepts include
22-1, 22-2, 22-3, 22-4, 22-5
Videos: video clip: moss reproduction animation
video clip: fern sporangia 43 sec.
Other: worksheet: textbook reading Biology Miller & Levine
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;
The student will investigate and understand life functions of Archaea, Bacteria and Eukarya. Key concepts include
b) maintenance of homeostasis;
The student will investigate and understand common mechanisms of inheritance and protein synthesis. Key concepts include
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
The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which
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
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;
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
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; 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;
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
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; 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
The student will investigate and understand life functions of Archaea, Bacteria and Eukarya. Key concepts include
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
29-1, 29-2
worksheet: textbook reading Biology Miller & Levine
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 life functions of Archaea, Bacteria and Eukarya. Key concepts include
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
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
a) structural similarities among organisms;
worksheet: textbook reading Biology Miller & Levine
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
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 life functions of Archaea, Bacteria and Eukarya. Key concepts include
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
c) how the structures and functions vary among and within the Eukarya kingdoms of protists, fungi, plants, and animals, including humans;
BIO 6a
The student will investigate and understand bases for modern classification systems. Key concepts include
a) structural similarities among organisms;
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.
Other: worksheet: textbook reading Biology Miller & Levine
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.
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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
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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