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BRIDGETON PUBLIC SCHOOLS Honors Biology Scope and Sequence Unit Days Unit 1: Molecular Biology (1.1 through 3.17, 5.10 through 5.16, 15.1-4, 20.14 through 20.15) 11 Unit 2: Cell Structure and Function (4.1 through 4.23, 5.1 through 5.9) 7 Unit 3: Cellular Energy (6.1 through 6.16, 7.1 through 7.14) 8 Unit 4:Genetics (8.1 through 8.11, 10.1 through 10.16) Midterm Exam Unit 5: Heredity (8.12 through 8.24, 9.1 through 9.23, 12.1 through 12.21) Unit 6: Evolution (13.1 through 13.17) Unit 7: Principles of Ecology (34.1 through 34.17, 37.1 through 37.23) 11 4 12 9 11 Unit 8: Population and Biodiversity (36.1 through 36.11, 37.10-13, 38. 1 through 38.15) 9 Flex Days 4 Final Exam 4 Total 90 BRIDGETON PUBLIC SCHOOLS Honors Biology Unit/Lesson Pacing Chart Unit 1: Molecular Biology Chapter 1: Biology: Exploring Life Chapter 2: The Chemical Basis of Life Chapter 3: The Molecules of Cells Chapter 15: Tracing Evolutionary History Chapter 20: Unifying Concepts of Animal Structure and Function Essential Questions: What are the basic characteristics that define all living things? How do organisms maintain homeostasis? What evidence exists to show how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon based molecules? TIMELINE CCSS NGSS 1 Day 5.1.12.D.1-2 HS-ETS1-2 TEACHER’S GUIDE SKILLS/CONTENT OBJECTIVES Lesson : Introduction and Laboratory Safety Obj: SWBAT Identify the locations of safety equipment in the lab. Identify pieces of equipment and infer their use. Flinn Lab Safety Video Pogil Activity (In Curriculum Guide): o Scenes in the Lab Pages 3-6 Laboratory Safety Test (In Curriculum Guide) MATERIALS Flinn Lab Safety Video Lab Safety Test ASSESSMENTS Homework Exit Ticket BRIDGETON PUBLIC SCHOOLS Honors Biology Unit/Lesson Pacing Chart Unit 1: Molecular Biology Chapter 1: Biology: Exploring Life Chapter 2: The Chemical Basis of Life Chapter 3: The Molecules of Cells Chapter 15: Tracing Evolutionary History Chapter 20: Unifying Concepts of Animal Structure and Function Essential Questions: What are the basic characteristics that define all living things? How do organisms maintain homeostasis? What evidence exists to show how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon based molecules? TIMELINE CCSS NGSS 2 Days 5.1.12.A.1-3 WHST.9-12.2 WHST.9-12.5 WHST.9-12.7 WHST.11-12.8 WHST.9-12.9 HS-ETS1-2 TEACHER’S GUIDE SKILLS/CONTENT OBJECTIVES Lesson : Science Fair Obj: SWBAT Research topics relating to Biology for the Science Fair on lap tops or in the media center. Carry out an inquiry investigation in order to solve a problem relating to biology. Science Fair Research Plan (Obtained From Science Fair Coordinator) Pogil Activity (In Curriculum Guide): o Scientific Inquiry Pages 7-30 MATERIALS Internet, Laptops, and Science Fair Informational Packet (Obtained From Science Fair Coordinator) Science Fair Contract, Application, and Research Plan ASSESSMENTS Homework Exit Ticket BRIDGETON PUBLIC SCHOOLS Honors Biology Unit/Lesson Pacing Chart Unit 1: Molecular Biology Chapter 1: Biology: Exploring Life Chapter 2: The Chemical Basis of Life Chapter 3: The Molecules of Cells Chapter 15: Tracing Evolutionary History Chapter 20: Unifying Concepts of Animal Structure and Function Essential Questions: What are the basic characteristics that define all living things? How do organisms maintain homeostasis? What evidence exists to show how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon based molecules? TIMELINE CCSS NGSS 2 Days 5.2.12.A.3 5.2.12.D.2 5.3.12.A.6 5.3.12.B.1 5.3.12.C.1 WHST.9-12.7 HS-LS1-2 HS-LS1-6 HS-ETS1-2 TEACHER’S GUIDE SKILLS/CONTENT OBJECTIVES Lesson 1.1-6 and 20.14-15: Introduction to Biology. Obj: SWBAT Describe characteristics of all living things. Investigate how the human heart maintains homeostasis. NJCTL Origins of Life Unit Plan (In Curriculum Guide and NJCTL Network Folder) Teachers Edition Pages 1-9 MATERIALS Smartboard Responders Characteristics of Life Lab with Listed Materials (In curriculum guide) Heart Rate and Homeostasis Vernier Inquiry Lab with Heart Rate Sensor, and Listed Materials (In Curriculum Guide). ASSESSMENTS Homework Exit Ticket BRIDGETON PUBLIC SCHOOLS Honors Biology Unit/Lesson Pacing Chart Unit 1: Molecular Biology Chapter 1: Biology: Exploring Life Chapter 2: The Chemical Basis of Life Chapter 3: The Molecules of Cells Chapter 15: Tracing Evolutionary History Chapter 20: Unifying Concepts of Animal Structure and Function Essential Questions: What are the basic characteristics that define all living things? How do organisms maintain homeostasis? What evidence exists to show how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon based molecules? TIMELINE CCSS 1 Day 5.2.12.A.3 5.2.12.D.2 5.3.12.A.6 5.3.12.B.1 5.3.12.C.1 WHST.9-12.2 NGSS HS-LS1-6 TEACHER’S GUIDE SKILLS/CONTENT OBJECTIVES Lesson 15.1-4: Fossils, Evidence of Change and The Origins of Life. Obj: SWBAT Explain how carbon, hydrogen, and oxygen from sugar molecules combine to form amino acids. Describe how the Miller-Urey experiment investigated the ability of organic molecules to form from inorganic molecules. Identify evidence and technology used to help scientists understand the history of life. NJCTL Origins of Life Unit Plan (In Curriculum Guide and Network NJCTL Folder) Teachers Edition Pages 294-299. MATERIALS Smartboard Responders ASSESSMENTS Homework Exit Ticket BRIDGETON PUBLIC SCHOOLS Honors Biology Unit/Lesson Pacing Chart Unit 1: Molecular Biology Chapter 1: Biology: Exploring Life Chapter 2: The Chemical Basis of Life Chapter 3: The Molecules of Cells Chapter 15: Tracing Evolutionary History Chapter 20: Unifying Concepts of Animal Structure and Function Essential Questions: What are the basic characteristics that define all living things? How do organisms maintain homeostasis? What evidence exists to show how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon based molecules? TEACHER’S GUIDE TIMELINE CCSS NGSS SKILLS/CONTENT OBJECTIVES 3 Days 5.1.12.B.1 5.1.12.D.3 5.2.12.A.1,2 5.2.12.B.1 5.2.12.D.5 5.3.12.B.1 WHST.11-12.8 WHST.9-12.9 HS-LS1-3 HS-LS1-6 Lesson 3.1-17, 2.11-18 and 5.10-16: The Molecules of Cells, Water’s Life Supporting Properties, and How Enzymes Function Obj: SWBAT Explain the role of carbon in living organisms. Explain properties of water and its importance to life. Describe the importance of enzymes, carbohydrates, lipids, proteins, and nucleic acids in living organisms. Explain energy changes in a chemical reaction. Describe how ATP works in a cell. NJCTL Large Biological Molecules and Enzymes Unit Plan (In Curriculum Guide and NJCTL Network Folder) Teachers Edition Pages 34-48, 25-30, and 80-86 Pogil Activity (In Curriculum Guide): o Biological Molecules Pages 39-44 o Properties of Water Pages 31-38 MATERIALS Smartboard Responders Healthy Eating Macromolecules Lab with Listed Materials (In Curriculum Guide). Enzyme Lab with Listed Materials (In Curriculum Guide) Exploring Enzymes Activity (In Curriculum Guide) POGIL Activity Biological Molecules and Properties of Water Student Activity (In Curriculum Guide) ASSESSMENTS Homework Exit Ticket BRIDGETON PUBLIC SCHOOLS Honors Biology Unit/Lesson Pacing Chart Unit 1: Molecular Biology Chapter 1: Biology: Exploring Life Chapter 2: The Chemical Basis of Life Chapter 3: The Molecules of Cells Chapter 15: Tracing Evolutionary History Chapter 20: Unifying Concepts of Animal Structure and Function Essential Questions: What are the basic characteristics that define all living things? How do organisms maintain homeostasis? What evidence exists to show how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon based molecules? TIMELINE CCSS NGSS 1 Day 1 Day SKILLS/CONTENT OBJECTIVES TEACHER’S GUIDE MATERIALS ASSESSMENTS Chapter Review 5.2.12.E.1, 4 5.1.12.A.1-3 HS-LS1-3 HS-LS1-6 Unit 1 Test Unit Test (40 minutes) Science Fair Preparation Unit 1: Molecular Biology District Test (In Curriculum Guide). BRIDGETON PUBLIC SCHOOLS Honors Biology Unit/Lesson Pacing Chart Unit 2: Cell Structure and Function Chapter 4: A Tour of the Cell Chapter 5: The Working Cell Essential Questions: What is the principle theory of all cells? What is the difference between prokaryotic and eukaryotic cells? How does structure relate to function in living systems from the organism to the cellular level? How do cell membranes allow for an organism to maintain homeostasis? TIMELINE CCSS NGSS 2 Days 5.1.12.D.2 5.1.12.D.3 5.3.12.A.1 5.3.12.A.3 WHST.11-12.8 HS-LS1-1 HS-LS1-2 TEACHER’S GUIDE SKILLS/CONTENT OBJECTIVES Lesson 4.1-4.23: A Tour of The Cell Obj: SWBAT Summarize the principles of the cell theory. Compare and contrast prokaryote and eukaryote cells as well as plant and animal cells. Describe how cells vary in order to function in particular locations within an organism. NJCTL Prokaryotes and Eukaryotes Unit Plan (In Curriculum Guide and Network NJCTL Folder) Teachers Edition Pages 50-70 Pogil Activity (In Curriculum Guide): o Prokaryotic and Eukaryotic Cells Pages 45-51 o Organelles in Eukaryotic Cells Pages 53-62 MATERIALS Smartboard Responders Comparing Plant and Animal Cells Lab with Listed Materials (In Curriculum Guide) Cell Specialization Activity with Listed Materials (In Curriculum Guide) POGIL Activity Prokaryotic and Eukaryotic Cells and Organelles in Eukaryotic Cells Student Activity (In Curriculum Guide) ASSESSMENTS Homework Exit Ticket BRIDGETON PUBLIC SCHOOLS Honors Biology Unit/Lesson Pacing Chart Unit 2: Cell Structure and Function Chapter 4: A Tour of the Cell Chapter 5: The Working Cell Essential Questions: What is the principle theory of all cells? What is the difference between prokaryotic and eukaryotic cells? How does structure relate to function in living systems from the organism to the cellular level? How do cell membranes allow for an organism to maintain homeostasis? TEACHER’S GUIDE TIMELINE CCSS NGSS SKILLS/CONTENT OBJECTIVES 3 Days 5.1.12.A.3 5.1.12.B.1 5.1.12.D.3 5.3.12.A.3 SL.11-12.5 HS-LS1-2 HS-LS1-3 Lesson 5.1-9: Membrane Structure and Function Obj: SWBAT Identify the role of macromolecules in the plasma membrane. Describe how a cell membrane functions. Explain how the process of cell transport maintains homeostasis within an organism. NJCTL Membranes Unit Plan (In Curriculum Guide and Network NJCTL Folder) Teachers Edition Pages 73-79 Pogil Activity (In Curriculum Guide): o Membrane Structure and Function Pages 71-80. o Transport in Cells Pages 81-88 MATERIALS Smartboard Responders Diffusion Lab with Listed Materials (In Curriculum Guide) Osmosis in Plants Lab with Listed Materials (In Curriculum Guide) POGIL Activity Membrane Structure and Function and Transport in Cells Student Activity (In Curriculum Guide) ASSESSMENTS Homework Exit Ticket BRIDGETON PUBLIC SCHOOLS Honors Biology Unit/Lesson Pacing Chart Unit 2: Cell Structure and Function Chapter 4: A Tour of the Cell Chapter 5: The Working Cell Essential Questions: What is the principle theory of all cells? What is the difference between prokaryotic and eukaryotic cells? How does structure relate to function in living systems from the organism to the cellular level? How do cell membranes allow for an organism to maintain homeostasis? TIMELINE CCSS NGSS 1 Day 1 Day SKILLS/CONTENT OBJECTIVES TEACHER’S GUIDE MATERIALS ASSESSMENTS Chapter Review 5.2.12.E.1, 4 5.1.12.A.1-3 HS-LS1-1 HS-LS1-2 HS-LS1-3 Unit 2 Test Unit Test (40 minutes) Science Fair Preparation Unit 2: Cell Structure and Function District Test (In Curriculum Guide). BRIDGETON PUBLIC SCHOOLS Honors Biology Unit/Lesson Pacing Chart Unit 3: Cellular Energy Chapter 7: Photosynthesis: Using Light to Make Food Chapter 6: How Cells Harvest Chemical Energy Essential Questions: How do organisms obtain Energy? How does photosynthesis transform light energy into stored chemical energy? How does the process of cellular respiration transfer stored chemical energy into energy that can be used by the cell? TIMELINE CCSS 3 Days 5.1.12.A.3 5.1.12.B.1, 2 5.1.12.D.2, 3 5.3.12.B.2, 4-6 WHST.9-12.5 NGSS HS-LS1-2 HS-LS1-5 HS-LS1-6 HS-LS2-7 HS-ETS1-2 HS-ETS1-3 HS-ESS3-3 HS-ESS3-6 TEACHER’S GUIDE SKILLS/CONTENT OBJECTIVES Lesson 7.1-7.14: Photosynthesis: Using Light to Make Food Obj: SWBAT Summarize the two laws of thermodynamics. Use a model to show the reactants and products of cellular respiration. Explain why levels of carbon dioxide in the atmosphere have increased over recent history. NJCTL Cellular Energy Unit Plan (In Curriculum Guide and Network NJCTL Folder) Teachers Edition Pages 107-121 Pogil Activity (In Curriculum Guide): o Photosynthesis: What’s in a Leaf? Pages 89-96 MATERIALS Smartboard Responders Photosynthesis and Cellular Respiration Vernier Inquiry Lab with CO2 and O2 Sensors, and Listed Materials (In Curriculum Guide) POGIL Activity Photosynthesis: What’s in a leaf? Student Activity (In Curriculum Guide) ASSESSMENTS Homework Exit Ticket BRIDGETON PUBLIC SCHOOLS Honors Biology Unit/Lesson Pacing Chart Unit 3: Cellular Energy Chapter 7: Photosynthesis: Using Light to Make Food Chapter 6: How Cells Harvest Chemical Energy Essential Questions: How do organisms obtain Energy? How does photosynthesis transform light energy into stored chemical energy? How does the process of cellular respiration transfer stored chemical energy into energy that can be used by the cell? TEACHER’S GUIDE TIMELINE CCSS NGSS SKILLS/CONTENT OBJECTIVES 3 Days 5.1.12.A.3 5.1.12.B.1, 2 5.1.12.D.2, 3 5.3.12.B.2, 4, 5, 6 HS-LS1-2 HS-LS1-6 HS-LS1-7 HS-ETS1-3 HS-ESS3-3 HS-ESS3-6 HS-LS2-3 Lesson 6.1-16: How Cells Harvest Chemical Energy Obj: SWBAT Model the reactants and products of cellular respiration. Explain the difference between cellular respiration in aerobic and anaerobic environments. Compare and contrast photosynthesis, cellular respiration and fermentation. NJCTL Cellular Energy Unit Plan (In Curriculum Guide and Network NJCTL Folder) Teachers Edition Pages 88-104 Pogil Activity (In Curriculum Guide) o Cellular Respiration 97-104 o Photosynthesis and Respiration Pages 97-112 MATERIALS Smartboard Responders POGIL Activity Cellular Respiration and Photosynthesis and Respiration Student Activity (In Curriculum Guide) Fermentation Lab with Listed Materials (In Curriculum Guide) ASSESSMENTS Homework Exit Ticket BRIDGETON PUBLIC SCHOOLS Honors Biology Unit/Lesson Pacing Chart Unit 3: Cellular Energy Chapter 7: Photosynthesis: Using Light to Make Food Chapter 6: How Cells Harvest Chemical Energy Essential Questions: How do organisms obtain Energy? How does photosynthesis transform light energy into stored chemical energy? How does the process of cellular respiration transfer stored chemical energy into energy that can be used by the cell? TIMELINE CCSS NGSS 1 Day 1 Day SKILLS/CONTENT OBJECTIVES TEACHER’S GUIDE MATERIALS ASSESSMENTS Chapter Review 5.1.12.A.3 5.1.12.B.1,2 5.1.12.D.2,3 5.3.12.B.2,4,5,6 HS-LS1-5 HS-LS1-7 Unit 3 Test Unit Test (40 minutes) Science Fair Preparation Unit 3: Cellular Energy District Test (In Curriculum Guide) BRIDGETON PUBLIC SCHOOLS Honors Biology Unit/Lesson Pacing Chart Unit 4: Genetics Chapter 10: Molecular Biology of the Gene Chapter 8: The Cellular Basis of Reproduction and Inheritance Essential Questions: How does genetic information code for proteins in order to carry out essential functions of life? What role does DNA and chromosomes play in passing traits from parent to offspring? TIMELINE CCSS NGSS 2 Days 5.1.12.A.3 5.1.12.B.1 5.1.12.D.2, 3 5.3.12.D.3 RST.11-12.1 HS-LS1-1 HS-LS3-1 TEACHER’S GUIDE SKILLS/CONTENT OBJECTIVES Lesson 10.1-5: The Structure of Genetic Material and DNA Replication Obj: SWBAT Summarize the experiments leading to the discovery of DNA as the genetic material. Discuss implications of biotechnology. Model the basic structure of DNA. Explain base pairs and use them to replicate DNA. NJCTL Genes Unit Plan (In Curriculum Guide and Network NJCTL Folder) Teachers Edition Pages 181-189 Pogil Activity (In Curriculum Guide) o DNA Structure and Replication Pages 139-144 MATERIALS Smartboard Responders DNA Extraction Lab with Listed Materials (In Curriculum Guide) DNA Fingerprinting Crime Scene Lab (In Curriculum Guide) POGIL Activity DNA Structure and Replication Student Activity (In Curriculum Guide) ASSESSMENTS Homework Exit Ticket BRIDGETON PUBLIC SCHOOLS Honors Biology Unit/Lesson Pacing Chart Unit 4: Genetics Chapter 10: Molecular Biology of the Gene Chapter 8: The Cellular Basis of Reproduction and Inheritance Essential Questions: How does genetic information code for proteins in order to carry out essential functions of life? What role does DNA and chromosomes play in passing traits from parent to offspring? TIMELINE CCSS NGSS 2 Days 5.1.12.A.3 5.1.12.B.1 5.1.12.D.3 5.3.12.D.2, 3 HS-LS1-1 HS-LS3-1 TEACHER’S GUIDE SKILLS/CONTENT OBJECTIVES Lesson 10.6-16: The Flow of Genetic Information From DNA to RNA to Protein Obj: SWBAT Distinguish between DNA, messenger RNA, and transfer RNA. Explain how the code of DNA determines the structure of proteins to carry out specialized functions within the cell. Predict the potential impact on an organism by translating multiple mutation sequences. NJCTL Genes Unit (In Curriculum Guide and Network NJCTL Folder) Teachers Edition Pages 190-199 MATERIALS Smartboard Responders NJCTL Replication and Transcription Activity with Listed Materials (In Curriculum Guide) NJCTL Gene Expression Activity with Listed Materials (In Curriculum Guide) Gene Mutation Activity (In Curriculum Guide) ASSESSMENTS Homework Exit Ticket BRIDGETON PUBLIC SCHOOLS Honors Biology Unit/Lesson Pacing Chart Unit 4: Genetics Chapter 10: Molecular Biology of the Gene Chapter 8: The Cellular Basis of Reproduction and Inheritance Essential Questions: How does genetic information code for proteins in order to carry out essential functions of life? What role does DNA and chromosomes play in passing traits from parent to offspring? TIMELINE CCSS NGSS 1 Day 5.1.12.D.2 5.3.12.A.4 WHST.9-12.7 HS-LS1-4 TEACHER’S GUIDE SKILLS/CONTENT OBJECTIVES Lesson 8.1-8.7: Connections Between Cell Division and Reproduction Obj: SWBAT Explain why cells must remain small. NJCTL Mitosis & Meiosis Unit (In Curriculum Guide and Network NJCTL Folder) Teachers Edition Pages 242-247 Pogil Activity (In Curriculum Guide) Cell Size Pages 63-70 MATERIALS Smartboard Responders POGIL Activity Cell Size (In Curriculum Guide) ASSESSMENTS Homework Exit Ticket BRIDGETON PUBLIC SCHOOLS Honors Biology Unit/Lesson Pacing Chart Unit 4: Genetics Chapter 10: Molecular Biology of the Gene Chapter 8: The Cellular Basis of Reproduction and Inheritance Essential Questions: How does genetic information code for proteins in order to carry out essential functions of life? What role does DNA and chromosomes play in passing traits from parent to offspring? TIMELINE CCSS NGSS SKILLS/CONTENT OBJECTIVES 4 Days 5.1.12.A.3 5.1.12.B.1, 2 5.1.12.C.1 5.1.12.D.2, 3 5.3.12.A.3, 4, 5 5.3.12.B.2, 4, 5, 6 WHST.9-12.9 RST.11-12.1 HS-LS1-4 Lesson 8.8-8.11: The Eukaryotic Cell Cycle and Mitosis and The Genetic Basis for Cancer TEACHER’S GUIDE Obj: SWBAT Summarize the stages of the cell cycle. Describe the basic structure of a chromosome. Model cellular division to show how cells differentiate. Summarize the role of cyclin in controlling the cell cycle. Explain cancer in terms of the cell cycle. Summarize the two types of stem cells and their potential uses. NJCTL Mitosis & Meiosis Unit (In Curriculum Guide and Network NJCTL Folder) Teachers Edition Pages 248-263 Pogil Activity (In Curriculum Guide). o The Cell Cycle Pages 63-69 o Mitosis Pages 121-128 MATERIALS Smartboard Responders Mitosis Microscope lab with Listed Materials (In Curriculum Guide) Cancer Activity with Listed Materials (In Curriculum Guide) POGIL Activity The Cell Cycle and Mitosis Student Activity (In Curriculum Guide) ASSESSMENTS Homework Exit Ticket BRIDGETON PUBLIC SCHOOLS Honors Biology Unit/Lesson Pacing Chart Unit 4: Genetics Chapter 10: Molecular Biology of the Gene Chapter 8: The Cellular Basis of Reproduction and Inheritance Essential Questions: How does genetic information code for proteins in order to carry out essential functions of life? What role does DNA and chromosomes play in passing traits from parent to offspring? TIMELINE CCSS NGSS 1 Day 1 Day 4 days SKILLS/CONTENT OBJECTIVES TEACHER’S GUIDE MATERIALS ASSESSMENTS Chapter Review 5.1.12.A.3 5.1.12.B.1, 2 5.1.12.C.1 5.1.12.D.2, 3 5.3.12.A.3, 4, 5 5.3.12.B.2, 4, 5, 6 5.3.12.D.2, 3 HS-LS1-1 HS-LS3-1 HS-LS1-4 Unit 4 Test Unit Test (40 minutes) Science Fair Preparation Review and Midterm Unit 4: Molecular Genetics District Test (In Curriculum Guide) District Midterm Exam (In Curriculum Guide) BRIDGETON PUBLIC SCHOOLS Honors Biology Unit/Lesson Pacing Chart Unit 5: Heredity Chapter 8: The Cellular Basis of Reproduction and Inheritance Chapter 9: Patterns of Inheritance Chapter 12: DNA Technology and Genomics Essential Questions: How is genetic information passed through generations? How do inheritable genetic variations result from new genetic combinations, errors during replication, and mutations caused by environmental factors? TIMELINE CCSS NGSS 1 Day 5.1.12.D.2 5.3.12.D.3 HS-LS3-1 HS-LS3-2 TEACHER’S GUIDE SKILLS/CONTENT OBJECTIVES Lesson 8.12-8.24: Meiosis and Crossing Over Obj: SWBAT Contrast asexual vs. sexual reproduction in mitosis vs. meiosis. Analyze the importance of meiosis in providing genetic variation. NJCTL Mitosis & Meiosis Unit (In Curriculum Guide and Network NJCTL Folder) Teachers Edition Pages 136-148 Pogil Activity (In Curriculum Guide). o Meiosis Pages 129-138 MATERIALS Smartboard Responders POGIL Activity Meiosis Student Activity (In Curriculum Guide) ASSESSMENTS Homework Exit Ticket BRIDGETON PUBLIC SCHOOLS Honors Biology Unit/Lesson Pacing Chart Unit 5: Heredity Chapter 8: The Cellular Basis of Reproduction and Inheritance Chapter 9: Patterns of Inheritance Chapter 12: DNA Technology and Genomics Essential Questions: How is genetic information passed through generations? How do inheritable genetic variations result from new genetic combinations, errors during replication, and mutations caused by environmental factors? TIMELINE CCSS NGSS 3 days 5.1.12.D.2 5.3.12.D.3 RST.11-12.1 HS-LS3-1 HS-LS3-3 TEACHER’S GUIDE SKILLS/CONTENT OBJECTIVES Lesson 9.1-10: Mendel’s Laws Obj: SWBAT Summarize Mendel’s Research. Describe the laws of segregation. Predict offspring from parent crosses. Apply concepts of statistics and probability to explain variation and distribution of traits in a population. Explain how genetic recombination allows for variation of traits. NJCTL Mendelian Genetics Unit (In Curriculum Guide and Network NJCTL Folder) Teachers Edition Pages 154-164 MATERIALS Smartboard Responders Probability Lab with Listed Materials (In Curriculum Guide) Mendelian Genetics Activity (In Curriculum Guide) Blood Typing Lab with Listed Materials (In Curriculum Guide) ASSESSMENTS Homework Exit Ticket BRIDGETON PUBLIC SCHOOLS Honors Biology Unit/Lesson Pacing Chart Unit 5: Heredity Chapter 8: The Cellular Basis of Reproduction and Inheritance Chapter 9: Patterns of Inheritance Chapter 12: DNA Technology and Genomics Essential Questions: How is genetic information passed through generations? How do inheritable genetic variations result from new genetic combinations, errors during replication, and mutations caused by environmental factors? TIMELINE CCSS NGSS 4 Days 5.1.12.D.2 5.3.12.D.2 5.3.12.E.1, 2 WHST.9-12.8 WHST.9-12.9 SL.11-12.5 RST.11-12.1 RST.11-12.9 HS-LS3-2 HS-LS3-3 TEACHER’S GUIDE SKILLS/CONTENT OBJECTIVES Lesson 9.11-23: Variations on Mendel’s Laws Obj: SWBAT Analyze individual genetic patterns to determine dominant or recessive inheritance patterns. Develop a hypothesis on the pattern of inheritance of a genetic disorder. Investigate and develop a presentation on a genetic disorder. Explain how the environment can cause mutations that may influence the phenotype of an organism. Analyze human pedigrees to determine the pattern of inheritance. Examine karyotypes in order to determine genetic disorders NJCTL Mendelian Genetics Unit (In Curriculum Guide and Network NJCTL Folder) Teachers Edition Pages 166-178 Pogil Activity (In Curriculum Guide). o Evidence for Evolution Pages 163-170 MATERIALS Smartboard Responders Pedigree Activity with Listed Materials (In Curriculum Guide) Karyotype Inquiry Activity with Listed Materials (In Curriculum Guide) Genetic Disorders Presentation Project with Listed Materials (In Curriculum Guide) POGIL Activity Evolution and Selection Student Activity (In Curriculum Guide) ASSESSMENTS Homework Exit Ticket BRIDGETON PUBLIC SCHOOLS Honors Biology Unit/Lesson Pacing Chart Unit 5: Heredity Chapter 8: The Cellular Basis of Reproduction and Inheritance Chapter 9: Patterns of Inheritance Chapter 12: DNA Technology and Genomics Essential Questions: How is genetic information passed through generations? How do inheritable genetic variations result from new genetic combinations, errors during replication, and mutations caused by environmental factors? TIMELINE CCSS NGSS SKILLS/CONTENT OBJECTIVES 2 Days 5.2.12.A.3 5.2.12.D.2 5.3.12.A.6 5.3.12.B.1 5.3.12.C.1 RST.11-12.9 WHST.9-12.1 HS-LS1-3 HS-LS3-2 Lesson 12.1-21: DNA Technology and Genomics Obj: SWBAT Define genetic engineering. Evaluate how biotechnology may be helpful or harmful to species. Explain how people with genetic disorders may benefit from biotechnology. TEACHER’S GUIDE NJCTL Biotechnology Unit (In Curriculum Guide and Network NJCTL Folder) Teachers Edition Pages 230-250 MATERIALS Smartboard Responders Biotechnology Activity with Listed Materials (In Curriculum Guide) ASSESSMENTS Homework Exit Ticket BRIDGETON PUBLIC SCHOOLS Honors Biology Unit/Lesson Pacing Chart Unit 5: Heredity Chapter 8: The Cellular Basis of Reproduction and Inheritance Chapter 9: Patterns of Inheritance Chapter 12: DNA Technology and Genomics Essential Questions: How is genetic information passed through generations? How do inheritable genetic variations result from new genetic combinations, errors during replication, and mutations caused by environmental factors? TIMELINE CCSS NGSS 1 Day 1 Day SKILLS/CONTENT OBJECTIVES TEACHER’S GUIDE MATERIALS ASSESSMENTS Chapter Review 5.1.12.A.3 5.1.12.B.1, 2 5.1.12.D.1, 2, 3 5.2.12.A.3 5.2.12.D.2 5.3.12.A.6 5.3.12.B.1 5.3.12.C.1 5.3.12.D.2, 3 5.3.12.E.1, 2 HS-LS1-1 HS-LS3-1 HS-LS3-2 HS-LS3-3 Unit 5 Test Unit Test (40 minutes) Science Fair Preparation Unit 5: Heredity District Test (In Curriculum Guide) BRIDGETON PUBLIC SCHOOLS CP Biology Unit/Lesson Pacing Chart Unit 6: Evolution Chapter 13: Evolution Essential Questions: What evidence exists to show that species change over time? What is the process of evolution that primarily results from mechanisms of natural selection? How does natural selection lead to adaptation of individuals and populations? TIMELINE CCSS NGSS SKILLS/CONTENT OBJECTIVES 2 Days 5.1.12.A.3 5.1.12.B.1, 2, 3 5.1.12.C.3 5.1.12.D.1, 3 5.3.12.E.3, 4 WHST.9-12.2 HS-LS4-2 HS-LS4-4 Lesson 13.1-6: Darwin’s Theory of Evolution Obj: SWBAT Describe evidence that convinced Darwin that species could change over time. Explain the principles of natural selection. Investigate how natural selection can change a population over time. TEACHER’S GUIDE NJCTL Evolution and Population Genetics Unit (In Curriculum Guide and Network NJCTL Folder) Teachers Edition Pages 256-259 Pogil Activity (In Curriculum Guide) o Evolution and Selection Pages 163-170 MATERIALS Smartboard Responders Peppered Moth Simulation Lab with Listed Materials (In Curriculum Guide) POGIL Activity Evolution and Selection Student Activity (In Curriculum Guide) ASSESSMENTS Homework Exit Ticket BRIDGETON PUBLIC SCHOOLS CP Biology Unit/Lesson Pacing Chart Unit 6: Evolution Chapter 13: Evolution Essential Questions: What evidence exists to show that species change over time? What is the process of evolution that primarily results from mechanisms of natural selection? How does natural selection lead to adaptation of individuals and populations? TIMELINE CCSS NGSS 3 Days 5.1.12A.3 5.1.12.B.1, 2 5.1.12.D.3 5.3.12.E.4 WHST.9-12.9 SL.11-12.4 MP.2 MP.4 HS-LS4-1 HS-LS4-3 HS-ESS1-5 TEACHER’S GUIDE SKILLS/CONTENT OBJECTIVES Lesson 13.4-6: Mechanisms for Microevolution Obj: SWBAT Describe how DNA and fossils provide evidence for evolution. Analyze fossil data to predict the movement of continents. Identify similarities and differences between organisms. NJCTL Evolution and Population Genetics Unit (In Curriculum Guide and Network NJCTL Folder) Teachers Edition Pages 260-263 Pogil Activity (In Curriculum Guide). o Evidence for Evolution Pages 163-170 MATERIALS Smartboard Responders Woolybooger Lab with Listed Materials (In Curriculum Guide) Pangea Model Activity (In Curriculum Guide) POGIL Activity Evidence for Evolution Student Activity (In Curriculum Guide) Dissection Lab with Listed Materials (In Curriculum Guide) ASSESSMENTS Homework Exit Ticket BRIDGETON PUBLIC SCHOOLS CP Biology Unit/Lesson Pacing Chart Unit 6: Evolution Chapter 13: Evolution Essential Questions: What evidence exists to show that species change over time? What is the process of evolution that primarily results from mechanisms of natural selection? How does natural selection lead to adaptation of individuals and populations? TIMELINE CCSS NGSS 2 Days 5.1.12A.3 5.1.12.B.1, 2 5.1.12.D.3 5.3.12.E.4 HS-LS4-3 Lesson 13.7-17: The Evolution of Populations Obj: SWBAT 1 Day 1 Day TEACHER’S GUIDE SKILLS/CONTENT OBJECTIVES Support explanations that organisms with advantageous heritable traits tend to increase in proportion over time. Describe factors that influence speciation. NJCTL Evolution and Population Genetics Unit (In Curriculum Guide and Network NJCTL Folder) Teachers Edition Pages 264-273 MATERIALS Smartboard Responders Animal Adaptation and Activity (In Curriculum Guide) ASSESSMENTS Homework Exit Ticket Chapter Review 5.1.12.A.3 5.1.12.B.1, 2 5.1.12.C.1 5.1.12.D.2, 3 5.3.12.A.3, 4, 5 5.3.12.D.2, 3 HS-LS4- Unit 6 Test Unit Test (40 minutes) Science Fair Preparation Unit 6: Evolution District Test (In Curriculum Guide) BRIDGETON PUBLIC SCHOOLS Honors Biology Unit/Lesson Pacing Chart Unit 7: Principles of Ecology Chapter 34: The Biosphere Chapter 37: Communities and Ecosystems Essential Questions: How do organisms within ecosystems interact? How is matter cycling through the earth affected by changes in ecosystems including human activities? TIMELINE CCSS NGSS 1 Day 5.1.12.A.3 5.1.12.C.3 5.1.12.D.2 5.3.12.A.6 5.3.12.B.1 5.3.12.C.1 HS-LS2-5 TEACHER’S GUIDE SKILLS/CONTENT OBJECTIVES Lesson 34.1-4 and 37.1-7: Community Structure and Dynamics Obj: SWBAT Define Ecology Distinguish biotic and abiotic factors in an ecosystem. Describe the importance of community interactions. Explain the types of community interactions. NJCTL Ecology Unit (In Curriculum Guide and Network NJCTL Folder) Teachers Edition Pages 680-685 and 740-745 Pogil Activity (In Curriculum Guide). o Ecological Relationships Pages 179-188 MATERIALS ASSESSMENTS Smartboard Responders POGIL Activity Ecological Relationships Student Activity (In Curriculum Guide) Homework Exit Ticket BRIDGETON PUBLIC SCHOOLS Honors Biology Unit/Lesson Pacing Chart Unit 7: Principles of Ecology Chapter 34: The Biosphere Chapter 37: Communities and Ecosystems Essential Questions: How do organisms within ecosystems interact? How is matter cycling through the earth affected by changes in ecosystems including human activities? TIMELINE CCSS NGSS 6 Days 5.1.12.A.3 5.1.12.D.1, 2, 3 5.3.12.B.1.1 5.3.12.C.1, 2 WHST.9-12.2, 5, 7, 9 HSS-IC.B.6 RST.11-12.7, 8 SL.11-12.4 HSN-Q.A.1, 2 MP.2 MP.4 HS-LS2-3 HS-LS2-4 HS-LS2-5 HS-LS2-7 HS-LS4-5 HS-LS4-6 HS-ESS2-2 HS-ESS2-6 HS-ESS3-6 TEACHER’S GUIDE SKILLS/CONTENT OBJECTIVES Lesson 37.8-9 and 37.14-23 Ecosystem Structure and Dynamics Obj: SWBAT Explain how nutrients flow through an ecosystem and evaluate how humans impact it. Analyze geoscience data to explain global warming in terms of the carbon cycle. Analyze ecological pyramids, food chains, and webs to determine how energy and biomass cycle through an ecosystem and the effect of global warming on these relationships. Analyze ecological pyramids, food chains, and food webs to determine how energy and biomass cycle through an ecosystem. Describe the importance of photosynthesis and cellular respiration in the carbon cycle. Compare the cycling of matter in aerobic to anaerobic environments. NJCTL Ecology Unit (In Curriculum Guide and Network NJCTL Folder) Teachers Edition Pages 746-760 Pogil Activity (In Curriculum Guide). o Nutrient Cycles Pages 171-178 o Energy Transfer in Living Organisms Pages 197-204 o Ecological Pyramids Pages 205-212 MATERIALS ASSESSMENTS Smartboard Responders Carbon and Nitrogen Cycle Lab with Listed Materials (In Curriculum Guide) Green House Effect PHET Simulation Lab. (In Curriculum Guide) POGIL Activity Nutrient Cycles, Energy Transfer in Living Organisms, and Ecological Pyramids Student Activity (In Curriculum Guide) Homework Exit Ticket BRIDGETON PUBLIC SCHOOLS Honors Biology Unit/Lesson Pacing Chart Unit 7: Principles of Ecology Chapter 34: The Biosphere Chapter 37: Communities and Ecosystems Essential Questions: How do organisms within ecosystems interact? How is matter cycling through the earth affected by changes in ecosystems including human activities? TIMELINE CCSS NGSS 2 Days 5.12.A.3 5.12.B.1 5.12.D.2 5.3.12.B.3 HS-LS2-2 HS-LS2-6 HS-ESS2-2 HS-ESS2-7 TEACHER’S GUIDE SKILLS/CONTENT OBJECTIVES Lesson 34.1-17: Terrestrial and Aquatic Biomes Obj: SWBAT Relate latitude to the three major biomes on earth. Investigate how biotic and abiotic factors have changed over time. Analyze graphs to determine factors that affect a particular biome. 1 Day Chapter Review 1 Day Unit 7 Test Unit Test (40 minutes) Science Fair Preparation NJCTL Ecology Unit (In Curriculum Guide and Network NJCTL Folder) Teachers Edition Pages 680-698 Pogil Activity (In Curriculum Guide). o Biomes of North America Pages 189-196 MATERIALS ASSESSMENTS Smart Responders Biome Activity (In Curriculum Guide) POGIL Activity Biomes of North America Student Activity (In Curriculum Guide) Homework Exit Ticket Unit 7: Principles of Ecology District Test (In Curriculum Guide) BRIDGETON PUBLIC SCHOOLS Honors Biology Unit/Lesson Pacing Chart Unit 8: Population, Biodiversity, and Conservation Chapter 36: Population Ecology Chapter 37: Communities and Ecosystems Chapter 38: Conservation Biology Essential Questions: What factors affect population growth? How do humans impact population growth of organisms in ecosystems? Why is Biodiversity Important? How can humans help or harm ecosystems? TIMELINE CCSS NGSS 3 Days 5.1.12.B.1, 4 5.3.12.B.3 5.3.12.C.2 RST.11-12.8 RST.11-12.1 HS-LS2-1 HS-LS2-2 HS-LS2-6 HS-LS2-8 HS-LS4-5 TEACHER’S GUIDE SKILLS/CONTENT OBJECTIVES Lesson 36.1-11: Population Ecology Obj: SWBAT Compare models of distribution patterns in populations. Investigate global issues that limit populations. Explain how changes in an ecosystem, whether human or naturally induced, may affect the population growth of a species. NJCTL Ecology Unit (In Curriculum Guide and Network NJCTL Folder) Teachers Edition Pages 724-738 Pogil Activity (In Curriculum Guide) o Population Distribution Pages 221-226 o Population Growth Pages 227-234 MATERIALS Smartboard Responders Human Population Lab with Listed Materials (In Curriculum Guide) The Lynx and the Hare Population Lab with Listed Materials (In Curriculum Guide) POGIL Activity Population Distribution and Population Growth Student Activity (In Curriculum Guide) ASSESSMENTS Homework Exit Ticket BRIDGETON PUBLIC SCHOOLS Honors Biology Unit/Lesson Pacing Chart Unit 8: Population, Biodiversity, and Conservation Chapter 36: Population Ecology Chapter 37: Communities and Ecosystems Chapter 38: Conservation Biology Essential Questions: What factors affect population growth? How do humans impact population growth of organisms in ecosystems? Why is Biodiversity Important? How can humans help or harm ecosystems? TIMELINE CCSS NGSS 4 Days 5.1.12.A.3 5.1.12.B.1 5.1.12.D.3 5.3.12.B.3 5.3.12.C.2 WHST.912.5 HS-LS2-2 HS-LS2-7 HS-LS2-8 HS-LS4-6 HS-ESS3-3 TEACHER’S GUIDE SKILLS/CONTENT OBJECTIVES Lesson 37.10-13, 38.1-15: Conservation Biology Obj: SWBAT Describe the three types of biodiversity. Identify current and future threats to biodiversity. Design, evaluate, and refine a solution for reducing the impact of human activities on a biodiversity hotspot. Defend a solution relating to human population’s lack of natural resources and sustainability. Design, evaluate, and refine a solution for reducing the impact of human activities on a biodiversity hotspot. Evaluate how a particular species within a biodiversity hotspot is affected by species. NJCTL Ecology Unit (In Curriculum Guide and Network NJCTL Folder) Teachers Edition Pages 762780 MATERIALS Smartboard Responders Fracking Debate Activity ( In Curriculum Guide) Watershed Ambassadors Presentation Biodiversity Vernier Lab with Listed Materials (In Curriculum Guide) ASSESSMENTS Homework Exit Ticket BRIDGETON PUBLIC SCHOOLS Honors Biology Unit/Lesson Pacing Chart Unit 8: Population, Biodiversity, and Conservation Chapter 36: Population Ecology Chapter 37: Communities and Ecosystems Chapter 38: Conservation Biology Essential Questions: What factors affect population growth? How do humans impact population growth of organisms in ecosystems? Why is Biodiversity Important? How can humans help or harm ecosystems? TIMELINE CCSS NGSS SKILLS/CONTENT OBJECTIVES TEACHER’S GUIDE MATERIALS ASSESSMENTS 1 Day Chapter Review 1 Day Unit 8 Test Unit Test (40 minutes) Science Fair Preparation Unit 8: Biodiversity and Conservation District Test (In Curriculum Guide) Review and Final District Final Exam (In Curriculum Guide) 4 days