Download Biology - Bryn Mawr Elementary School - Index

BIOLOGY
1
SUMMER
SCHOOL
Credit Recovery
Revised
2009
SCOPE
&
SEQUENCE
Redlands Unified School District
ACKNOWLEDGEMENTS
The Redlands Unified School District would like to acknowledge and
thank the following teachers for their contributions to the development
of the Competency-Based/Credit-Recovery Summer School Program:
Elliot Anderson
Emily Abbott
Becky Buyak
Kim Caricato
Jamie Cortz
Megan Cullen
Chad Golob
Mike Kerber
Sarah Mack
Jamie Markoff
RUSD/Dept. Secondary. Ed. 12/2008
Caroline McAllister
Laurie Messner
Olivia Moralis
Ken Morse
Teri Paine
Patricia Pitts
Doug Porter
Sue Sanders
Kamie Smith
Valerie Williamson
REDLANDS UNIFIED SCHOOL DISTRICT
SCOPE AND SEQUENCE
Competency-Based/Credit-Recovery Program
TEXTBOOKS & MATERIALS:
English – Timeless Voices, Timeless Themes by Prentice Hall, Writing and Grammar Exercise
Workbook and Student Packet
World History – Modern World History: Patterns of Interaction by McDougal-Littell
US History – The Americans: Reconstruction to the 21st Century by McDougal-Littell
Earth Science – Earth Science by Prentice Hall
Biology – Biology by Glencoe Science
Algebra I – Algebra I Concepts and Skills by McDougal-Littell
Functional Algebra I – Algebra I Concepts and Skills by McDougal-Littell and Student Packet
Geometry – Geometry by McDougal-Littell
Algebra II – Algebra 2 by Glencoe
INTRODUCTION:
The curriculum for the competency-based Credit-Recovery Program was developed by
committees of high school teachers. The curriculum was designed to focus solely on essential
State Standards as defined by the blueprints for the California Standards Tests and the
California High School Exit Exam. With this in mind, teachers must use the Scope and
Sequence as the core of their instruction. Everything in the Scope and Sequence must be
presented according to the timeline specified for each unit of study. The Credit-Recovery
Scope & Sequence presents the curriculum in six defined units
(3 units per semester). The Text Support column specifies core lessons in bold. Lessons in
italics are optional. Additionally, there may be suggested support lessons for English
Language Learners contained within a double box . There may also be suggested tutorial or
extra support lessons contained within a dotted box . The Standard column specifies the
essential standards to be addressed with each lesson or group of lessons. While other
standards may be secondarily addressed with the core lessons, only those standards that
are included on the competency assessment for that unit are listed and must be explicitly
taught.
The heading of each unit specifies the pacing for that unit in terms of number of summer
school days as well as how that breaks down in terms of hours. Each summer school day is
4.75 hours broken into two sessions with a 15 minute break between them. Therefore, if a
unit specifies 3.5 days, the expectation is for that unit to be completed by the end of Session 1
on the fourth day and that the next unit will begin after the break during Session 2 of the
fourth day. Administering the competency assessment is to be included in the time allotted for
each unit.
The competency assessment is to be given at the end of each unit within a reasonable time
frame to stay on track for completion of all three semester units. Each competency
assessment should be administered according to the testing schedule provided by the site
administrator. All assessments should be administered in a quiet environment. Students are
to complete the assessments individually with no open notes, open books, or calculators.
For more details regarding instruction and assessment for the competency –based program
refer to the document on Program Procedures, Policies & Guidelines.
Biology Materials:
In addition to this Scope & Sequence, be sure that you have received the following resources
from the summer school administrator:
1.
2.
3.
4.
5.
6.
7.
Teacher Materials binder
Teacher Edition of “Reading Essentials for Biology”
Teacher Edition of the “Science Notebook”
Teacher Edition of textbook
Unit Resource books for units 1-9
Interactive Classroom CD
Virtual Lab CD (Student Tech Tools)
All other resources referenced in this Scope & Sequence are provided in the Teacher
Materials binder including:
1. Labs (Appendix A)
2. Student pages for “Reading Essentials for Biology “ (Appendix B)
3. Student pages for the “Science Notebook” (Appendix C)
Biology Materials:
The following materials should be found attached to this Scope and Sequence:
1. Score Sheet to be used for the lab on Metric Measurements for the Unit 1
competency assessment
2. Labs included in the summer school Scope and Sequence
Biology Competency Assessment Blueprints
Unit
Standard
1
8.a
Cells are enclosed within semi-permeable membranes that regulate their interaction
with their surroundings.
Enzymes are proteins and catalyze biochemical reactions without altering the reaction
equilibrium. The activity of enzymes depends on the temperature, ionic conditions and
pH of the surroundings.
How prokaryotic cells, eukaryotic cells (including those from plants and animals), and
viruses differ in complexity and general structure.
The role of the endoplasmic reticulum and Golgi apparatus in secretion of proteins.
Usable energy is captured from sunlight by chloroplasts, and stored via the synthesis
of sugar from CO2.
The role of the mitochondria in making stored chemical bond energy available to cells
by completing the breakdown of glucose to carbon dioxide.
Most macromolecules (polysaccharides, nucleic acids, proteins, lipids) in cells and
organisms are synthesized from a small collection of simple precursors.
Meiosis is an early step in sexual reproduction in which the pairs of chromosomes
separate and segregate randomly during cell division to produce gametes containing
one chromosome of each type.
How random chromosome segregation explains the probability that a particular allele
will be in a gamete.
How to predict the probable outcome of phenotypes in a genetic cross from the
genotypes of the parents and mode of inheritance (autosomal or X-linked, dominant or
recessive).
The general pathway by which ribosomes synthesize proteins, using tRNAs to
translate genetic information in mRNA.
How mutations in the DNA sequence of a gene may or may not affect the expression
of the gene, or the sequence of amino acids in an encoded protein.
The general structures and functions of DNA, RNA, and protein.
How genetic engineering (biotechnology) is used to produce novel biomedical and
agricultural products.
Biodiversity is the sum total of different kinds of organisms, and is affected by
alterations of habitats.
How fluctuations in population size in an ecosystem are determined by the relative
rates of birth, immigration, emigration, and death.
How water, carbon, and nitrogen cycle between abiotic resources and organic matter
in the ecosystem and how oxygen cycles via photosynthesis and respiration.
A vital part of an ecosystem is the stability of its producers and decomposers.
At each link in a food web, some energy is stored in newly made structures but much
is dissipated into the environment as heat and this can be represented in a food
pyramid.
Why natural selection acts on the phenotype rather than the genotype of an organism.
Variation within a species increases the likelihood that at least some members of a
species will survive under changed environmental conditions.
How natural selection determines the differential survival of groups of organisms.
8.c
The effects of genetic drift on the diversity of organisms in a population.
8.d
Reproductive or geographic isolation affects speciation.
How to analyze fossil evidence with regard to biological diversity, episodic speciation,
and mass extinction.
How the complementary activity of major body systems provides cells with oxygen and
nutrients, and removes toxic waste products such as carbon dioxide.
How feedback loops in the nervous and endocrine systems regulate conditions within
the body.
The functions of the nervous system, and the role of neurons in transmitting
electrochemical impulses.
1.a
1.b
1.c
1.e
1.f
1.g
1.h
2.a
2.c
3.a
4.a
4.c
5.a
5.c
6.a
6.c
6.d
6.e
6.f
7.a
7.d
8.e
9.a
9.c
9.d
2
3
4
5
6
4
4
4
4
4
4
4
4
4
4
6
4
4
4
4
4
4
4
4
4
5
4
4
4
4
4
6
4
4
10.
b
The role of antibodies in the body's response to infection.
4
10.
d
There are important differences between bacteria and viruses, with respect to their
requirements for growth and replication, primary defense of the body against them,
and effective treatment of infections they cause.
4
IE
1.f
IE
1.j
Distinguish between hypothesis and theory as science terms.
4
Recognize the issues of statistical variability and the need for controlled tests.
4
TOTAL
20
20
30
25
20
22
REDLANDS UNIFIED SCHOOL DISTRICT
115
SCOPE & SEQUENCE: Biology
Summer School – Credit Recovery
GRADES 9-12
GLENCOE SCIENCE: BIOLOGY
Standard
SEMESTER 1
Objective
Text Support
Unit 1 (3 days/13.5 hours)
Introduction /Experimentation
and Cell Biology - Cells
Lesson 1.1 Introduction to Biology
TE pp. 4-10
Background information supporting Standard Set 1.
Interactive Readings RE pp. 1-3 (Appendix B)
Power Point IC-CD
English Learners Spanish Study Guide UR-1 p. 17-18
Extra Support –
1.1 Introduction to Biology SN pp. 2-4
(Appendix C)
Study Guide UR-1 pp. 13-14
Investigation &
Experimentation
Investigation &
Experimentation
Lesson 1.2 Nature of Science
TE pp. 11-14
1f
Distinguish between hypothesis and theory as
scientific terms.
1j
Recognize the issues of statistical variability and the
need for controlled tests.
1a
Select and use appropriate tools and technology
(such as computer-linked probes, spreadsheets, and
graphing calculators) to perform tests, collect data,
analyze relationships, and display data. (NOT
TESTED – background support for labs)
Interactive Readings RE pp. 4-6 (Appendix B)
Power Point IC-CD
Lab: Metric Measurements (Appendix A)
Lab: Graphing Skills (Appendix A)
English Learners –
Spanish Study Guide UR-1 p. 19
Extra Support –
1.2 Nature of Science SN pp. 5-7
(Appendix C)
Study Guide UR-1 p. 15
RUSD/Dept. Secondary Ed. Revised – December 2008
Key:
TE = Teacher Edition
IC-CD = Interactive Classroom CD
RE = Reading Essentials for Biology
Page 1 of 15
UR-# = Unit # Resources
VL = Virtual Lab CD (Student Tech Tools)
SN = Science Notebook
GRADES 9-12
GLENCOE SCIENCE: BIOLOGY
Standard
Investigation &
Experimentation
Investigation &
Experimentation
SEMESTER 1
Objective
Text Support
Lesson 1.3 Methods of Science
TE pp. 16-23
1f
Distinguish between hypothesis and theory as
scientific terms.
1j
Recognize the issues of statistical variability and the
need for controlled tests.
1j
Recognize the issues of statistical variability and the
need for controlled tests.
Interactive Readings RE pp. 7-10
(Appendix B)
Power Point IC-CD
Lab: Scientific Method (Appendix A)
English Learners –
Spanish Study Guide UR-1 p. 20
Extra Support –
1.3 Methods of Science SN pp. 9-10
(Appendix C)
Study Guide UR-1 p. 16
Concept Mapping: The Study of Life
UR-1 p. 12
Cell Biology
1a
Students know cells are enclosed within
semipermeable membranes that regulate their
interaction with their surroundings.
1c
Students know how prokaryotic cells, eukaryotic
cells (including those from plants and animals), and
viruses differ in complexity and general structure.
Lesson 7.1 Cell Discovery and Theory
TE pp. 182-196
Interactive Readings RE pp. 69-71
(Appendix B)
Power Point IC-CD
English Learners –
Spanish Study Guide UR-2 p. 55
Extra Support –
7.1 Cell Discovery and Theory SN pp. 64-66
(Appendix C)
Study Guide UR-2 p. 51
Cell Biology
1a
Students know cells are enclosed within
semipermeable membranes that regulate their
interaction with their surroundings.
Lesson 7.2 The Plasma Membrane
TE pp. 187-190
Interactive Readings RE pp. 72-74
(Appendix B)
Power Point IC-CD
English Learners –
Spanish Study Guide UR-2 p. 56
Extra Support –
7.2 The Plasma Membrane SN pp. 67-69
(Appendix C)
Study Guide UR-2 p. 52
RUSD/Dept. Secondary Ed. Revised – December 2008
Key:
TE = Teacher Edition
IC-CD = Interactive Classroom CD
RE = Reading Essentials for Biology
Page 2 of 15
UR-# = Unit # Resources
VL = Virtual Lab CD (Student Tech Tools)
SN = Science Notebook
GRADES 9-12
GLENCOE SCIENCE: BIOLOGY
Standard
Cell Biology
SEMESTER 1
Objective
1a
Text Support
Lesson 7.3 Structure and Organelles
TE pp. 191-200
Students know cells are enclosed within
semipermeable membranes that regulate their
interaction with their surroundings.
1c
Students know how prokaryotic cells, eukaryotic
cells (including those from plants and animals), and
viruses differ in complexity and general structure.
Interactive Readings RE pp. 75-79
(Appendix B)
Power Point IC-CD
Develop Concepts: Use Models TE p. 191
Identify Cells TE p. 192
1e
Students know the role of the endoplasmic
reticulum and Golgi apparatus in the secretion of
proteins.
Lab: The Cell (Appendix A)
English Learners –
Spanish Study Guide UR-2 p. 57
Extra Support –
7.3 Structure and Organelles SN pp. 70-72
(Appendix C)
Study Guide UR-2 p. 53
Concept Mapping: Cellular Structure
UR-2 p. 50
Administer Unit 1 Competency Assessment
Unit 2 (3 days/13.5 hours)
Biochemistry and Cell Energy:
Photosynthesis/Respiration
Cell Biology
1b
Students know enzymes are proteins that catalyze
biochemical reactions without altering the reaction
equilibrium and the activities of enzymes depend on
the temperature, ionic conditions, and the pH of
the surroundings.
Lesson 6.2 Chemical Reactions
TE pp. 156-160
Interactive Readings RE pp. 59-61
(Appendix B)
Power Point IC-CD
Lab: Testing Enzyme Activity
(Appendix A)
English Learners –
Spanish Study Guide UR-2 p. 18
Extra Support –
6.2 Chemical Reactions SN pp. 53-55
(Appendix C)
Study Guide UR-2 p. 14
Genetics
5a
Students know the general structures and functions
of DNA, RNA, and protein.
Cell Biology
1h
Students know most macromolecules
(polysaccharides, nucleic acids, proteins, lipids) in
cells and organisms are synthesized from a small
collection of simple precursors.
Lesson 6.4 The Building Blocks of Life
TE pp. 166-173
Interactive Readings RE pp. 65-68
(Appendix B)
Power Point IC-CD
RUSD/Dept. Secondary Ed. Revised – December 2008
Key:
TE = Teacher Edition
IC-CD = Interactive Classroom CD
RE = Reading Essentials for Biology
Page 3 of 15
UR-# = Unit # Resources
VL = Virtual Lab CD (Student Tech Tools)
SN = Science Notebook
GRADES 9-12
GLENCOE SCIENCE: BIOLOGY
Standard
Cell Biology
SEMESTER 1
Objective
1f
Text Support
Students know usable energy is captured from
sunlight by chloroplasts and is stored through the
synthesis of sugar from carbon dioxide.
Lesson 8.2 Photosynthesis
TE pp. 222-227
Interactive Readings RE pp. 86-89
(Appendix B)
Power Point IC-CD
Demo: Photosynthesis TE p. 224
English Learners –
Spanish Study Guide UR-2 p. 94
Extra Support –
8.2 Photosynthesis SN p. 81-83 (Appendix C)
Study Guide UR-2 p. 90
Cell Biology
1f
1g
Students know usable energy is captured from
sunlight by chloroplasts and is stored through the
synthesis of sugar from carbon dioxide.
Students know the role of the mitochondria in
making stored chemical-bond energy available to
cells by completing the breakdown of glucose to
carbon dioxide.
Lesson 8.3 Cellular Respiration
TE pp. 228-235
Interactive Readings RE pp. 90-92
(Appendix B)
Power Point IC-CD
Lab: Photosynthesis vs. Cell Respiration
TE p. 220
Lab: Investigating Photosynthesis and
Respiration (Appendix A)
English Learners –
Spanish Study Guide UR-2 p. 95-96
Extra Support –
8.3 Cellular Respiration SN pp. 84-87
(Appendix C)
Study Guide UR-2 pp. 91-92
Concept Mapping: Photosynthesis and
Respiration UR-2 p. 88
Administer Unit 2 Competency Assessment
RUSD/Dept. Secondary Ed. Revised – December 2008
Key:
TE = Teacher Edition
IC-CD = Interactive Classroom CD
RE = Reading Essentials for Biology
Page 4 of 15
UR-# = Unit # Resources
VL = Virtual Lab CD (Student Tech Tools)
SN = Science Notebook
GRADES 9-12
GLENCOE SCIENCE: BIOLOGY
Standard
SEMESTER 1
Objective
Text Support
Unit 3 (5 days/22.5 hours)
Genetics
Genetics
2a
Students know meiosis is an early step in sexual
reproduction in which the pairs of chromosomes
separate and segregate randomly during cell division
to produce gametes containing one chromosome of
each type.
Lesson 10.1 Meiosis TE pp. 270-276
2c
Students know how random chromosome
segregation explains the probability that a particular
allele will be in a gamete.
English Learners –
Spanish Study Guide UR-3 p. 17
Interactive Readings RE pp.103-108
(Appendix B)
Power Point IC-CD
Extra Support –
10.1 Meiosis SN pp. 98-100 (Appendix C)
Study Guide UR-3 p. 13
Concept Mapping: Meiosis I and Meiosis II
UR-3 p. 12
Genetics
Genetics
2c
Students know how random chromosome
segregation explains the probability that a particular
allele will be in a gamete.
3a
Students know how to predict the probable outcome
of phenotypes in a genetic cross from the genotypes
of the parents and mode of inheritance (autosomal
or X-linked, dominant or recessive).
3a
Students know how to predict the probable outcome
of phenotypes in a genetic cross from the genotypes
of the parents and mode of inheritance (autosomal
or X-linked, dominant or recessive).
Lesson 10.2 Mendelian Genetics
TE pp. 277-282
Interactive Readings RE pp. 109-112
(Appendix B)
Power Point IC-CD
Lab: Punn Fun/Genetics Problems
(Appendix A)
Lab: Investigating Human Inherited
Traits (Appendix A)
English Learners –
Spanish Study Guide UR-3 p. 18
Extra Support –
10.2 Mendelian Genetics SN pp. 101-103
(Appendix C)
Study Guide UR-3 p. 14
RUSD/Dept. Secondary Ed. Revised – December 2008
Key:
TE = Teacher Edition
IC-CD = Interactive Classroom CD
RE = Reading Essentials for Biology
Page 5 of 15
UR-# = Unit # Resources
VL = Virtual Lab CD (Student Tech Tools)
SN = Science Notebook
GRADES 9-12
GLENCOE SCIENCE: BIOLOGY
Standard
Genetics
SEMESTER 1
Objective
5a
Text Support
Students know the general structures and functions
of DNA, RNA, and protein.
Lesson 12.1 DNA TE pp. 326-332
Interactive Readings RE pp. 127-131
(Appendix B)
Power Point IC-CD
English Learners –
Spanish Study Guide UR-3 p. 89
Extra Support –
12.1 DNA SN pp. 118-120 (Appendix C)
Study Guide UR-3 p. 85
Concept Mapping: The Central Dogma of
Biology UR-3 p. 85
Genetics
4a
5a
12.3 DNA, RNA, & Protein Synthesis
TE pp. 336-341
Students know the general pathway by which
ribosomes synthesize proteins, using tRNAs to
translate genetic information in mRNA.
Students know the general structures and functions
of DNA, RNA, and protein
Interactive Readings RE pp. 134-138
(Appendix B)
Power Point IC-CD
Lab: Protein Synthesis (Appendix A)
English Learners –
Spanish Study Guide UR-3 p. 91
Extra Support –
12.3 DNA, RNA SN pp. 124-126 (Appendix C)
Study Guide UR-3 p. 87
Genetics
4c
5a
Students know how mutations in the DNA sequence
of a gene may or may not affect the expression of
the gene or the sequence of amino acids in an
encoded protein.
Students know the general structures and functions
of DNA, RNA, and protein.
Lesson 12.4 Gene Regulation and
Mutation TE pp. 342-349
Interactive Readings RE pp. 138-142
Power Point IC-CD
English Learners –
Spanish Study Guide UR-3 p. 92
Extra Support –
12.4 Gene Regulation SN pp. 127-130
Study Guide UR-3 p. 88
RUSD/Dept. Secondary Ed. Revised – December 2008
Key:
TE = Teacher Edition
IC-CD = Interactive Classroom CD
RE = Reading Essentials for Biology
Page 6 of 15
UR-# = Unit # Resources
VL = Virtual Lab CD (Student Tech Tools)
SN = Science Notebook
GRADES 9-12
GLENCOE SCIENCE: BIOLOGY
Standard
Genetics
SEMESTER 1
Objective
5c
Text Support
Students know how genetic engineering
(biotechnology) is used to produce novel biomedical
and agricultural products.
Lesson 13.2 DNA Technology
TE pp. 363-371
Interactive Readings RE pp. 146-151
(Appendix B)
Power Point IC-CD
English Learners –
Spanish Study Guide UR-3 pp. 128-129
Extra Support –
13.2 DNA Technology SN pp. 135-137
(Appendix C)
Study Guide UR-3 pp. 124-125
Administer Unit 3 Competency Assessment
RUSD/Dept. Secondary Ed. Revised – December 2008
Key:
TE = Teacher Edition
IC-CD = Interactive Classroom CD
RE = Reading Essentials for Biology
Page 7 of 15
UR-# = Unit # Resources
VL = Virtual Lab CD (Student Tech Tools)
SN = Science Notebook
REDLANDS UNIFIED SCHOOL DISTRICT
15
SCOPE & SEQUENCE: Biology
Summer School – Credit Recovery
GRADES 9-12
GLENCOE SCIENCE: BIOLOGY
Standard
SEMESTER 2
Objective
Text Support
Unit 4 (3 days/13.5 hours)
Evolution
Evolution
8e
Students know how to analyze fossil evidence with
regard to biological diversity, episodic speciation,
and mass extinction.
Lesson 14.1 Fossil Evidence of Change
TE pp. 392-400
Interactive Readings RE pp. 157-163
(Appendix B)
Power Point IC-CD
English Learners –
Spanish Study Guide UR-4 p. 17
Extra Support –
14.1 Fossil Evidence of Change
SN pp. 142-144 (Appendix C)
Study Guide UR-4 pp. 13-14
Concept Mapping: Fossils UR-4 p. 12
Evolution
7a
Students know why natural selection acts on the
phenotype rather than the genotype of an organism.
7d
Students know variation within a species increases
the likelihood that at least some members of a
species will survive under changed environmental
conditions.
8a
Students know how natural selection determines the
differential survival of groups of organisms.
Lesson 15.1 Darwin’s Theory of Natural
Selection TE pp. 418-422
Interactive Readings RE pp. 169-171
(Appendix B)
Power Point IC-CD
English Learners –
Spanish Study Guide UR-4 p. 51
Extra Support –
15.1 Darwin’s Theory SN pp. 150-152
(Appendix C)
Study Guide UR-4 p. 47
RUSD/Dept. Secondary Ed. Revised – December 2008
Key:
TE = Teacher Edition
IC-CD = Interactive Classroom CD
RE = Reading Essentials for Biology
Page 8 of 15
UR-# = Unit # Resources
VL = Virtual Lab CD (Student Tech Tools)
SN = Science Notebook
GRADES 9-12
GLENCOE SCIENCE: BIOLOGY
Standard
Evolution
SEMESTER 2
Objective
7a
8e
Text Support
Students know why natural selection acts on the
phenotype rather than the genotype of an
organism.
Students know how to analyze fossil evidence with
regard to biological diversity, episodic speciation,
and mass extinction.
Lesson 15.2 Evidence of Evolution
TE pp. 423-430
Interactive Readings RE pp. 172-175
(Appendix B)
Power Point IC-CD
English Learners –
Spanish Study Guide UR-4 pp. 52-53
Extra Support –
15.2 Evidence of Evolution SN pp. 153-155
(Appendix C)
Study Guide UR-4 pp. 48-49
Evolution
Evolution
7a
Students know why natural selection acts on the
phenotype rather than the genotype of an organism.
7d
Students know variation within a species increases
the likelihood that at least some members of a
species will survive under changed environmental
conditions.
8a
Students know how natural selection determines
the differential survival of groups of organisms.
8c
Students know the effects of genetic drift on the
diversity of organisms in a population.
8d
Students know reproductive or geographic
isolation affects speciation.
7a
Students know why natural selection acts on the
phenotype rather than the genotype of an organism.
7d
Students know variation within a species increases
the likelihood that at least some members of a
species will survive under changed environmental
conditions.
8a
Students know how natural selection determines the
differential survival of groups of organisms.
Lesson 15.3 Shaping Evolutionary
Theory TE pp. 431-441
Interactive Readings RE pp. 176-182
(Appendix B)
Power Point IC-CD
Lab: Bird Beak Lab (Appendix A)
Lab: Simulating Natural Selection (Appendix A)
Lab: Natural Selection VL
English Learners –
Spanish Study Guide UR-4 p. 54
Extra Support –
15.3 Shaping Evolutionary Theory
SN pp. 156-158 (Appendix C)
Study Guide UR-4 p. 50
Concept Mapping: Patterns of Evolution
UR-4 p. 46
Administer Unit 4 Competency Assessment
RUSD/Dept. Secondary Ed. Revised – December 2008
Key:
TE = Teacher Edition
IC-CD = Interactive Classroom CD
RE = Reading Essentials for Biology
Page 9 of 15
UR-# = Unit # Resources
VL = Virtual Lab CD (Student Tech Tools)
SN = Science Notebook
GRADES 9-12
GLENCOE SCIENCE: BIOLOGY
Standard
SEMESTER 2
Objective
Text Support
Unit 5 (4 days/18 hours)
Ecology
Ecology
Lesson 2.1 Organisms and Their
Relationships TE pp. 32-40
Background support for standard set 6.
Interactive Readings RE pp. 11-15
(Appendix B)
Power Point IC-CD
English Learners –
Spanish Study Guide UR-1 p. 53
Extra Support –
2.1 Organisms and Their Relationships
SN pp. 12-14 (Appendix C)
Study Guide - UR-1 p. 49
Ecology
Ecology
6e
Students know a vital part of an ecosystem is the
stability of its producers and decomposers.
6f
Students know at each link in a food web some
energy is stored in newly made structures but much
energy is dissipated into the environment as heat.
This dissipation may be represented in an energy
pyramid.
6f
Students know at each link in a food web some
energy is stored in newly made structures but much
energy is dissipated into the environment as heat.
This dissipation may be represented in an energy
pyramid.
Lesson 2.2 Flow of Energy in an
Ecosystem TE pp. 41-44
Interactive Readings RE pp. 16-18
(Appendix B)
Power Point IC-CD p. 42
Mini-Lab: Construct a Food Web TE p. 42
English Learners –
Spanish Study Guide UR-1 p. 54
Extra Support –
2.2 A Flow of Energy in an Ecosystem
SN pp. 15-17 (Appendix C)
Study Guide UR-1 p. 50
Concept Mapping: Organisms and Energy
UR-1 p. 48
RUSD/Dept. Secondary Ed. Revised – December 2008
Key:
TE = Teacher Edition
IC-CD = Interactive Classroom CD
RE = Reading Essentials for Biology
Page 10 of 15
UR-# = Unit # Resources
VL = Virtual Lab CD (Student Tech Tools)
SN = Science Notebook
GRADES 9-12
GLENCOE SCIENCE: BIOLOGY
Standard
Ecology
SEMESTER 2
Objective
6d
Text Support
Students know how water, carbon, and nitrogen
cycle between abiotic resources and organic matter
in the ecosystem and how oxygen cycles through
photosynthesis and respiration.
Lesson 2.3 Cycling of Matter
TE pp. 45-51
Interactive Readings RE pp. 19-22
(Appendix B)
Power Point IC-CD
English Learners –
Spanish Study Guide UR-1 pp. 55-56
Extra Support –
2.3 Cycling of Matter SN pp. 18-20
(Appendix C)
Study Guide UR-1 pp. 51-52
Ecology
6c
Students know how fluctuations in population size in
an ecosystem are determined by the relative rates
of birth, immigration, emigration, and death.
Lesson 4.1 Population Dynamics
TE pp. 92-99
Interactive Readings RE pp. 35-39
(Appendix B)
Power Point IC-CD
Lab: Power of the Pyramids (Appendix A)
English Learners –
Spanish Study Guide UR-1 pp. 123-124
Extra Support –
4.1 Population Dynamics SN pp. 32-34
(Appendix C)
Study Guide pp. 119-120
Concept Mapping: Describing Populations
UR-1 p. 118
Ecology
6a
Students know biodiversity is the sum total of
different kinds of organisms and is affected by
alterations of habitats.
Lesson 5.1 Biodiversity TE pp. 116-121
Interactive Readings RE pp. 43-45
(Appendix B)
Power Point IC-CD
English Learners –
Spanish Study Guide UR-1 p.159
Extra Support –
5.1 Biodiversity SN pp. 40-42 (Appendix C)
Study Guide p. 155
RUSD/Dept. Secondary Ed. Revised – December 2008
Key:
TE = Teacher Edition
IC-CD = Interactive Classroom CD
RE = Reading Essentials for Biology
Page 11 of 15
UR-# = Unit # Resources
VL = Virtual Lab CD (Student Tech Tools)
SN = Science Notebook
GRADES 9-12
GLENCOE SCIENCE: BIOLOGY
Standard
Ecology
SEMESTER 2
Objective
6a
Text Support
Lesson 5.2 Threats to Biodiversity
TE pp. 122-128
Students know biodiversity is the sum total of
different kinds of organisms and is affected by
alterations of habitats.
Interactive Readings RE pp. 46-50
(Appendix B)
Power Point IC-CD
English Learners –
Spanish Study Guide UR-1 pp. 160-161
Extra Support –
5.2 Threats to Biodiversity SN pp. 43-45
(Appendix C)
Study Guide UR-1 pp. 156-157
Concept Mapping: Threats to Biodiversity
UR-1 p. 154
Administer Unit 5 Competency Assessment
Unit 6 (5 days/22.5 hours)
Human Physiology and
Immunology
Physiology
9a
Students know how the complementary activity of
major body systems provides cells with oxygen and
nutrients and removes toxic waste products such as
carbon dioxide.
Lesson 32.1 Integumentary System
TE pp. 936-940
Interactive Readings RE pp. 375-376
(Appendix B)
Power Point IC-CD
English Learners –
Spanish Study Guide UR-9 p. 17
Extra Support –
32.1 Integumentary System
SN pp. 322-324 (Appendix C)
Study Guide UR-9 p. 13
Concept Mapping: Muscle Contraction
UR-9 p. 12
RUSD/Dept. Secondary Ed. Revised – December 2008
Key:
TE = Teacher Edition
IC-CD = Interactive Classroom CD
RE = Reading Essentials for Biology
Page 12 of 15
UR-# = Unit # Resources
VL = Virtual Lab CD (Student Tech Tools)
SN = Science Notebook
GRADES 9-12
GLENCOE SCIENCE: BIOLOGY
Standard
Physiology
SEMESTER 2
Objective
Text Support
9c
Students know how feedback loops in the
nervous and endocrine systems regulate conditions
in the body.
9d
Students know the functions of the nervous system
and the role of the neurons in transmitting
electrochemical impulses.
Lesson 33.1 Structures of The Nervous
System TE pp. 962-967
Interactive Readings RE pp. 385-388
(Appendix B)
Power Point IC-CD
English Learners –
Spanish Study Guide UR-9 p. 53
Extra Support –
33.1 Structures of Nervous System
SN pp. 332-334 (Appendix C)
Study Guide UR-9 p. 49
Concept Mapping: A Nerve Impulse
UR-9 p. 48
Physiology
Physiology
9c
Students know how feedback loops in the
nervous and endocrine systems regulate conditions
in the body.
9d
Students know the functions of the nervous system
and the role of neurons in transmitting
electrochemical impulses.
9d
Students know the functions of the nervous system
and the role of neurons in transmitting
electrochemical impulses.
Lesson 33.2 Organization of the
Nervous System TE pp. 968-972
Interactive Readings RE pp. 389-391
(Appendix B)
Power Point IC-CD
Lab: Nervous System Lab (Appendix A)
English Learners –
Spanish Study Guide UR-9 p. 54
Extra Support –
33.2 Organization of the Nervous System
SN pp. 334-337 (Appendix C)
Study Guide UR-9 p. 50
Physiology
9a
Students know how the complementary activity of
major body systems provides cells with oxygen and
nutrients and removes toxic waste products such as
carbon dioxide.
Lesson 34.1 Circulatory System
TE pp. 992-999
Interactive Readings RE pp. 399-404
(Appendix B)
Power Point IC-CD
English Learners –
Spanish Study Guide UR-9 pp. 91-92
Extra Support –
34.1 Circulation SN pp. 346-348
(Appendix C)
Study Guide UR-9 pp. 87-88
Concept Mapping: Circulation in Humans
UR-9 p. 86
RUSD/Dept. Secondary Ed. Revised – December 2008
Key:
TE = Teacher Edition
IC-CD = Interactive Classroom CD
RE = Reading Essentials for Biology
Page 13 of 15
UR-# = Unit # Resources
VL = Virtual Lab CD (Student Tech Tools)
SN = Science Notebook
GRADES 9-12
GLENCOE SCIENCE: BIOLOGY
Standard
Physiology
SEMESTER 2
Objective
9a
Text Support
Students know how the complementary activity of
major body systems provides cells with oxygen and
nutrients and removes toxic waste products such as
carbon dioxide.
Lesson 34.2 Respiratory System
TE pp. 1000-1004
Interactive Readings RE pp. 405-407
(Appendix B)
Power Point IC-CD
English Learners –
Spanish Study Guide UR-9 p. 93
Extra Support –
34.2 Respiratory System SN pp. 349-351
(Appendix C)
Study Guide UR-9 p. 89
Physiology
9a
Students know how the complementary activity of
major body systems provides cells with oxygen
and nutrients and removes toxic waste products
such as carbon dioxide.
Lesson 34.3 Excretory System
TE pp. 1005-1009
Interactive Readings RE pp. 408-410
(Appendix B)
Power Point IC-CD
English Learners –
Spanish Study Guide UR-9 p. 94
Extra Support –
34.3 Excretion SN pp. 352-354 (Appendix C)
Study Guide UR-9 p. 90
Physiology
9a
Students know how the complementary activity of
major body systems provides cells with oxygen and
nutrients and removes toxic waste products such as
carbon dioxide.
Lesson 35.1 Digestive System
TE pp. 1019-1024
Interactive Readings RE pp. 411-416
(Appendix B)
Power Point IC-CD
English Learners –
Spanish Study Guide UR-9 pp. 127-129
Extra Support –
35.1 Digestive System SN pp. 356-358
(Appendix C)
Study Guide UR-9 pp. 123-124
Concept Mapping: The Digestion of Food
UR-9 p. 122
RUSD/Dept. Secondary Ed. Revised – December 2008
Key:
TE = Teacher Edition
IC-CD = Interactive Classroom CD
RE = Reading Essentials for Biology
Page 14 of 15
UR-# = Unit # Resources
VL = Virtual Lab CD (Student Tech Tools)
SN = Science Notebook
GRADES 9-12
GLENCOE SCIENCE: BIOLOGY
Standard
Physiology
SEMESTER 2
Objective
9c
Text Support
Students know how feedback loops in the
nervous and endocrine systems regulate conditions
in the body.
Lesson 35.3 The Endocrine System
TE pp. 1031-1037
Interactive Readings RE pp. 417-420
(Appendix B)
Power Point IC-CD
English Learners –
Spanish Study Guide UR-9 p. 130
Extra Support –
35.3 Endocrine SN pp. 362-364 (Appendix C)
Study Guide UR-9 p. 126
Physiology
10d
Students know there are important differences
between bacteria and viruses with respect to their
requirements for growth and replication, the body’s
primary defenses against bacterial and viral
infections, and effective treatments of these
infections.
Lesson 37.1 Infectious Diseases
TE pp. 1076-1083
Interactive Readings RE pp. 433-437
(Appendix B)
Power Point IC-CD
English Learners –
Spanish Study Guide UR-9 p. 199
Extra Support –
37.1 Infectious Diseases SN pp. 376-378
(Appendix C)
Study Guide UR-9 p. 195
Physiology
10b
Students know the role of antibodies in the body’s
response to infection.
10d
Students know there are important differences
between bacteria and viruses with respect to their
requirements for growth and replication, the body’s
primary defenses against bacterial and viral
infections, and effective treatments of these
infections.
Lesson 37.2 The Immune System
TE pp. 1084-1091
Interactive Readings RE pp. 438-442
(Appendix B)
Power Point IC-CD
Lab: Dreaded Red (Appendix A)
English Learners –
Spanish Study Guide UR-9 pp. 200-201
Extra Support –
37.2 The Immune System SN pp. 379-381
(Appendix C)
Study Guide UR-9 pp. 196-197
Administer Unit 6 Competency Assessment
RUSD/Dept. Secondary Ed. Revised – December 2008
Key:
TE = Teacher Edition
IC-CD = Interactive Classroom CD
RE = Reading Essentials for Biology
Page 15 of 15
UR-# = Unit # Resources
VL = Virtual Lab CD (Student Tech Tools)
SN = Science Notebook
Appendix A
Labs
Appendix B
Reading
Essentials for
Biology
Student Pages
Appendix C
Science
Notebook
Student Pages