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Transcript
Honors Biology Syllabus
And
Curriculum Guide
(last edited )2013
Syllabus / Pacing Guide
page 2
Introduction Unit
page 3 - 4
Chemistry
page 4 - 5
Biochemistry
page 5 - 6
Cell Biology and Transport
page 6 - 7
Photosynthesis and Cellular Respiration
page 7 - 8
Cell Division
page 8 - 9
Protein Synthesis
page 9 - 10
Genetics
page 10 - 12
Evolution
page 12 - 13
Taxonomy
page 13 - 14
Plants
page 14 - 15
Animals
page 15 - 16
Ecology
page 16 - 17
Anatomy
page 17 - 19
Additional Notes
page 19
1
Subject
Matching SOL (Note:
Bio.1 matches for all units)
Bio.1b,c,k
Bio.4b
Time Allowed
Labs
4 days
Chemistry
Bio.2a
5 days
Biochemistry
Bio.2b,c
9 days
Cell Biology and Transport
Bio.3a-e
8 days
Photosynthesis and Cellular
Respiration
Cell Division
Bio.2d
5 days
-Scientific Process and Experimental Design (SLP)
-Safety and the Material Safety Data Sheet (SLP)
-Current Applications in Science (SLP)
-pH lab
-The Physical and Chemical Properties of Water
(SLP)
-Macromolecule Identification Lab
-Polysaccharide (cracker) Lab
-Macromolecules (SLP)
-The Effects of Heat and Acid on Enzyme Catalase
(SLP)
-“e” Lab
-Cell Biology Lab
-Cell Parts (SLP)
-Prokaryotes (SLP)
-The Ratio of Surface Area to Volume (SLP)
-Structure and Function of Cell Membranes (SLP)
-Energy and ATP (SLP)
Bio.5a-c
4 days
Protein Synthesis
Bio.5e-j
5 days
Genetics
Bio.5d,f,i,j
12 days
Evolution
Bio.6a-e
Bio.7a-e
Bio.4a-f
Bio.6e
5 days
Plants
Bio.4a-c
4 days
Animals
Bio.4a-d
6 days
Ecology
Anatomy
Bio.8a-e
Bio.4b,d-f
3 days
13 days
Introduction Unit
Taxonomy
5 days
-Onion Mitosis Lab
-Mitosis Video Lab
-Pop Bead Lab
-The Cell Cycle and Mitosis (SLP)
-Meiosis (SLP)
-Strawberry DNA Extraction
-DNA Structure, Nucleic Acids, and Proteins (SLP)
-Genetic Corn Lab
-Make-a-Kid Lab
-Pedigree Lab
-Electrophoresis Lab
-Genetics Disease Paper
-Genetic Variation and Mutations (SLP)
-Mendelian Genetics (SLP)
-Biotechnological Issues and Bioethics (SLP)
-Hardy-Weinberg Lab
-Adaptation and Evolution (SLP)
-Fungi Observation
-“Classify This” Lab
-The Germ Theory and Koch’s Postulates (SLP)
-Flower Comparison Lab
-Plant Group Identification Lab
-A Dichotomous Key of Virginia’s Native Plants
(SLP)
-Animal Group Identification Lab
-Booklet or Presentation
-Succession (SLP)
-Fetal Pig Dissection
-EKG Lab
-Bone Identification Lab
-Heart/Kidney/Eye Dissection
-Body Systems (SLP)
2
1. Introduction Unit – 4 days
A. Concepts / SOL
The student will know, or be able to do the following.
- The scientific research method.
- The difference between a fact, hypothesis, law, and theory.
- All the characteristics of living things.
- The levels of organization.
- Hypothesis are formulated based on direct observations from scientific
literature (Bio.1b)
- Variables are defined and investigations are designed to test the
hypotheses (Bio.1c)
- Differentiation is made between a scientific hypothesis, theory and law
(Bio.1k)
- Maintenance of homeostasis (Bio.4b)
B. Vocabulary
-
science
observation
hypothesis
experiment
data
conclusion
control
law
theory
metabolism
homeostasis
adaptation
organelles
cell
tissue
organ
organism
population
community
ecosystem
biosphere
biotic
abiotic
C. Laboratory Exercises
-
Scientific Process and Experimental Design (SLP)
3
-
Safety and Material Safety Data Sheet (SLP)
Current Applications in Science (SLP)
2. Chemistry – 5 days
A. Concepts / SOL
The student will know, or be able to do the following.
- The difference between a solid, liquid, gas, and plasma.
- The three subatomic particles.
- The difference between an atom and an element.
- The difference between a compound and a mixture
- How to use the periodic table.
- How to draw atoms using the Lewis dot and electron shell methods.
- The difference between ionic, covalent, and hydrogen bonding.
- What an isotope is.
- Water chemistry and its impact on life processes. (Bio.2a)
- What the pH scale is and how to use it.
- The actual H+ and OH- concentrations of items.
B. Vocabulary
-
chemistry
matter
solid
liquid
gas
plasma
atom
proton
neutron
electron
element
atomic number
atomic mass
Noble gas
subatomic particle
compound
mixture
chemical change
physical change
valence electrons
Lewis dot structures
periodic table
bonding
-
covalent bond
ionic bond
cation
anion
hydrogen bond
polar covalent
cohesion
surface tension
density
solvent
solute
solution
isotope
radio isotope
deuterium
tritium
pH scale
acid
base
neutral
hydronium ion
hydroxide io
4
C. Laboratory Exercises
-
Determine the pH of common substances and then determine the
concentration of hydronium and hydroxide ions present.
The Physical and Chemical Properties of Water (SLP)
3. Biochemistry – 9 days
A. Concepts / SOL
The student will know, or be able to do the following.
- The structure and function of macromolecules. (Bio2.b)
- How to draw molecules using the stick method.
- Basic functional groups and their properties.
- How polymers and made and broken down.
- The properties of carbohydrates, proteins, lipids, and nucleic acids and
how to draw them.
- The nature of enzymes. (Bio.2c)
B. Vocabulary
-
organic compound
hydrocarbons
isomers
functional group
hydroxyl
carbonyl
carboxyl
amino
phosphate
methyl
monomer
polymer
dehydration synthesis
hydrolysis
carbohydrate
monosaccharide
glucose (alpha and beta)
fructose
galactose
disaccharide
lactose
maltose
sucrose
-
-
high fructose corn syrup
polysaccharide
starch
glycogen
cellulose
fiber
diabetes
insulin
protein
amino acid
variable group
peptide bond
polypeptide
primary, secondary,
tertiary, quaternary
structure
denature
enzyme
substrate
lipid
hydrophobic
hydrophilic
fat
5
-
triglyceride
unsaturated
saturated
phospholipid
wax
steroid
-
hormone
cholesterol
nucleic acid
deoxyribonucleic acid
ribonucleic acid
C. Laboratory Exercises
-
-
Use benedicts solution, iodine solution, and biurete solution to determine
whether or not a substances contain monosaccharides, starches, or
proteins.
Chew a cracker to see if salivary enzymes break down the starches.
Macromolecules (SLP)
The Effects of Heat and Acid on the Enzyme Catalase (SLP)
4. Cell Biology and Transportation – 8 days
A. Concepts / SOL
The student will know, or be able to do the following.
- Evidence supporting the cell theory (Bio.3a)
- Characteristics of eukaryotic and prokaryotic cells (Bio.3b)
- Similarities between the activities of the organelles in a single cell and a
whole organism (Bio.3c)
- The cell membrane model (Bio.3d)
- The impact of surface to volume ratio on cell division, material transport,
and other life processes (Bio.3e)
- Compare and contrast plant and animal cells.
- Identify the structure and function of organelles.
- Tell why cells stay so small.
- The parts of a microscope and how they function.
- The role diffusion and osmosis play in a cell’s life.
B. Vocabulary
-
Hooke
Leeuvenhoek
Schleiden
Schwann
Virchow
Cell Theory
surface area to volume
ratio
eukaryotic
-
prokaryotic
cytoplasm
ribosome
endoplasmic reticulum
(rough and smooth)
golgi apparatus
mitochondria
cristae
cellular respiration
6
-
matrix
lysosome
apoptosis
cilia
9+2 arrangement
flagella
microtubules
nucleus
nucleolus
nuclear envelope
cell membrane
phospholipid bilayer
channel, carrier, receptor,
recognition proteins
cell wall
vacuole
contractile vacuole
turgor pressure
plastid
photosynthesis
proplastid, chloroplast,
leucoplast, amyloplast,
chromoplast
-
-
chlorophyll
ocular lens, body, arm,
nosepiece, objective
lenses, stage, stage clips,
diaphragm, base, light,
fine focus, coarse focus
magnification
resolution
Brownian motion
passive transport
active transport
diffusion
osmosis
isotonic, hypertonic,
hypotonic
equalibrium
plasmolysis
cytolysis
endocytosis
exocytosis
C. Laboratory Exercises
-
Basic “e” lab where students become familiar with the use of the
microscope by observing how the position of the letter e changes.
Cell biology lab where students observe 9 different items and compare the
types of cells they see.
Cell Parts (SLP)
Prokaryotes (SLP)
The Ratio of Surface Area to Volume (SLP)
Structure and Function of Cell Membranes (SLP)
5. Photosynthesis and Cellular Respiration – 5 days
A. Concepts / SOL
The student will know, or be able to do the following.
- Describe the differences between ATP and ADP.
- Describe the differences between autotrophs and primary and secondary
heterotrophs.
- Explain phosphorylation.
7
-
The basic products and reactants of photosynthesis and cellular
respiration.
Explain the difference between an endergonic and exergonic reaction.
Describe the parts of a chloroplast.
Describe the light and dark reactions in detail.
Explain the differences between a C3, C4, and CAM plant.
Explain what an aerobic and anaerobic reaction are.
Describe, in detail, the parts of glycolysis, krebs cycle, and fermentation.
Explain the differences between chemeosmotic and substrate level
phosphorylation.
The capture, storage, transformation, and flow of energy through the
processes of photosynthesis and respiration. (Bio.2d)
B. Vocabulary
- photosynthesis
- cellular respiration
- endergonic
- exergonic
- ATP
- ADP
- phosphorylation
- ATPase
- ATPsynthase
- stroma
- thylakoid membrane
- grana
- lumen
- carotene
- xanthophylls
- accessory pigments
- light dependent reaction
- light independent reaction
(Calvin Cycle)
- chemeosmotic
phosphorylation
- NADPH
- C3, C4, CAM
- photorespiration
- stomata
- aerobic
- anaerobic
- cristae
- matrix
- fermentation
- glycolysis
- Krebs cycle (all acids)
- facultative anaerobe
- strict anaerobe
- substrate level
phosphorylation
- lactic acid
- ethanol
C. Laboratory Experiences
-
Energy and ATP (SLP)
6. Cell Division – 4 days
A. Concepts / SOL
The student will know, or be able to do the following.
- The make-up of a chromosome.
8
-
The differences between somatic cells and gametes.
The difference between the terms haploid and diploid.
The concept of cell growth and division (Bio.5a)
The concept of gamete formation. (Bio.5b)
The concept of cell specialization. (Bio.5c)
How crossing over increases genetic diversity.
The differences between spermatogenesis and oogenesis.
B. Vocabulary
-
chromosome
chromotid
centromere
haploid
diploid
somatic cell
gamete
gene
cell cycle
interphase
G1, S, G2
replicate
mitosis
-
centrioles
spindle fibers
asters
kinetichore
prophase, metaphase,
anaphase, telophase
cytokinesis
homologous pairs, tetrads
crossing over
ootid
sperm
polar bodies
C. Laboratory Experiences
-
Observe mitosis as it has taken place in onion root tip cells.
Have students observe video of mitosis actually taking place.
Use “Pop Beads” to have students mimic the phases of cell division and
meiosis.
The Cell Cycle and Mitosis (SLP)
Meiosis (SLP)
7. Protein Synthesis – 5 days
A. Concepts / SOL
The student will know, or be able to do the following.
- The difference between DNA and RNA.
- Historical development of the structural model of DNA (Bio.5e)
- How the processes of replication, transcription, and translation occur.
- How a gene is used to make a protein.
- Genetic variation (Bio.5f)
- Structure, function and replication of nucleic acids (Bio.5g)
- Events involved in the construction of proteins (Bio.5h)
9
-
Use, limitations, and misuse of genetic information (Bio.5i)
Exploration of the impact of DNA technologies (Bio.5j)
B. Vocabulary
-
DNA
RNA
Deoxyribose
Ribose
Phosphate Group
Nitrogen Base
Nucleotide
Adenine
Guanine
Thymine
Cytosine
Uracil
Purine
Pyrimidine
Hydrogen Bonds
Double Helix
Griffith
Chargraff
Pauling
Franklin and Wilkins
Watson and Crick
Replication
-
DNA helicase
DNA polymerase
Transcription
DNA ligase
RNA polymerase
Translation
TRNA, mRNA, rRNA
Amino Acid
Ribosome
Codon
Anti-codon
Peptide Bond
Protein
Gene
Base Pair
Protein Synthesis
Sense
Mis-sense
3’ – 5’
P and A site
Promotor
Terminator
C. Laboratory Experiences
-
Extract the DNA from strawberries.
DNA Structure, Nucleic Acids, and Proteins (SLP)
8. Genetics – 12 days
A. Concepts / SOL
The student will know, or be able to do the following.
- Explain Mendel’s basic experiment and hypotheses.
- The difference between genotype and phenotype.
- Do a monohybrid and dihybrid Punnett Square.
- The difference between codominance and incomplete dominance.
- The different types of mutations.
- The different sex chromosome mutations.
10
-
Understand sex linked traits.
How to use a pedigree.
What causes a mutation.
The blood types and Rh factor.
The different types of twins.
Do a Chi square problem.
Understand how gel electrophoresis works and understand how to
interpret the data derived from it.
Predict inheritance of traits based on the Mendelian laws of heredity.
(Bio.5d)
Genetic variation (Bio.5f)
The use, limitations, and misuse of genetic information. (Bio.5i)
Explore the impact of DNA technologies. (Bio.5j)
B. Vocabulary
-
Allele
Heterozygous
Homozygous
Recessive
Dominant
Mendel
Phenotype
Genotype
Heredity
Pure-bred
Mutation
Gene Mutation
Chromosome Mutation
Autosome
Sex Chromosome
Nondisjunction
Sex-linked Trait
Pedigree
Gel Electrophoresis
-
Monohybrid Cross
Dihybrid Cross
Punnett Squre
Codominance
Incomplete Dominance
Karyotype
Klinefelders Syndrome
Turners Syndrome
Ionizing Radiation
Ultraviolet Radiation
Rhesus Factor
Antigen
Antibody
Fraternal Twins
Identical Twins
Chi Square
Cloning
C. Laboratory Experiences
-
Use specially bred corn to count genetic ratios and perform Chi Square
activities.
Use pennies to represent traits in the Make – A – Kid lab.
Use the information learned in class to create a Genetic Disease Research
Paper
Trace a trait through a family history in the pedigree lab.
11
-
Analyze data found at a crime scene using gel electrophoresis to determine
who committed the crime.
Genetic Variation and Mutation (SLP)
Mendelian Genetics (SLP)
Biotechnological Issues and Bioethics (SLP)
9. Evolution – 5 days
A. Concepts / SOL
The student will know, or be able to do the following.
- Understand the Hardy-Weinberg Principle and how it can be used on
populations.
- Understand the hypotheses on the origins of life.
- Explain Kettlewell’s observations and how they are a good example of
microevolution.
- The ideas of scientists whose works helped develop the theory of
evolution.
- Understand Darwin’s basic principles of evolution.
- Explain the evidence supporting evolution.
- Describe the types of natural selection, types of evolution, and the
hypotheses on how evolution occurs.
- Understand what a gene pool is and how to change it.
- Structural similarities among organisms (Bio.6a)
- Fossil record interpretation (Bio.6b)
- Comparison of developmental stages of different organisms (Bio.6c)
- Examine biochemical and structural similarities of different organisms.
(Bio.6d)
- Systems of classification that are adaptable to new scientific discoveries
(Bio.6e)
- Evidence found in fossil records (Bio.7a)
- How genetic variation, reproductive strategies, and environmental
pressures impact the survival of populations (Bio.7b)
- How natural selection leads to adaptation (Bio.7c)
- Emergence of a new species (Bio.7d)
- Scientific evidence and explanations for biological evolution (Bio.7e)
B. Vocabulary
-
Hardy-Weinberg
Principle
Redi
Oparin
Miller
Microevolution
-
Gene Pool
Kettlewell
Genetic Drift
Gene Flow
Mutation
Non-random Mating
12
-
Natural Selection
Aristotle
Cuvier
Lamarck
Adaptive Radiation
Malthus
Natural Selection
“On the Origin of
Species”
Biogeography
Taxonomy
Homologous Structures
Vestigial Organs
Comparative Embryology
Molecular Biology
-
Stabilizing Selection
Directional Selection
Diversifying Selection
Convergent Evolution
Divergent Evolution
Gradualism
Punctuated Equalibrium
Geographical Isolation
Ecological Isolation
Temporal Isolation
Behavioral Isolation
Mechanical Isolation
Reproductive Failure
Macroevolution
C. Laboratory Experiences
-
Use playing cards to represent alleles and determine the characteristics of
a population using the Hardy-Weinberg principle.
Adaptation and Evolution (SLP)
10. Taxonomy (Viruses, Monera, Protista, Fungi) – 5 days
A. Concepts / SOL
The student will know, or be able to do the following.
- List the 7 levels of classification.
- List the 6 kingdoms and 3 domains and give example of each.
- How viruses, monerans, protests, and fungi are classified and give
examples of each classification group.
- The “life” cycle of a virus.
- How to write a name scientifically.
- Understand the complex job of a taxonomist and the tools they use to
classify living organisms.
- Comparison of their metabolic activities (Bio.4a)
- Maintenance of homeostasis (Bio.4b)
- How the structures and functions vary among and within the eukarya
kingdoms of protists, fungi, plants, and animals including humans (Bio.4c)
- Human health issues, human anatomy, and body systems (Bio.4d)
- How viruses compare with organisms (Bio.4e)
- Evidence supporting the germ theory of infectious disease (Bio.4f)
- Systems of classification that are adaptable to new scientific discoveries
(Bio.6e)
13
B. Vocabulary
-
Taxonomy
Aristotle
Linnaeus
Whittaker
Binomial Nomenclature
Retrovirus
Lytic Cycle
Lysenogenic Cycle
Reverse Transcriptase
Endospore
Saprophytic
Photoautotroph
Chemeautotroph
Strict Anaerobe
Facultative Anaerobe
Pathogenic
Cocci
Bacilli
Spirilli
Sarcodina
Ciliophora
-
Zoomastigophora
Sporozoa
Giardia
Plasmodium
Paramecium
Trypanosoma
Pseudopodia
Flagella / Cilia
Mycelium
Hyphae
Chitin
Zygomycota
Spore
Basidiomycota
Ascomycota
Deuteromycota
Sporangia
Lichens
Endosymbiosis
Systematics
Phylogeny
C. Laboratory Experiences
-
Observe parts of a fungi reproductive body.
Allow students to become taxonomists by classifying random objects.
The Germ Theory and Koch’s Postulates (SLP)
Viruses (SLP)
11. Plants – 4 days
A. Concepts / SOL
The student will know, or be able to do the following.
- Comparison of their metabolic activities (Bio.4a)
- Maintenance of homeostasis (Bio.4b)
- How the structures and functions vary among and within the eukarya
kingdoms of protists, fungi, plants, and animals including humans (Bio.4c)
- The 4 different types of plant tissues.
- The parts of a flower and seed.
- The benefits of fruit and how flowers have coevolved with pollinators.
B. Vocabulary
14
-
Meristematic Tissue
Apical Meristem
Lateral Meristem
Dermal Tissue
Ground Tissue
Collenchyma
Parenchyma
Sclerenchyma
Vascular Tissue
Xylem
Phloem
Bryophyta
Pioneer Species
Pterophyta
Rhizome
Fiddleheads
Sori
Gymnosperm
Seeds
Angiosperm
Flower
-
Fruit
Herbaceous
Woody
Dicotyledon
Net Veins
Monocotyledon
Parallel Veins
Petals
Sepals
Stamen
Pistil
Stigma
Style
Filament
Anther
Nectar
Pollen
Endosperm
Coleoptile
Carpel
C. Laboratory Experiences
-
Look at different flower and compare the reproductive parts of the
flowers.
Students will walk around the school and identify different types of plants.
A Dichotomous Key of Virginia’s Native Plants (SLP)
12. Animals – 6 days
A. Concepts / SOL
The student will know, or be able to do the following.
- Comparison of their metabolic activities (Bio.4a)
- Maintenance of homeostasis (Bio.4b)
- How the structures and functions vary among and within the eukarya
kingdoms of protists, fungi, plants, and animals including humans (Bio.4c)
- Human health issues, human anatomy, and body systems (Bio.4d)
- The three cell layers, three body plans, and three types of symmetry.
B. Vocabulary
-
porifera
-
pores
15
-
spicules
budding
cnideria
polyp
medusa
tentacles
cnidocytes
platyhelminthes
ganglia
parasite
cysts
hermaphroditic
anelidia
hydrostatic skeleton
oligochaetes
polychaetes
leeches
segmentation
mollusca
mantle
foot
radula
gastropods
bivalves
cephalopods
arthropoda
exoskeleton
chitin
head
abdomen
thorax
insects
arachnids
myriapods
-
crustaceans
nematoda
trichinella
echinodermata
endoskeleton
larvae
water vascular system
chordata
notochord
pharyngeal gill slits
post-anal tail
endoskeleton
agnatha
jawless
chondrichthyes
cartilage
osteichthyes
bone swim bladder
amphibia
ectothermic
reptiles
scales
amniote egg
three chambered heart
aves
feathers
endothermic
mammalia
mammary glands
monotremes
hair
marsupial
placental
C. Laboratory Experiences
-
Classify preserved specimen into different phyla and classes.
Prepare a booklet / presentation of the data on animals.
13. Ecology – 3 days
A. Concepts / SOL
The student will know, or be able to do the following.
16
-
Identify the 10 major biomes.
Understand how competition leads to co-evolution.
The three forms of symbiosis.
Look at the interactions within and among populations including carrying
capacities, limiting factors, and growth curves. (Bio.8a)
B. Vocabulary
-
behavior
innate behavior
habituation
trial-and-error learning
operant conditioning
insight learning
ecology
population
density-independent
density-dependent
competition
resource partitioning
predator
-
prey
symbiosis
mutualism
parasitism
succession
food chain
food web
biome
carrying capacity
limiting factors
growth curves
ecosystem
C. Laboratory Experiences
14.
Succession (SLP)
Anatomy – 13 days
A. Concepts / SOL
The student will know, or be able to do the following.
- Maintenance of homeostasis (Bio.4b)
- Human health issues, human anatomy, and body systems (Bio.4d)
- How viruses compare with organisms (Bio.4e)
- Evidence supporting the germ theory of infectious disease (Bio.4f)
- Trace the path of blood, oxygen, carbon dioxide, food, and wastes through
the body.
- The major functions of all the body systems as well as organs that are part
of the systems.
- Trace the path of a reflex.
- The structure of a neuron.
- The types of joints and examples.
- Explain how muscles work on a cellular level.
- Explain how urine is produced and removed.
17
B. Vocabulary
-
Epidermis
Corneal Layer
Basal Layer
Dermis
Sebaceous Gland
Sweat Gland
Hair Follicle
Subcutaneous Layer
Melanocyte
Mechanical/Chemical
Digestion
Peristalsis
Esophagus
Chyme
Liver
Gall Bladder
Pancreas
Bile
Duodenum
Jejunum
Ileum
Villi
Cecum
Ascending Colon
Transverse Colon
Descending Colon
Sigmoid Colon
Rectum / Anus
Pharynx
Epiglottis
Larynx
Trachea
Bronchial Tubes /
Bronchioles
Alveoli
Diaphragm
Eurythrocytes
Hemoglobin
Atria
Ventricles
Valves
Arteries
Veins
-
Capillaries
EKG
Compact Bone
Spongy Bone
Yellow / Red Marrow
Periosteum
Haversian Canal
Osteoblast
Osteocyte
Osteoporosis
Axial / Appendicular
Skeleton
Immovable Joint
Slightly Movable Joint
Movable Joint
Ball and Socket
Pivot
Plane
Saddle
Hinge
Smooth Muscle
Skeletal Muscle
Cardiac Muscle
Myofibril
Sarcomere
Z line
Actin
Myosin
Neuron
Cell Body
Dendrite
Axon
Myelin
Synapse
Central Nervous System
Peripheral Nervous
System
Motor Neurons
Sensory Neurons
Somatic Nervous System
Autonomic Nervous
System
18
-
Sympathetic Nervous
System
Parasympathetic Nervous
System
Stimulus
Thermoreceptor
Mechanoreceptor
Photoreceptor
Chemoreceptor
Pan Receptor
-
Reflex
Urea / Urine
Kidneys
Nephrons
Renal Artery
Renal Vein
Ureters
Bladder
Urethra
C. Laboratory Experiences
-
Dissection of the fetal pig identifying muscles and internal organs
specifically.
Perform an EKG on a student.
Allow students to observe and learn 30 individual bones.
Dissect a heart, kidney, or eyeball.
Body Systems (SLP)
Additional Notes –
-
All laboratory experiences labeled with SLP can be found at the following
web site from the Virginia Department of Education.
Sample Lesson Plans
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