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Lowndes County Biology I Pacing Guide MS Frameworks Pacing Guide Worksheet 1 Chapter/Unit 1 Lesson Topic Lab Equipment and Safety 1 Scientific Method and Parts of Experiment Grade Level: Biology I Grading Period: 1st—9 weeks Objective Number 1a—Demonstrate the proper use and care of scientific equipment used in biology including the use of microscope and measuring equipment. Observe and practice safe procedures in the classroom and laboratory. 1b- Formulate questions that can be answered through research and experimental design. 1c—Apply the components of scientific process and methods in the classroom and laboratory investigations. Approximate Days Needed 1 week 3 weeks Suggested Teaching Strategies Review laboratory equipment, including microscope, graduated cylinders, balance, and thermometer and uses with students. (DOK 1,2) Safety video. (DOK 1) Review safety symbols and safety rules. (DOK 1) Safety contract. Conduct an original experiment. (DOK 3) Provide student with experimental scenarios to select independent and dependent variables. (DOK 2) Collect, analyze, graph, and summarize data. (DOK 3) 1d—Construct and analyze graphs. 1e- Analyze procedures, data, and conclusions to determine the scientific validity of research. Use SI units in data collection. Analyze articles on recent scientific studies for bias and validity. (DOK 3) 1f- Recognize and analyze alternative explanations for experimental results and make predictions based on observations and prior knowledge. Analyze results from lab experiments and offer multiple explanations for their results. (DOK 3) Write lab report, create graphs, and present to classmates. (DOK 3) 1g- Communicate and defend a scientific argument in oral, written, and graphic form. 2 2 Chemical Bonding, Properties of Water, pH scale 2a—Explain and compare the types of bond formations between or among atoms. 2b—Develop a logical argument defending water as an essential component of living systems. Host a mini-science fair in the classroom. 1 week Draw or build models of each type of bond. (DOK 2) Review over Lewis Dot structures and atom models. Review over use of periodic table. (DOK 2) 2c—Classify solutions as acidic, basic, or neutral and relate the significance of the pH scale to an organisms survival. 2 7 3 Chemistry of Life/Organic Chemistry and Enzymes Introduction to Cell Types and Function 2d—Compare the structure, properties, and functions of carbohydrates, lipids, proteins and nucleic acids in living organisms. 2e—Examine the life processes to conclude the role enzymes play in regulating biochemical reactions. 4a—Differentiate between plant and animal cell and prokaryotic and eukaryotic cells. 2 weeks Demonstrate properties of water using household materials and relate the findings to living organisms. Let students measure pH of household substances and discuss pH levels in different parts of the body. (DOK 2) Draw models of organic compounds. (DOK 1) Run chemical tests identify organic compounds. (DOK 2) Enzyme activity lab. (DOK 3) 1 week Complete a lock and key analogy explaining enzyme structure. Venn diagram of differences between cell types. (DOK 2) Compare drawings of different cells. (DOK 1) Microscopic analysis of plant and animal cells. (DOK 2) Lowndes County Biology I Pacing Guide MS Frameworks Pacing Guide Worksheet 4 Chapter/Unit 7 Lesson Topic Cell Organelle Structure and Function 7 Cell Membrane Structure and Transport 10 Mitosis and Meiosis Grade Level: Biology I Grading Period: 2nd—9 weeks Objective Number 4a—Differentiate between plant and animal cell and prokaryotic and eukaryotic cells. (organelles/mobility) 4c—Describe and differentiate among the organizational levels of organisms. 4a—Differentiate between plant and animal cell and prokaryotic and eukaryotic cells. (cell membrane structure and transport) 4b—Differentiate between types of cellular reproduction. (cell cycle, mitosis, meiosis, sexual/asexual) Approximate Days Needed 2 weeks Suggested Teaching Strategies Build cell model. (DOK 2) Cell parts/functions analogies. (DOK 3) 1 week Draw diagram of cell membrane. (DOK 1) Osmosis/diffusion labs. (DOK 2) 2 weeks Draw and label stages of mitosis/meiosis. (DOK 1) Mitosis learning cards. (DOK 1) Compare and contrast sexual and asexual 11 5 Genetics 5b- Utilize Mendel’s laws to evaluate the results of monohybrid crosses for complete/incomplete dominance, codominance, sex-linked, and multiple alleles. 3 weeks reproduction. (DOK 2) Discuss life and work of Gregor Mendel and Thomas Morgan. (DOK 1) Marshmallow genetics. (DOK 2) Variety of genetic activities (e.g. baby face lab, genetics with a smile) (DOK 3) Punnett square practice problems (monohybrid and dihybrid) (DOK 3) Lowndes County Biology I Pacing Guide MS Frameworks Pacing Guide Worksheet 6 Chapter/Unit 12, 13, 14 Lesson Topic DNA, RNA, and DNA Technology Objective Number 5a—Analyze and explain the molecular basis of heredity and the inheritance of traits using the central dogma of molecular biology. (DNA/RNA synthesis) 12, 13, 14 Mutations, Pedigrees, Karyotypes, and Gel Electrophoresis 8, 9 Photosynthesis and Cellular Respiration 5d—Discuss the characteristics and implications of both chromosomal and gene mutations. (nondisjunction, deletions, substitutions, frameshifts, occurrence of disorders) 5f—Examine inheritance patterns using current technologies (pedigrees, karyotypes). 2f—Describe the role of ATP and making energy available to cells. 2g—Analyze and Grade Level: Biology I Grading Period: 3rd—9 weeks Approximate Days Suggested Teaching Needed Strategies 2 weeks DNA models. (DOK 2) Protein synthesis activity. (DOK 2) CSI (Forensics) lab. (DOK 2) 2 weeks 1 week Analyze pedigree and karyotypes. (DOK 2) Research a genetic disorder caused by a mutation. (DOK 2) Jelly gene activity. (DOK 2) Gel electrophoresis simulation activity. (DOK 2 Genetic disorder research project (DOK 3) Draw ATP ADP Cycle. (DOK 1) Compare and contrast equations of explain the processes of photosynthesis and cellular respiration. (aerobic/anaerobic) 7 3 Biogeochemical cycles 3 Energy Flow and Relationships 4,5,6 Biomes and Changes in the Environment photosynthesis and cellular respiration. (DOK 2) Fermentation Lab (DOK 2) Biogeochemical cycle poster. (DOK 2) 3b—Provide examples to justify the interdependence among environmental elements. (element cycles) 3b— Provide examples to justify the interdependence among environmental elements. (food chains, food webs, relationships) 1 week 1 week Chart of Symbiotic Relationships. (DOK 1) Predator-prey simulation. (DOK 2) Build food chains and food webs. (DOK 2) 3a—Compare/contrast the characteristics of the world’s biomes. 3c—Examine and evaluate the significance of natural events and human activities on major ecosystems. (succession, populations, natural resources) 2 weeks Biome project (biome-in a-box, brochure, poster). (DOK 3) Discuss primary and secondary succession. (DOK 1) Recycling project. (DOK 2) Lowndes County Biology I Pacing Guide MS Frameworks Pacing Guide Worksheet 8 Chapter/Unit 15, 16 Lesson Topic Theory of Evolution 17 Evidence of Evolution and Natural Selection Grade Level: Biology I Grading Period: 4th—9 weeks Objective Number 6c- Research and summarize the contributions of scientists (Darwin, Malthus, Wallace, Lamarck, and Lyell) whose work led to the development to the theory of evolution. 6e- Differentiate among chemical evolution, organic evolution, and the evolutionary steps along the way to aerobic heterotrophs and photosynthetic auto trophs. 6b—Critique data which includes comparative anatomy, biogeography, molecular biology, fossil record used by scientists to develop an understanding of Approximate Days Needed 2 days Suggested Teaching Strategies Students research theories and give a brief overview. 1 week Modeling radioactive Decay (Half-life Penny Lab), Amino acid sequencing lab (DOK 2) Natural Selection Simulation (DOK 2) 9 18 Classification 19-25 (key concepts) Overview of Six Kingdoms evolutionary processes and patterns. 6d- Analyze and explain the roles of natural selection, including the mechanisms of speciation and the applications of speciation. (mutations, geographic isolation, antibiotic resistance) 6a—Draw conclusions about how organisms are classified into an hierarchy of groups based on similarities that reflect their evolutionary relationships. (taxonomy) 6a—Draw conclusions about how organisms are classified into an hierarchy of groups based on similarities that reflect their evolutionary relationships. (kingdoms) 4d- Explain and describe how plant structures (vascular/nonvascular) 1 week Use and create a dichotomous key. (DOK 3) 1 week Kingdoms Booklet (DOK 2) Venn Diagram on viruses and bacteria. (DOK 2) Compare and contrast vascular and nonvascular plants. (DOK 2) Bread mold lab. (DOK 2) and cellular functions are related to the survival of plants. 4a- Differentiate among plant/animal and eukayotic/prokaryotic cells (mobility) 26-34 (key concepts) Invertebrates and Vertebrates SPMS SATP State Testing Week Dissections All objectives Review Review for Final Exam 10 Biology Scavenger Hunt. (DOK 3) 6c—Differentiate among major divisions of the animal kingdom. (body symmetry and reproduction) 1 week All objectives All objectives 1 day 1 week 1 week 1 week Examine specimens of different animal phyla. (DOK 1) Frog and eye dissection (DOK 2)