Download Cell Structure and Function

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