Advanced Biology Pacing Guide 2013-2014 Lynchburg City ... · PDF fileLynchburg City Schools Curriculum Framework Biology ... The Science of Biology scientific method flow chart

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Advanced Biology Pacing Guide 2013-2014 Lynchburg City Schools Curriculum Framework Biology

1ST 9 WEEKS (8/26-10/25)

SOL Enabling Objective: Description Text Recommended Activities (e.g., applets, ESS, labs)

# days to teach

Begin gathering data the 1st day of school! DO NOT FEEL BOUND TO THE TEXT BOOK!.......... PLEASE USE ONLINE RESOURCES, APPLETS, & HANDS-ON ACTIVITIES 44 days

2nd day of school PRE-TEST (for Teacher Evaluation & School Improvement—create short 1 day test of essential skills) 1 day

The Science of Biology scientific method flow chart

BIO 1 a-k The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which a) observations of living organisms are recorded in the lab and in the field; b) hypotheses are formulated based on direct observations and information from scientific literature; c) variables are defined and investigations are designed to test hypotheses; d) graphing and arithmetic calculations are used as tools in data analysis; e) conclusions are formed based on recorded quantitative and qualitative data; f) sources of error inherent in experimental design are identified and discussed; g) validity of data is determined; h) chemicals and equipment are used in a safe manner; i) appropriate technology including computers, graphing calculators, and probeware, is used for gathering and analyzing data, communicating results, modeling concepts, and simulating experimental conditions;

1-1, 1-2, 1-3, 1-4

LABS: scientific method lab: plop plop fizz fizz scientific method lab: sponge capsule scientific method lab: sponge animals Microscope lab virtual microscope lab

lab: Vitruivian Man, form/test hypothesis, collect/analyze data

Other: worksheets: textbook reading Biology Miller & Levine

practice making a scientific poster

graphing practice: can be used with sponge animal lab

create a graph online

10 days

2

j) research utilizes scientific literature; k) differentiation is made between a scientific hypothesis, theory, and law; l) alternative scientific explanations and models are recognized and analyzed; and m) current applications of biological concepts are used.

Scientific Method worksheet practice: The Simpsons

Scientific Method practice: various scenarios

lab safety cartoon The Elephant Poem tools and measurements

interpreting graphs interpreting graphs 2

how to use a microscope microscope coloring

good science vs bad: monty python coconuts 3 min. (better yet buy the dvd & use subtitles)

good science vs bad science: monty python she's a witch 4 min.

storymap to use with any mythbusters episode

BIO 2a-c

The Chemistry of Life

The student will investigate and understand the chemical and biochemical principles essential for life. Key concepts include

a) water chemistry and its impact on life processes; b) the structure and function of macromolecules; c) the nature of enzymes;

2-1, 2-2, 2-3, 2-4

worksheet: textbook reading Biology Miller & Levine

LABS: lab: building paper macromolecules lab: web lab on enzymes

Vis-Viv ” Chrom atom ato graphy L ab

lab: surface tension Diffusion and Osmosis Demo Lab

8 days

3

lab: pH and living systems (uses milk) lab: fun with acids & bases lab: acids and bases using pH paper lab: determining the pH of common household products lab: enzymes and other labs lab: enzymes and jello various labs

BIO 2d

BIO 8b

The Biosphere

The student will investigate and understand the chemical 3-1, and biochemical principles essential for life. Key concepts 3-2, include 3-3

d) the capture, storage, transformation, and flow of energy through the processes of photosynthesis and respiration.

The student will investigate and understand dynamic equilibria within populations, communities, and ecosystems. Key concepts include

b) nutrient cycling with energy flow through ecosystems;

LABS: lab: ecological pyramids simple explanation virtual lab: food web virtual lab: build food webs

Activities: Food Web Interpretation Activity

Other: worksheet: textbook reading Biology Miller & Levine

3 days

Ecosystems & Communities

BIO 8a-e The student will investigate and understand dynamic equilibria within populations, communities, and ecosystems. Key concepts include

a) interactions within and among populations including carrying capacities, limiting factors, and growth curves; b) nutrient cycling with energy flow through ecosystems; c) succession patterns in ecosystems; d) the effects of natural events and human activities on ecosystems; and e) analysis of the flora, fauna, and microorganisms of Virginia ecosystems.

4-1, 4-2, 4-3, 4-4


worksheet: succession

forest succession

information on Virginia wildlife

3 days

4

BIO 8 abde

Populations

The student will investigate and understand dynamic equilibria within populations, communities, and ecosystems. Key concepts include a) interactions within and among populations including carrying capacities, limiting factors, and growth curves; b) nutrient cycling with energy flow through ecosystems; d) the effects of natural events and human activities on ecosystems;

5-1, 5-2, 5-3


lab: graphing the human population more graphing practice Exponential Growth using Skittles


3 days

Humans in the Biosphere

BIO 8d The student will investigate and understand dynamic

equilibria within populations, communities, and ecosystems. Key concepts include

d) the effects of natural events and human activities on ecosystems;

6-4 (brief Overview)


1 day

BIO 3a-d

Cell Structure & Function

The student will investigate and understand relationships between cell structure and function. Key concepts include a) evidence supporting the cell theory; b) characteristics of prokaryotic and eukaryotic cells; c) similarities between the activities of the organelles in a single cell and a whole organism; d) the cell membrane model;

7-1, 7-2, 7-3, 7-4

Videos: video: plant cells versus animal cells 23 min. video: characteristics of life video clip: cell theory video: the wacky history of the cell theory TED education 6 min.

LABS: elodea and onion cell lab elodea and onion cell lab make up Scientists and Cell Theory Lab various labs lab: exploring limits to cell size lab: surface area to volume ratio of a cell

12 days

5

lab: limits to cell size using agar cubes (other labs worksheets are on this page too)

Animation: animation: lysosome comparing plant and animal cells

Activities/Projects: Cell Model Outside Activity project: flip flap book of cell organelles & associated diseases

Project: cell organelle cereal box


color an animal cell elodea and onion cell lab make up color a plant cell color a prokaryote cell cell membrane model of diffusion osmosis in an egg cell cell membrane worksheet research topics: diseases caused by malfunctioning organelles notes including modern cell theory from Univ. of Miami

Flex days/Remediation 3 days

Reflection notes:

6

2ND 9 WEEKS (10/29-01/17)


# days to teach

45 days

BIO 2cd

BIO 8b

Photosynthesis

The student will investigate and understand the chemical and biochemical principles essential for life. Key concepts include c) the nature of enzymes; and d) the capture, storage, transformation, and flow of energy through the processes of photosynthesis and respiration.

The student will investigate and understand dynamic equilibria within populations, communities, and ecosystems. Key concepts include

8-1, 8-2, 8-3

LABS: virtual lab: what affects the rate of photosynthesis in waterweed good review of graphing lab: photosynthesis lab: where plants get their food

Animation: photosynthesis animation photosynthesis animation nova animation: how eye lenses work animation: anatomy of the eye

5 days

b) nutrient cycling with energy flow through ecosystems; Other: fall leaf color change photosynthesis flip book

time lapse of leaves changing colors (Virginia Tech dendrology) worksheet: textbook reading Biology Miller & Levine Photosynthesis &Scientists Research Paper

7

BIO 1el

BIO 2d

Cellular Respiration

The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which

e) conclusions are formed based on recorded quantitative and qualitative data; l) alternative scientific explanations and models are recognized and analyzed;

The student will investigate and understand the chemical and biochemical principles essential for life. Key concepts include d) the capture, storage, transformation, and flow of energy through the processes of photosynthesis and respiration.

9-1, 9-2,

LABS: various labs Fermentation Lab lab: fermentation and other labs lab: alcoholic fermentation lab: cellular respiration in plants Animation/Activity: activity: photosynthesis & cellular respiration (may need to be modified)

animation: cellular respiration

VIDEOS: video clip body story: metabolism, last 8 min. of video

3 days

video clip: body story metabolism part two 15 min.


BIO 5a

Cell Growth & Division

The student will investigate and understand common mechanisms of inheritance and protein synthesis. Key concepts include a) cell growth and division;

10-1, 10-2, 10-3

Animation: animations from Harvard for teachers Labs: virtual lab: onion root tip mitosis lab: meiosis

3 days

8

Video: video clip: genetic basis of cancer 5 min.

Meiosis Flip Chart worksheet: meiosis worksheet: textbook reading Biology Miller & Levine worksheet: mitosis

BIO 1de

BIO 5abdfij

Introduction to Genetics


d) graphing and arithmetic calculations are used as tools in data analysis; e) conclusions are formed based on recorded quantitative and qualitative data;

The student will investigate and understand common mechanisms of inheritance and protein synthesis. Key concepts include

a) cell growth and division; b) gamete formation; d) prediction of inheritance of traits based on the Mendelian laws of heredity; f) genetic variation; i) use, limitations, and misuse of genetic information; and j) exploration of the impact of DNA technologies.

11-4, 11-1, 11-2, 11-3, 11-5

LABS: Dragon Genetics Lab lab: genetics with a smile (this can be shortened) lab: determining traits utilizing dna sequence

Animation/virtual: virtual punnett squares

Other: dihybrid crosses with pictures

inventory of human traits


worksheet: goes with genetics with a smile

worksheet: Oompah Loompah genetics

9 days

worksheet: simple Punnett squares

worksheet: dihybrid cross

9

DNA & RNA

BIO 5e-h

BIO 2bc

BIO 6d


e) historical development of the structural model of DNA; f) genetic variation; g) the structure, function, and replication of nucleic acids; h) events involved in the construction of proteins;

The student will investigate and understand the chemical and biochemical principles essential for life. Key concepts include b) the structure and function of macromolecules; c) the nature of enzymes;

The student will investigate and understand bases for modern classification systems. Key concepts include

d) examination of biochemical similarities and differences among organisms;

12-1, 12-2, 12-3, 12-4, 12-5

LABS: lab: removing dna from strawberries consider making dna necklaces using plastic centrifuge tubes Protein Synthesis Simulation Lab

lab: dna extraction

Videos: video: nova explains transcription, translation, rnai 14.5 min. Best explanation I’ve seen!

Other: Dna Paper Model DNA TECH -good intro worksheet: color dna


12 days

Genetic Engineering

BIO 5fij The student will investigate and understand common mechanisms of inheritance and protein synthesis. Key concepts include

f) genetic variation; i) use, limitations, and misuse of genetic information; and

13-1, 13-2, 13-3, 13-4

Labs: virtual lab: click and clone really good explanation of cloning virtual lab: nova making a dna fingerprint virtual lab: gel electrophoresis

4 days

10

j) exploration of the impact of DNA technologies. lab: Outbreak! Fingerprinting Viral DNA student

sheet Kit can be ordered from Carolina. Downtown will purchase DNA for Adv. Biology 4 students per group.

Activities: Recombinant DNA activity

Other: click and clone worksheet worksheet: textbook reading Biology Miller & Levine


EXAM REVIEW 1 day

EXAMS 4 days

Reflection Notes:

11

3RD 9 WEEKS (1/22-3/28)


# days to teach

48 days

BIO 5fij

BIO 6d

The Human Genome


f) genetic variation; i) use, limitations, and misuse of genetic information; and j) exploration of the impact of DNA technologies.

The student will investigate and understand bases for modern classification systems. Key concepts include d) examination of biochemical similarities and differences among organisms;

14-1, 14-2, 14-3

LABS: virtual lab: karyotype

virtual lab: pedigree investigation

Videos: video clip: baby with 12 perfect fingers & toes 1 min.

video clip: living with cystic fibrosis 5 min.

video clip: dying young with cystic fibrosis 8 min

Activities: Analysis of Karyotypes Activity

8 days


online colorblindness test website: what do colorblind people see?

12

worksheet: biology ethics

worksheet: sex linked

The Genes we share – reading from HHMR worksheet: sex linked calico cat

worksheet: bioethics

Exploring genes and genetic disorders

PUBMED Health: world's largest medical library

BIO 6bcd

BIO 7a-e

Darwin’s Theory of Evolution

The student will investigate and understand bases for modern classification systems. Key concepts include b) fossil record interpretation; c) comparison of developmental stages in different organisms; d) examination of biochemical similarities and differences among organisms

The student will investigate and understand how populations change through time. Key concepts include

a) evidence found in fossil records; b) how genetic variation, reproductive strategies, and environmental pressures impact the survival of populations; c) how natural selection leads to adaptations; d) emergence of new species; and e) scientific evidence and explanations for biological evolution.

15-1, 15-2, 15-3

Labs: Fossil Interpretation Lab Activity

lab: paleontologist path

Labs: lab: paleontologist path

Videos: video: Galapagos beyond Darwin 4 min.

video clip: pbs Who was Charles Darwin 6.5 min.

video clip: speciation 4 min.

video clip: animals with common ancestors 4 min.

video clip: from Master & Commander, Galapagpos scene, 3 min.

3 days

13

video clip: Darwin discovers evidence of natural selection 4 min.

Activities: Anolis Lizard Activity Amino Acid Comparison Activity


worksheet: observation or inference of a dinosaur scene

Evolution of Populations

BIO 1e

BIO 5f

BIO 7c-e


e) conclusions are formed based on recorded quantitative and qualitative data;


f) genetic variation;

The student will investigate and understand how populations change through time. Key concepts include c) how natural selection leads to adaptations; d) emergence of new species; and e) scientific evidence and explanations for biological evolution.

16-1, 16-2, 16-3

LABS: virtual lab: peppered moth simulation more graphing practice

Oh Deer Lab – simulates carrying capacity related to predator prey relationships

virtual lab: natural selection lab: human hand adaptation (set a time limit) lab: natural selection woolyboogerl Lab: natural selection being Darwin's finches lab: sex and the single guppy, PBS

Videos: video clip: natural selection tale of the peacock, 4 min.

Other:

4 days

14


Hunter, Fisher, Seeder Natural Selection- in textbook

The History of Life

BIO 6b

BIO 7ade

The student will investigate and understand bases for modern classification systems. Key concepts include b) fossil record interpretation;

The student will investigate and understand how populations change through time. Key concepts include a) evidence found in fossil records; d) emergence of new species; and e) scientific evidence and explanations for biological evolution.

17-1, 17-2, 17-3, 17-4


3 days

Classification

BIO 3b

BIO 4a-e

The student will investigate and understand relationships between cell structure and function. Key concepts include b) characteristics of prokaryotic and eukaryotic cells;

The student will investigate and understand life functions of Archaea, Bacteria and Eukarya. Key concepts include a) comparison of their metabolic activities; b) maintenance of homeostasis; c) how the structures and functions vary among and within the Eukarya kingdoms of protists, fungi, plants, and animals, including humans;

18-1, 18-2, 18-3


interpreting graphics worksheet

analysis of a cladogram

animal "report" chart Constructing a dichotomous key to ID sharks virtual lab: using a dichotomous key to ID trees

3 days

15

BIO 6abde

d) human health issues, human anatomy, and body systems; e) how viruses compare with organisms;


dichotomous key in textbook is really good too

Salamander Dichotomous Key

a) structural similarities among organisms; b) fossil record interpretation; c) comparison of developmental stages in different organisms; d) examination of biochemical similarities and differences among organisms e) systems of classification that are adaptable to new scientific discoveries.

BIO 4 a-f

Bacteria & Viruses

The student will investigate and understand life functions of Archaea, Bacteria and Eukarya. Key concepts include

a) comparison of their metabolic activities; b) maintenance of homeostasis; c) how the structures and functions vary among and within the Eukarya kingdoms of protists, fungi, plants, and animals, including humans; d) human health issues, human anatomy, and body systems; e) how viruses compare with organisms;

19-1, 19-2, 19-3


hiv replication

Animation: animation of retrovirus prion animation endospore animation

LABS: how hiv infects a cell ~5 min. virtual lab: testing bacterial growth in canned foods lab: bacteria and other labs lab: inhibition of bacteria with spices virtual lab: tests milk for bacteria lab: spread of infectious disease simulation Simple lab, students love it! Consider making a

10 days

16

PowerPoint of HIV statistics to show prior to the lab

Project: Bacterial or Viral Disease Poster Project

Videos: video clip: history of penicillin 2 min. video clip: sulfa drugs 2 min. video clip: history of vaccinations 3 min. video clip: germ theory 4.5 min. video: Progress in the battle against AIDS 24 min. body story: salmonella infection part one 15 min. body story: salmonella infection part two, 1st 7 min.

Other: anatomy of an epidemic The Polio Virus and Vaccination Development

BIO 1a

BIO 3c

Protists

The student will demonstrate an understanding of 20-1, scientific reasoning, logic, and the nature of science by 20-2, planning and conducting investigations in which 20-3,

20-4, a) observations of living organisms are recorded in the lab 20-5 and in the field;

The student will investigate and understand relationships between cell structure and function. Key concepts include

c) similarities between the activities of the organelles in a

worksheet: textbook reading Miller & Levine Protista Flipbook color a paramecium color an euglena color an amoeba color a paramecium color an euglena

LABS: Protista Lab online Protista Lab amoeba & paramecia lab

5 days

17

BIO 4acd

single cell and a whole organism;


a) comparison of their metabolic activities; c) how the structures and functions vary among and within the Eukarya kingdoms of protists, fungi, plants, and animals, including humans; d) human health issues, human anatomy, and body systems;

amoeba lab algae lab pond water lab

VIDEOS: video clip: blepharisma 33 sec. video clip: paramecia ~4 min. video clip: flagellates 50 sec. video clip: spirogyra 59 sec. video clip: volvox 51 sec. video clip: stentor 44 sec. video clip: amoeba ~1 min. video clip: diatoms 38 sec. video clip: monsters inside me brain amoeba ~2 min.

video clip: amoeba alert 1.5 min. video clip: red tide 38 sec. video: malaria 9.5 min.

BIO 5acd

Fungi

The student will investigate and understand common mechanisms of inheritance and protein synthesis. Key concepts include a) cell growth and division; c) cell specialization; d) prediction of inheritance of traits based on the Mendelian laws of heredity;

21-1, 21-2, 21-3


LABS: virtual lab: comparing algae and fungi lab: fungi dissection

VIDEOS: video clip: fungi with david attenborough 1.5 min. video clip: bread mold 25 sec. video clip: planet wild fungi 3 min.

3 days

18

BIO 4ac

BIO 5b

Plant Diversity

The student will investigate and understand life functions of Archaea, Bacteria and Eukarya. Key concepts include a) comparison of their metabolic activities; c) how the structures and functions vary among and within the Eukarya kingdoms of protists, fungi, plants, and animals, including humans;


22-1, 22-2, 22-3, 22-4, 22-5

Videos: video clip: moss reproduction animation

video clip: fern sporangia 43 sec.


3 days

b) gamete formation;


Reflection Notes:

19

4th 9 WEEKS (04/1-06/06)

SOL Enabling Objective: Description Text Recommended # days Activities (e.g., applets, ESS, labs) to teach

Roots, Stems, & Leaves 43 days

BIO 2a

BIO 4b

BIO 5c

BIO 6a

BIO 1cj

The student will investigate and understand the chemical and biochemical principles essential for life. Key concepts include a) water chemistry and its impact on life processes;


b) maintenance of homeostasis;


c) cell specialization;

The student will investigate and understand bases for modern classification systems. Key concepts include a) structural similarities among organisms;

Reproduction of Seed Plants


23-1, 23-2, 23-3, 23-4, 23-5 24-1, 24-1, 24-3

LABS: lab: where plants get their food lab: transpiration lab: counting leaf stomata

Other: color a leaf structure diagram

worksheet: different types of leaves

plant structure diagrams

Labs: lab: monocot & dicot seeds

3 days 3 days

20

BIO 5b

c) variables are defined and investigations are designed to test hypotheses; j) research utilizes scientific literature;

The student will investigate and understand common mechanisms of inheritance and protein synthesis. Key concepts include b) gamete formation;

lab: seed germination grow seeds in a CD case Lab: flower dissection lab: watching a pollen tube forml

Videos: video clip: gymnosperm reproduction 1.5 min. video clip: male versus female cones 1.5 min.

video clip: largest flower in the world david attenborough 2.5 min.

video clip: flower mimics wasp david attenborough 3 min.

Other: color a flower structure diagram moncot versus dicot

BIO 1ab

Plant Responses & Adaptations


a) observations of living organisms are recorded in the lab and in the field; b) hypotheses are formulated based on direct observations and information from scientific literature;

25-1, 25-2, 25-3

VIDEOS: video clip: phototropism 18 sec. video clip: phototropism explained 2 min. video clip: venus flytrap david attenborough 3.5 min.

video clip: giant waterlillies david attenborough 4.5 min.

video clip: tropical flowers in the desert david attenborough 3 min.

1 day

video clip: hoverfly & iris david attenborough 2.5 min.

21

BIO 1aej

BIO 4ab

BIO 5c

Sponges & Cnidarians The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which

a) observations of living organisms are recorded in the lab and in the field; e) conclusions are formed based on recorded quantitative and qualitative data; j) research utilizes scientific literature; The student will investigate and understand life functions of Archaea, Bacteria and Eukarya. Key concepts include a) comparison of their metabolic activities; b) maintenance of homeostasis;



26-1, 26-2, 26-3

Videos: video clip: sponge feeding 5 min. video clip: sponge feeding, no talking just video 1.5 min.

video clip: sponge releasing sperm 29 sec. video clip: coral spawning 2.5 min. video: imax coral reef 46 min. video clilp: jellyfish lake in palau ~1 min. video: box jellyfish 3 min. video: box jellyfish with Philippe Cousteau 4 min. video clip: sea anemone eats crab 2 min. video clip: hydra eating daphnia 20 sec. video clips at national geographic video clip: planaria regeneration 7 min. video dlip: great barrier reef national geographic 4 min. video clip: nematocysts firing 33 sec. (James Cook Univ. Australia magnified 400X)

Labs: lab: using live hydra lab: using live planaria Other: worksheet: textbook reading Biology Miller & Levine Flipbook on Invertebrates

2 days

Worms & Mollusks

BIO 1aej The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which

27-1, 27-2,

worksheet: textbook reading Miller & Levine 3 days

22

a) observations of living organisms are recorded in the lab and in the field; e) conclusions are formed based on recorded quantitative and qualitative data; j) research utilizes scientific literature;

27-3, 27-4

video clips at national geographic

lab: observations of living earthworm

BIO 4ab The student will investigate and understand life functions of Archaea, Bacteria and Eukarya. Key concepts include

a) comparison of their metabolic activities; b) maintenance of homeostasis;

BIO 5c



BIO 1abe

Arthropods & Echinoderms

The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which a) observations of living organisms are recorded in the lab and in the field; b) hypotheses are formulated based on direct observations and information from scientific literature; e) conclusions are formed based on recorded quantitative and qualitative data;

28-1, 28-2, 28-3, 28-4

Labs: lab: virtual roach dissection

Videos: video clips at national geographic

video clip: cicada david attenborough 5 min.

video clip: wasp & oak tree david attenborough 5 min. Other: worksheet: textbook reading Miller & Levine

4 days

23

Comparing Invertebrates

BIO 4c

BIO 6a

The student will investigate and understand life functions of Archaea, Bacteria and Eukarya. Key concepts include c) how the structures and functions vary among and within the Eukarya kingdoms of protists, fungi, plants, and animals, including humans;


29-1, 29-2


lab: comparing invertebrate characteristics

1 day

a) structural similarities among organisms;

BIO 1al

BIO 4c

BIO 6a

Nonvertebrate Chordates, Fishes, & Amphibians


a) observations of living organisms are recorded in the lab and in the field; l) alternative scientific explanations and models are recognized and analyzed; and

The student will investigate and understand life functions of Archaea, Bacteria and Eukarya. Key concepts include c) how the structures and functions vary among and within the Eukarya kingdoms of protists, fungi, plants, and animals, including humans;



30-1, 30-2, 30-3

LABS: lab: fish temperature lab: fish temperature make up lab lab: frog external anatomy lab: frog dissection lab: frog dissection alternative lab: observation of a living frog

Videos: video: fish respiration 4 min. video clips at national geographic video clip: amphibian respiration compared with humans 3.5 min.

Other:

worksheet: textbook reading Biology Miller & Levine animal diversity web worksheet, website also good for reports

2 days

24

animal diversity web, good for reports

booklet: frog structures & systems

booklet: more on making the frog booklet

BIO 1al

BIO 4c

Reptiles & Birds

The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which a) observations of living organisms are recorded in the lab and in the field; l) alternative scientific explanations and models are recognized and analyzed; and


31-1, 31-2

Videos: video clips at national geographic video clip: avian air sacs 12 sec.

Other: worksheet: textbook reading Miller & Levine worksheet: amniotic egg compared to placenta worksheet: bird skeleton compared with human worksheet: bird beak & feet

2 days

c) how the structures and functions vary among and within the Eukarya kingdoms of protists, fungi, plants, and animals, including humans;

BIO 6a



BIO 4ac

Mammals


a) comparison of their metabolic activities; c) how the structures and functions vary among and within

32-1, 32-2, 32-3

Videos: video clips at national geographic video: bill nye respiration 8 min.

2 days

25

BIO 6ab

BIO 7ad

the Eukarya kingdoms of protists, fungi, plants, and animals, including humans; The student will investigate and understand bases for modern classification systems. Key concepts include

a) structural similarities among organisms; b) fossil record interpretation;

The student will investigate and understand how populations change through time. Key concepts include

a) evidence found in fossil records; d) emergence of new species;


virtual field trip san diego zoo

Flex days 10 days

POST-TEST (for Teacher Evaluation & School Improvement—use same test as PRE-TEST)

1 day

SOL Review & testing Review website 5 days

Final Exam Review and Administration 4 days

Reflection notes:

Save FETAL PIG dissections until after the SOL test.

After the SOL’s, continue, as time permits, with human systems OR other enrichment. See BELOW.

26

BIO 4d

Skeletal, Muscular, & Integumentary Systems


d) human health issues, human anatomy, and body systems;

36-1, 36-2, 36-3

video: Human Body Pushing the Limits 43 min.

Body system foldables

BIO 4d

Circulatory & Respiratory Systems


d) human health issues, human anatomy, and body systems;

37-1, 37-2, 37-3

Travel brochure of the body systems comparative anatomy project

heart operation game

label the heart

The biology project: lung toxicology

animation: respiratory on 2nd page

BIO 2ab

BIO 4bd

Digestion & Excretory System

The student will investigate and understand the chemical and biochemical principles essential for life. Key concepts include a) water chemistry and its impact on life processes;


38-1, 38-2, 38-3

kidney coloring digestive system labeling nephron labeling

Animation: animation: digestion

Projects: The biology project: kidney & metals The biology project: toxicology

b) maintenance of homeostasis; d) human health issues, human anatomy, and body systems;

27

Endocrine & Reproductive Systems Case study of pituitary disruption

BIO 4abd The student will investigate and understand life functions of Archaea, Bacteria and Eukarya. Key concepts include a) comparison of their metabolic activities; b) maintenance of homeostasis; d) human health issues, human anatomy, and body systems;

39-1, 39-2, 39-3, 39-4

Videos: video clip: importance of vitamins 2.5 min video body story: puberty part one 15 min video body story: puberty part two 15 min. video body story: puberty part three 15 min.

Recommendations for course success:

Textbook resources also have good graphics in PowerPoint format and some good video clips Reporting Categories are the same; however, the number of items within the category “Life at the Molecular & Cellular Level” has increased. The

SOLs for this strand have also added new content. Additionally, the strand “Life at the Systems & Organisms Level” has been emphasized less.

See the changes listed below the Blueprint summary table.

Blueprint Summary 2003 2010*

Reporting Category SOLs -----(significant changes are in bold print). See Crosswalk,

Brief Notes below, & Curriculum framework for details

#items % of test #items % of test

Scientific Investigation BIO.1a-l

New content=BIO.1m

11 22% 11 22%

Life at the Molecular & Cellular Level

BIO.2a-d, BIO.3a-e, BIO.4e, BIO.5a-c, e-hj, BIO.6d

New content=BIO.3e

14 28% 16 32%

Life at the Systems & Organisms Level

BIO.4a-c, BIO.5d, BIO.6ace

New content=BIO.4c

14 28% 12 24%

Interaction of Life Forms BIO.4f, BIO.6b, BIO.7a-e, BIO.8a-e 11 22% 11 22%

*BIO.4d and BIO.5i are excluded from testing.

28

Brief List of SOL Changes: Science Crosswalk between 2003 and 2010 standards

-BIO.1i, Additional content was added to the bullet (modeling concepts, and simulating experimental conditions). - BIO.1k, Additional content was added to the bullet (law). - BIO.1m, New content was added (current applications of biological concepts are used). -old BIO.2, moved to other SOLs -new BIO.2 is old BIO.3 -old BIO.2e, The content of the bullet was deleted (the collaborative efforts of scientists, past and present). - BIO.3a, Content was moved from BIO.2a (evidence supporting the cell theory). -old BIO.4b, Content was deleted (exploring the diversity and variation of eukaryotes). - BIO.3c, Additional clarifying text was included (…activities of the organelles in a single cell…). - BIO.3e, New content was added (the impact of surface area to volume ratio on cell division, material transport, and other life processes). - BIO.4, Classification terminology was substantially updated to include the three recognized domains (Archaea, Bacteria, and Eukarya). -old BIO.5a, Content (how their structures and functions vary among and within the kingdoms) was moved to BIO.4c. -old BIO.5c, Content was removed (analyses of their external and internal responses to the environment). - BIO.4c, New content was built into the content moved from BIO.5a (how the structures and functions vary among and within the Eukarya kingdoms of protists, fungi, plants, and animals, including humans). - BIO.4d, Part of the original content was removed (life functions). - BIO.4f, Content was moved from BIO.2c (evidence supporting the germ theory of infectious disease). - BIO.5e, Content was moved from BIO.2d (historical development of the structural model of DNA). - BIO.7e, Additional clarifying terminology was added (scientific evidence and explanations for biological evolution). The content of BIO.2b is substantially restated in this bullet.

Removed 2003 Biology SOL Content :

BIO.2 was removed as a stand-alone standard and the specific content was distributed among related standards, with the exception of bullet BIO.2 e, the collaborative efforts of scientists, past and present. BIO.4 b, exploring the diversity and variation of eukaryotes BIO.5 c, analyses of their external and internal responses to the environment

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Biology SOL Course Content Overview

1

st 9 weeks= 44 days 3

rd 9 weeks 48 days

The Science of Biology 10 Human Genome 8 The Chemistry of Life 8 Evolution (ch. 15, 16, 17) 10 Ecology (ch. 3, 4, 5, 6.4) 10 Classification 3 Cell Structure & Function 12 Bacteria & Viruses 10

Protist 5

Fungi 3

Plant Diversity 3

2nd

9 weeks 45 days 4th

9 weeks 43 days

Photosynthesis 5 Roots, Stems, Leaves 3 Cellular Respiration 3 Reproduction of Seed Plants 3 Cell Growth & Division 3 Plant Responses & Adaptation 1 Introduction to Genetics 9 Invertebrates (ch. 26, 27, 28, 29) 10 DNA & RNA 12 Chordates (ch. 30, 31, 32) 6 Genetic Engineering 4

Documents

Advanced Biology Pacing Guide 2013-2014 Lynchburg City ... · PDF fileLynchburg City Schools Curriculum Framework Biology ... The Science of Biology scientific method flow chart