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BIOLOGY / HONORS BIOLOGY / AP BIOLOGY -- Luella High School -- PACING GUIDE – 2010-11
Time
Week
1-2
Chpt. 1
EOCT
Coach
1-13
EOCT Unit
Introduction
to Biology
Essential
Questions:
1. What are the
characteristics
of
life?
2. What are the
major themes of
biology?
3. What are
standard safety
practices in the bio
lab?
4. How does
biology impact the
world and us?
5. What are the
key components to
experimental
design?
6. What are the
correct procedures
for using scientific
apparatus?
7. How and why do
we use the SI
system of
measurement?
8. How do you
make a graph to
show trends
concisely?
Revised 7/30/10
GEORGIA PERFORMANCE STANDARD
SCSh1. Students will evaluate the
importance of curiosity, honesty,
openness, and skepticism in
science.
Skill(s)
Students will:
●Identify and explain the
characteristics of life and the
themes of biology
a. Exhibit the above traits in their own
●Correctly
identify and utilize the
scientific activities.
b. Recognize that different explanations
steps of the scientific method for
often can be given for the same
experimental design
evidence.
●Demonstrate proficiency with data
c. Explain that further understanding of
scientific problems relies on the
analysis
design and execution of new
●Interpret charts, tables, graphs,
experiments which may reinforce or
and diagrams correctly
weaken opposing explanations.
●Write a formal lab report
SCSh2. Students will use standard safety
●Demonstrate proficiency with the
practices for all classroom
SI metric system of measurement
laboratory and field investigations.
●Demonstrate proficiency with SI
a. Follow correct procedures for use of
metric conversions
scientific apparatus.
b. Demonstrate appropriate technique in all ●Identify and use safety practices in
laboratory situations.
the laboratory.
c.
Follow correct protocol for identifying
and reporting safety problems and
violations.
SCSh3. Students will identify and
investigate problems scientifically.
a. Suggest reasonable hypotheses for
identified problems.
b. Develop procedures for solving
scientific problems.
c. Collect, organize and record
appropriate data.
d. Graphically compare and analyze data
points and/or summary statistics.
e. Develop reasonable conclusions
based on data collected.
f. Evaluate whether conclusions are
reasonable by reviewing the process
and checking against other available
information.
1.
Labs and Activities
Labs:
1. Scientific MethodCandle and Water Lab
2. Metric Measurement
Lab
Activities:
1. Martian and the CarCharacteristics of Life
2. Biology Article
Summary
3. Homeostasis Demo
4. Scientific Method
Practice- Spongebob
and Simpsons
5. Lab Safety Poem
6. Lab Safety Green
Card Skit
7. Metric Conversion
Practice
8. Graphing Practice
BIOLOGY / HONORS BIOLOGY / AP BIOLOGY -- Luella High School -- PACING GUIDE – 2010-11
SCSh4. Students use tools and instruments
for observing, measuring, and
manipulating scientific equipment
and materials.
a. Develop and use systematic
procedures for recording and
organizing information.
b. Use technology to produce tables and
graphs.
c. Use technology to develop, test, and
revise experimental models.
SCSh5. Students will demonstrate the
computation and estimation skills
necessary for analyzing data and
developing reasonable scientific
explanations.
a.
b.
c.
d.
e.
Trace the source on any large disparity
between estimated and calculated
answers to problems.
Consider possible effects of
measurement errors on calculations.
Recognize the relationship between
accuracy and precision.
Express appropriate numbers of
significant figures for calculated data,
using scientific notation where
appropriate.
Solve scientific problems by substituting
quantitative values, using dimensional
analysis and/or simple algebraic
formulas as appropriate.
SCSh6. Students will communicate scientific
investigations and information.
a.
b.
c.
d.
Revised 7/30/10
Write clear, coherent laboratory reports
related to scientific investigations.
Write clear, coherent accounts of current
scientific issues, including possible
alternative interpretations of the data.
Use data as evidence to support scientific
arguments and claims in written or oral
presentations.
Participate in group discussions of
scientific investigation and current
scientific issues.
2.
BIOLOGY / HONORS BIOLOGY / AP BIOLOGY -- Luella High School -- PACING GUIDE – 2010-11
Weeks
3-4
S B1
Students will analyze the nature of the
relationships between structure and
function in living cells
Chpt. 2
EOCT
Coach
16-18
Chemistry
of Life
Essential
Questions:
d. Explain the impact of water on life
processes
c. Identify the function of the four major
macromolecules (carbohydrates, proteins,
lipids, and nucleic acids)
b. Explain how enzymes function as catalysts
1. How are atoms,
compounds, and
molecules related?
2. How do the
unique properties
of water affect life?
3. What are the
properties,
structures &
functions of organic
molecules?
4. How do
enzymes function
as catalysts?
Revised 7/30/10
Students will:
●Identify the difference between
atoms, compounds, and
molecules
●Compare and contrast covalent
and ionic bonding
●Review properties of acids, bases,
and the pH scale
●Evaluate properties of water in a
lab setting with an emphasis on
living systems
●Perform chemical analysis of
macromolecules
●Demonstrate enzyme activity in a
lab setting
●Use safety techniques
●Be able to analyze information
●Use tools and instruments
correctly
●Use safety information
●Perform experiments to test
hypothesis
●Gather/discuss data
●Write lab reports
3.
Labs:
1. Characteristics of H2O
Lab
2. Acids/Bases/ pH Lab
3. Macromolecule Lab
4. Liver Lab (enzymes)
Activities:
1. Chemical Bonding
Modeling with
Magnets
2. High Life Article
3. Water Brochure
4. Milk Denatured Demo
5. Make an Enzyme
6. Enzyme Graphing
BIOLOGY / HONORS BIOLOGY / AP BIOLOGY -- Luella High School -- PACING GUIDE – 2010-11
Time
Weeks
5- 6
Chpt. 3
EOCT
Coach
14-15
______
Week
7
Chpt. 3
EOCT
Coach
18
_________
Weeks
8-9
Chpt. 4
EOCT
Coach
26-27
_________
Weeks
10-11
Chpts. 5-6
EOCT
Coach
22-24
EOCT Domain
Cells
Organelles –
structure and
function
EQ: How do cell
structures &
functions contribute
to homeostasis?
_________________
Active and Passive
Transport
EQ: How does the
cell membrane
contribute to
homeostasis?
_________________
Photosynthesis &
Respiration
EQ: How is energy
cycled in living
organisms?
_________________
Cell Reproduction
EQ: How & why do
cells reproduce?
EQ: What are the
pros and cons of
sexual and asexual
reproduction?
Revised 7/30/10
GEORGIA PERFORMANCE STANDARD
S B1
Students will analyze the nature of the
relationships between structures and
functions in living cells
a. Explain the role of cell organelles for
both prokaryotic and eukaryotic cells,
including the cell membrane, in
maintaining homeostasis and cell
reproduction
d. Explain the impact of water on life
processes (ie. osmosis, diffusion)
SB2.
Students will derive the relationship
between single-celled and multi-celled
organisms and the increasing complexity
of systems.
a. Explain the cycling of energy through the
processes of photosynthesis and
respiration.
e. Compare the advantages of sexual
reproduction and asexual reproduction in
different situations.
Skill(s)
Student will:
 Compare prokaryotic and eukaryotic cells
 Relate common organelles to their
functions of the following:
 mitochondrion
 Golgi apparatus
 vacuole
 nucleus
 ribosome
 chloroplast
 Identify the role of the cell membrane in
maintaining homeostasis through active
& passive transport
 Describe the biochemical pathways of
photosynthesis and respiration
 Model the process of cell reproduction
(mitosis and meiosis)
 Use safety techniques
 Be able to analyze information
 Use tools and instruments correctly
 Use safety information
 Perform experiments & test hypotheses
 Gather/discuss data
 Make measurements/calculations
 Write lab reports
 Demonstrate proficiency with a
microscope in making wet mount
slides
4.
Labs and Activities
Labs:
1. Microscopes – Cell Lab
2. Osmosis/ Diffusion Lab
3. Photosynthesis Lab
4. Fermentation Lab
5. Cell Cycle Microscope
Lab
Activities:
1. Cell Analogies
2.Widget Analogy Worksheet
3. Cell sketches
4. Cell Volume Demo
5. Modeling the Cell
Membrane
6. Photosynthesis/Cellular
Respiration Story
Projects:
1. Cell Model Project
2. Cell Cycle Flapbook
3. Meiosis Flapbook
BIOLOGY / HONORS BIOLOGY / AP BIOLOGY -- Luella High School -- PACING GUIDE – 2010-11
Time
Weeks
12-13
Chpts.
6-7
EOCT
Coach
21-22
EOCT Domain
Heredity/
Molecular Genetics
Mendelian Genetics
Patterns of Inheritance
EQ: How does meiosis affect
gene distribution?
(Mendel’s Laws)
EQ: How do Punnett squares
help predict genetic
variability?
EQ: How do chromosomes on
which genes are located
affect phenotypes?
Weeks
14-15
Chpt. 8
EOCT
Coach
19-20, 23
DNA
EQ: How is DNA organized
in prokaryotic and
eukaryotic cells?
EQ: What are the differences
between DNA and RNA?
EQ: What is the role of DNA
in making proteins and
heredity?
EQ: What is the relationship
between changes in DNA
and the potential show of
new traits?
EQ: What are factors that can
cause changes in DNA?
Week
16
Chapter
9
EOCT
Coach
25
DNA Technology
EQ: How is DNA technology
used in medicine, agriculture,
and forensics?
Revised 7/30/10
GEORGIA PERFORMANCE STANDARD
SB2.
Students will analyze how biological
traits are passed on to successive
generations.
Skill(s)
The student will:
 Correctly construct a DNA
model
 Compare the function of mRNA,
tRNA, & rRNA during protein
a. Distinguish between DNA and
synthesis
RNA.
 Identify role of DNA in the cell
cycle and sexual reproduction
b. Explain the role of DNA in storing
 Identify the impact of
and transmitting cellular
independent assortment and
information.
segregation on crosses
 Use Punnett squares to predict
c. Using Mendel’s laws, explain the
the genotypic and phenotypic
role of meiosis in reproductive
ratios of crosses
variability.
 Identify types of mutations and
give examples
d. Describe the relationships between
 Use safety techniques
changes in DNA and potential
 Be able to analyze information
appearance of new traits including:
 Use tools and instruments
 Alterations during replication.
correctly
a. insertions
 Use technology
b. deletions
 Use safety information
c. substitutions
 Perform experiments
 Mutagenic factors that can alter
 Test hypotheses
DNA.
 Gather/discuss data
a. high energy radiation (x-rays
 Make measurements/calculations
and ultraviolet)
Write
lab reports
b. chemical
f. Examine the use of DNA
technology in forensics, medicine,
and agriculture.
5.
Labs and Activities
Labs:
1. Very Berry DNA Lab
2. Pus-Poppin Frogs
Computer Lab
3. Genetic Traits Lab
4. DNA Fingerprint Lab
5. Transformation of
Bioluminescent Bacteria
Lab
Activities:
1. Pharming article response
2. Chimera video segment
with worksheet and
discussion
3. Reebops
4. Genetic Disorder Trifold
Pamphlet
BIOLOGY / HONORS BIOLOGY / AP BIOLOGY -- Luella High School -- PACING GUIDE – 2010-11
Time
Unit/
EOCT Domain
Weeks
18-19
Chpts.
10-12
EOCT
Coach
39-43
Evolution
EQ: How has the
theory of evolution
impacted current
understanding of
biodiversity?
EQ: What types of
evidence are used to
support evolution?
EQ: How does natural
selection lead to a
change in a species?
EQ: What role does
evolution play in
biological resistance?
GEORGIA PERFORMANCE STANDARD
SB5.
Students will evaluate the role of natural
selection in the development of the theory
of evolution.
a. Trace the history of the theory.
b. Explain the history of life in terms of
biodiversity, ancestry, and the rates of
evolution.
c. Explain how fossil and biochemical
evidence support the theory.
d. Relate natural selection to changes in
organisms.
e. Recognize the role of evolution to
biological resistance (pesticide and
antibiotic resistance).
Revised 7/30/10
Skill(s)
Students will:
 understand how scientific
theories are developed
 compare the geologic history
of a species
– biodiversity
– ancestry (phylogeny)
– rate of evolution
 evaluate the scientific
evidence that supports the
theory of evolution
– fossil record
– biochemistry
– embryology
– biogeography
– comparative morphology
– radioactive dating
 analyze the effect of natural
selection on species
 understand chemical
(antibiotic) resistance as a
modern example of
biological evolution
6.
Labs and Activities
Labs:
1. Wooly Worm
Lab
2. Fossil
Identification
Lab
Videos:
1. History of Life
on Earth Video
BIOLOGY / HONORS BIOLOGY / AP BIOLOGY -- Luella High School -- PACING GUIDE – 2010-11
Time
Weeks
20-24
Chpts.
13-16,27
EOCT
Coach
31-38
Part 1
Ch 13
+ 15.3
Part 2
14.2,
14.4,
14.5
16.1,
16.2,
22.5,
27.1
Unit/EOCT Domain
Ecology
Essential
Questions:
1. How are hierarchical
levels of ecology related?
2. How are nutrients and
energy cycled through an
ecosystem?
3. How do organisms
show interdependence in
an ecosystem?
4. How do environmental
conditions shape
successional changes in
an ecosystem?
5. How do human
activities impact the
environment?
6. What adaptations do
organisms exhibit in
response to stressful
environmental conditions?
7. What are the
differences between the
ecological landscapes
(biomes)?
Revised 7/30/10
GEORGIA PERFORMANCE STANDARD
S B4
The student will access the dependence of all
organisms on one another and the flow of
energy and matter within their ecosystem
a. Investigate the relationships among
organisms, populations, communities,
ecosystems, and biomes
b. Explain the flow or matter and energy
through ecosystems by
 Arranging components of food chain
and food webs according to energy
flow.
 Comparing the quantity of energy in the
steps of an energy pyramid
 Explaining the need for cycling of major
nutrients (C, O, H, N, P)
c. Relate environmental conditions to
successional changes in ecosystems
d. Assess and explain human activities that
influence and modify the environment such
as global warming, population growth,
pesticide use, and renewable and non
renewable resource consumption
e. Relate plant adaptations, including tropisms,
to the ability to survive stressful environmental
conditions
f. Relate animal adaptations, including behaviors, to
the ability to survive stressful environmental
conditions
Skill(s)
Student will:
Compare and contrast energy in levels
on an ecological pyramid
Evaluate the interdependence of an
ecosystem
Construct a diagram of the major
cycles of matter
Demonstrate how humans negatively
impact the environment and suggest
possible solutions
Assess the flow of energy through an
ecosystem and required components
of a successful environment
 food chains
 food webs
Compare consumption of renewable
and non-renewable resources
Evaluating the adaptive responses of
organisms to their environments
 plant tropisms
 animal behavior
 survival strategies
 symbiosis
Compare the characteristics of major
biomes
 Use safety techniques
 Be able to analyze information
 Use tools and instruments correctly
 Use safety information
 Perform experiments to test
hypothesis
 Gather/discuss data
 Write lab reports
7.
Labs and Activities
Labs:
1. Oh Deer ecosystems
2. Need vs Greed –
human impact
3. Owl Pellet
Dissection
Activities:
1. Examples of
Symbiosis
2. Interpreting trophic
levels in food chains
and webs
3. Ecological
Succession Activity
4. Biogeochemical
Cycles
Projects:
1. Biome Travel
Brochure
2. Poster – Human
Impact on the
Environment
3. Dragonfly Pond
BIOLOGY / HONORS BIOLOGY / AP BIOLOGY -- Luella High School -- PACING GUIDE – 2010-11
Week
25
Chpt. 17
EOCT
Coach
28-29
Weeks
26-27
Chpt. 18
EOCT
Coach
30
Weeks
28-36
Chapters
19-26
EOCT
Coach
26-29
Organisms
Classification
EQ:
1. How have scientists
arrived at the modern
system of taxonomy?
2. What are the
characteristics of
organisms in the six
kingdom classification
system?
Viruses & Bacteria
EQ:
1. How do viruses
compare to living
organisms?
Protists, Fungi, Plants,
and Animals
EQ:
1. What are the
identifying characteristics
of distinct groups of
organisms?
2. What evolutionary
changes are observed in
various groups?
3. What are ways that
organisms obtain energy?
4. What are the
mechanisms for energy
conversion in organisms?
Revised 7/30/10
S B3
Students will derive the relationship
between single-celled and multi-celled
organisms
a. Explain the cycling of energy through the
processes of photosynthesis and
respiration.
b. Compare how structures and function
vary between the six kingdoms
(archaebacteria,
eubacteria, protists, fungi, plants, and
animals).
c. Examine the evolutionary basis of
modern classification systems
(archaebacteria,
eubacteria, protists, fungi, plants, and
animals).
d. Compare and contrast viruses with living
organisms.
Student will:
 Compare how organisms obtain and
use energy needed to sustain life
 Analyze the processes of energy
transformation within types of
organisms, such as autotrophs,
heterotrophs, scavengers, and
decomposers
 Understand the binomial
nomenclature system of organism
classification
 Understand how scientific discovery
leads to the addition of classification
groups
 Compare and contrast viruses with
living organisms
 Recognize the increasing complexity
of organisms progressing from a cell
to an organism
 Recognize evolutionary relationships
between organisms
 Associate similar organisms by their
classification
 Use safety techniques
 Be able to analyze information
 Use tools and instruments correctly
 Use safety information
 Perform experiments to test
hypotheses
 Gather/discuss data
 Make measurements/calculations
 Write lab reports
 Use a microscope
8.
Labs:
1. Bacteria Gram Stain
Lab
2. Bacteria Microscope
Lab
3. Animal Behavior
Labs:
a. hydra
b. planaria
c. protists
d. reptiles
4. Dissections:
a. flower
b. earthworm
c. clam
d. crayfish
e. dogfish shark
f. frog
g. rat
Activities:
1. Dichotomous Keys
2. Who Has the Virus?
3.Song for
Classification