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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