AP Biology. The four big ideas are:

Size: px
Start display at page:

Download "AP Biology. The four big ideas are:"

Transcription

1 AP Biology Course Overview: This course is an intensive study in biological concepts that emphasizes inquiry based learning. It is structured around the four Big Ideas and the Enduring Understandings that are identified in the Curriculum Framework. Students will become the directors of their own learning as they plan and implement multiple investigations. Science is a never ending process with every investigation leading to another. Inquiry allows students to experience this process while making connections across the four big ideas and building a solid scientific foundation of knowledge and experience. The four big ideas are: 1. The process of evolution drives the diversity and unity of life. 2. Biological systems utilize free energy and molecular building blocks to grow, to reproduce, and to maintain dynamic homeostasis. 3. Living systems store, retrieve, transmit, and respond to information essential to life processes. 4. Biological systems interact, and these systems and their interactions possess complex properties. AP Biology is available to Juniors and Seniors as a science elective. The class meets 4 days a week for 48 minutes and 1 day per week for a double lab period of 96 minutes. All students must have completed an introductory biology class and completed or concurrently taking chemistry. At least 25% of instructional time is devoted to laboratory work that incorporates at least two labs for each of the four big ideas. Additional lab work will be completed to deepen students understanding and application of concepts taught throughout the class. The laboratory investigations used will allow students to work with and practice the seven Science Practices as defined in the Curriculum Framework. Laboratory work will be documented in a laboratory book, and presented in a various forms such as formal lab reports, group and individual presentations, and abstracts. Seven 1. The student can use representations and modes to communicate scientific phenomena and solve scientific problems. 2. The student can use mathematics appropriately. 3. The student can engage in scientific questioning to extend thinking or to guide investigations within the context of the AP course. 4. The student can plan and implement data collection strategies appropriate to a particular scientific question. 5. The student can perform data analysis and evaluation of evidence. 6. The student can work with scientific explanations and theories. 7. The student is able to connect and relate knowledge across various scales, concepts and representations in and across domains. Instructional Resources Reece, Jane, et al., Campbell Biology, 9 th edition, 2011, Pearson Benjamin Cummings. Ancillary material for Campbell Biology 9 th edition

2 (This website accompanies the main text with an e-book, animations, presentations, investigations, and other accompaniments.) AP Biology Investigative Labs: an Inquiry Based Approach. Your Inner Fish. Shubin, Neil (All students must read and complete a written assignment prior to the evolution unit of class.) Units of Instruction The big ideas are not taught as separate ideas but are intertwined throughout the unit. Students are given guided reading questions to accompany all text and journal readings that are required throughout the year. Journal articles are given at various times during the year to expand on classroom discussion topics and new innovations within various fields of study. Both formal and informal assessments are given on a regular basis. These assessments include end of unit exams, free response essays, quizzes, discussions, and projects. Unit 1: Nature of Science Timeframe: 4 days with 1 lab period Text Correlations: Campbell - Chapters 1, 2, and 3 2D Growth and dynamic homeostasis of a biological system are influenced by changes in the system s environment. 2E Many biological processes involved in growth, reproduction and dynamic homeostasis include temporal regulation and coordination. 4B Competition and cooperation are important aspects of biological systems. Discuss how biology is multidisciplinary. Introduction to inquiry based learning and how to set up and use lab books in the classroom. Scientific design of experiments. Basic chemistry review that includes structures of atoms and bonding properties. AP Lab #12: Animal Behavior (Big Idea #4: Interactions with a connection to Big Idea #2) Using molecular models to show various bonding. Use of sponges to show dehydration synthesis and hydrolysis. 1.3 The student can refine representations and models of natural or manmade phenomena and systems in the domain. 3.2 The student can refine scientific questions. 4.2 The student can design a plan for collecting data to answer a particular scientific question. 5.1 The student can analyze data to identify patterns or relationships. 6.1 The student can justify claims with evidence. 7.2 The student can connect concepts in and across domains to generalize or extrapolate in and/or across enduring understandings and/or big ideas.

3 Unit 2: Molecules Timeframe: 12 days with 2 lab periods. Text Correlations: Campbell - Chapters 4, 5, 8 2A Growth, reproduction, and maintenance of the organization of living systems require free energy and matter. 2D Growth and dynamic homeostasis of a biological system are influenced by changes in the system s environment. 4B Competition and cooperation are important aspects of biological systems. Life is dependent on water s emergent properties. The cycling of materials, such as Carbon and Nitrogen, are necessary for life. Carbon is the backbone of life, and the study of carbon compounds is organic chemistry. The function of carbohydrates, lipids, proteins, and nucleic acids are related to their structure and are constant across multiple domains. Organisms are subject to the laws of thermodynamics. ATP and its function within the cell. Enzyme function and structure. Metabolic pathways are conserved across all currently recognized domains. Digesting various macromolecules in humans via student created puzzle that shows digestion in multiple domains. Building functional groups using molecular models. Creating a student protein chain in which each student picks up multiple amino acid properties and shows how the properties interact with each other. Using pipe cleaners and beads to show protein folding. AP Lab #13: Enzyme Activities (Big Idea #4: Interactions with a connection to Big Idea #2) 4.2 The student can design a plan for collecting data to answer a particular scientific question. 5.1 The student can analyze data to identify patterns or relationships. 6.1 The student can justify claims with evidence. 6.4 The student can make claims and predictions about natural phenomena based on scientific theories and models. 7.2 The student can connect concepts in and across domains to generalize or extrapolate in and/or across enduring understandings and/or big ideas.

4 Unit 3: Cells and Membranes Timeframe: 15 days with 3 lab periods Text Correlations: Campbell - Chapters 6, 7, 11, 12 2B Growth, reproduction and dynamic homeostasis require that cells create and maintain internal environments that are different from their external environments. 2E Many biological processes involved in growth, reproduction and dynamic homeostasis include temporal regulation and coordination. 3D Cells communicate by generating, transmitting and receiving chemical signals. A tour of the various structures within a cell and their functions. Prokaryotic and eukaryotic cells differ and can be seen in structural evidences. Surface area-to-volume ratios affect the ability to obtain resources or remove wastes. Cell membranes are selectively permeable due to their structure. Molecules are able to move across membranes using various transportation methods that include passive and active transport mechanisms. The cell cycle shows the process of growth and reproduction of cells. Internal and external influences can affect the control of the cell cycle. Cell division in prokaryotic and eukaryotic organisms. Build a membrane activity. Students use pasta, pipe cleaners, cotton balls, and various other materials to create a model of a membrane. AP Lab #4: Diffusion and Osmosis (Big Idea #2: Cellular Processes) Cell size races Students will design a cell out of agar and then race against other students to determine which cell is able to diffuse material the fastest. Cell to cell communication activity with dialysis tubing, starch, and sugar solutions. Students use pictures of cells in mitotic division to calculate approximate percent of time spent in each part of the cell cycle. 4.2 The student can design a plan for collecting data to answer a particular scientific question. 4.3 The student can collect data to answer a particular scientific question. 4.4 The student can evaluate sources of data to answer a particular scientific question. 5.1 The student can analyze data to identify patterns or relationships. 5.2 The student can refine observations and measurements based on data analysis.

5 Unit 4: Cellular Energetics Timeframe: 10 days with 2 lab periods Text Correlations: Campbell - Chapters 9, 10 1B Organisms are linked by lines of descent from common ancestry. 2A Growth, reproduction, and maintenance of the organization of living systems require free energy and matter. 2B Growth, reproduction and dynamic homeostasis require that cells create and maintain internal environments that are different from their external environments. 4A Interactions within biological systems lead to complex problems. Autotrophs capture free energy from physical sources in their environment, which is then transformed into organic molecules through the complex process of photosynthesis. Heterotrophs capture free energy from carbon compounds found in other living organisms, by transforming the carbon compounds into energy using complex biochemical pathways. AP Lab #5: Photosynthesis (Big Idea #2: Cellular Processes with a connection to Big Idea #1 and #4) AP Lab #6: Cellular Respiration (Big Idea #2: Cellular Processes with connections to Big Idea #1 and #4) 1.4 The student can use representations and models to analyze situations or solve problems qualitatively and quantitatively. 3.1 The student can pose scientific questions. 6.1 The student can justify claims with evidence. 6.2 The student can construct explanations of phenomena based on evidence produced through scientific practices 7.2 The student can connect concepts in and across domains to generalize or extrapolate in and/or across enduring understandings and/or big ideas.

6 Unit 5: Heredity Timeframe: 12 days with 2 lab periods Text Correlations: Campbell - Chapters 13, 14, 15 1A Change in the genetic makeup of a population over time is evolution. 1C Life continues to evolve within a changing environment. 2E Many biological processes involved in growth, reproduction and dynamic homeostasis include temporal regulation and control. 3A Heritable information provides for continuity of life. 3B Expression of genetic information involves cellular and molecular mechanisms. 3C The processing of genetic information is imperfect and is a source of genetic variation. Meiosis and the flow of genetic information. Genetics concepts and Inheritance patterns Genes and chromosomes Environmental influences can act as a selective force in populations. Phenotypic variations occur through mutations in DNA and impact the fitness of the organism and the population. Causes of genetic disorders Simulating meiosis using beads. AP Lab #2: Mathematical Modeling: Hardy-Weinberg (Big Idea #1:Evolution) Genetic problems Corn genetics lab: Students count a dihybrid and monohybrid cross then complete a chi-square analysis. M&M Chi-square analysis Crossing over in Sordaria Student presentations of genetic disorders. 1.5 The student can reexpress key elements of natural phenomena across multiple representations in the domain. 5.3 The student can evaluate the evidence provided by data sets in relation to a particular scientific question. 7.1 The student can connect phenomena and models across spatial and temporal scales.

7 Unit 6: Molecular Genetics Timeframe: 24 days with 4 lab periods Text Correlations: Campbell - Chapters 16, 17, 18, 19, 20, 21 1A Change in the genetic makeup of a population over time is evolution. 1C Life continues to evolve within a changing environment. 2C Organisms use feedback mechanisms to regulate growth and reproduction, and to maintain dynamic homeostasis. 2E Many biological processes involved in growth, reproduction and dynamic homeostasis include temporal regulation and coordination. 3A Heritable information provides for continuity of life. 3B Expression of genetic information involves cellular and molecular mechanisms. 3C The processing of genetic information is imperfect and is a source of genetic variation. Structure and function of DNA and RNA DNA is the genetic material proved through experiments. DNA replication, transcription and translation. Mutations and gene expression Viral structure and activity DNA technology including operons, gel electrophoresis, PCR, etc. DNA replication, transcription, and translation paper cut out activity. Restriction enzymes paper exercise AP Lab #9: Restriction Enzyme Analysis of DNA (Big Idea #3: Genetics and Information Transfer with connections to Big Idea #1)modified using Bio-Rad s restriction analysis of DNA experiment AP Lab #8: Bacterial Transformation (Big Idea #3: Genetics and Information Transfer with connections to Big Idea #1 ) modified using Bio-Rad s pglo experiment Viral Art students create their own virus then draw their virus in the lytic cycle. 3.1 The student can pose scientific questions. 5.3 The student can evaluate the evidence provided by data sets in relation to a particular scientific question. 6.4 The student can make claims and predictions about natural phenomena based on scientific theories and models. 7.1 The student can connect phenomena and models across spatial and temporal scales.

8 Unit 7: Evolution Timeframe: 15 days with 3 lab periods Text Correlations: Campbell - 21, 22, 23, 24, 25, 26, 1A Change in the genetic makeup of a population over time is evolution. 1B Organisms are linked by lines of descent from common ancestry. 1C Life continues to evolve within a changing environment. 1D The origin of living systems is explained by natural processes. 3A Heritable information provides for continuity of life. 3C The processing of genetic information is imperfect and is a source of genetic variation. Early evolution of life including endosymbiosis Theory of Natural Selection Evidences of evolution including the fossil record, comparative anatomy and embryology, molecular biology, nd taxonomy Mechanisms of evolution including genetic drift, founder effect, bottleneck effect, microevolution verses macroevolution, convergent and divergent evolution, and barriers of isolation Diversity within life Your Inner Fish discussion AP Lab #3: Blast (Big Idea #1: Evolution) Cartoon activity: Snapshots in Time: students attempt to put in order a mixed fairy tale and create a story to go with the pictures. Revisiting Hardy-Weinberg and AP lab #2 looking at these mechanisms of evolution how can we modify the data sets to show various scenarios? Examining the fossil record in which students create a time line Making cladograms an ENSI lesson plan Molecular Biology and Phylogeny (cytochrome C) an ENSI lesson plan Students will look at the kingdoms of life and find commonalities and differences among the kingdoms. They will also look at the general characteristics of the kingdoms of life. Video What Darwin Never Knew 1.1 The student can create representations and models of natural or manmade phenomena and systems in the domain. 1.2 The student can describe representations and models of natural or manmade phenomena and systems in the domain. 3.3 The student can evaluate scientific questions. 5.1 The student can analyze data to identify patterns or relationships. 6.4 The student can make claims and predictions about natural phenomena based on scientific theories and models. 7.1 The student can connect phenomena and models across spatial and temporal scales.

9 Unit 8: Structure and Function of Living Organisms Timeframe: 35 days with 6 lab periods Text Correlations: Campbell - 35, 36, 39, 40, 43, 47, 48, 49 (with example from Ch ) 1A Change in the genetic makeup of a population over time is evolution. 1B Organisms are linked by lines of descent from common ancestry. 2A Growth, reproduction, and maintenance of the organization of living systems require free energy and matter. 2B Growth, reproduction and dynamic homeostasis require that cells create and maintain internal environments that are different from their external environments. 2C Organisms use feedback mechanisms to regulate growth and reproduction, and to maintain dynamic homeostasis. 2D Growth and dynamic homeostasis of a biological system are influenced by changes in the system s environment. 3E Transmission of information results in changes within and between biological systems. Discussion of how plants grow including structures of plants. Tropisms in plants Signal transductions in plants and animals Feedback loops in animals Structure determines function looking at examples throughout kingdoms Immune System structure and function Nervous System structure and function Looking a reproduction and development throughout kingdoms. Stem cells and research Flower dissection AP Lab #11: Transpiration (Big Idea #4: Interactions with connections to Big Ideas #1 and #2) Growing monocot and dicots (Baby Book of Plants) Looking at Stomata in various plant leaves using clear nail polish and microscopes. Students make predictions about where they expect to find more stomata and why, then collect leaves and find out. Student created posters about various feedback loops that occur in animals Circulatory system lab blood pressure Lights, Camera, Action Potential activity to simulate movement in neurons Student directed and created plays on immune responses where students work to create the play, cast it, and then performs in class. Brain cap activity students draw a brain onto a swim cap then label the various sections Chicken Wing dissection looking at structures within the chicken wing and how they function. Short research presentation on various aspects of stem cells and new research.

10 1.4 The student can use representations and models to analyze situations or solve problems qualitatively and quantitatively. 4.1 The student can justify the selection of the kind of data needed to answer a particular scientific question. 6.4 The student can make claims and predictions about natural phenomena based on scientific theories and models. 7.1 The student can connect phenomena and models across spatial and temporal scales.

11 Unit 9: Ecology Timeframe: 20 days with 4 lab periods Text Correlations: Campbell - 52, 53, 54, 55, 56 1A Change in the genetic makeup of a population over time is evolution. 1B Organisms are linked by lines of descent from common ancestry. 1C Life continues to evolve within a changing environment. 1D The origin of living systems is explained by natural processes. 3A Heritable information provides for continuity of life. 3C The processing of genetic information is imperfect and is a source of genetic variation. Animal Behavior Population ecology Succession in nature Ecosystems Cycling in Nature Conservation AP Lab #12 : Fruit Fly Behavior (Big Idea #4: Interactions with connections to Big Idea #2) Dissolved oxygen and Primary Productivity old AP lab #12 Graphing growth curves and analyzing them. Animated investigation from Campbell Biology chapter 31: How Does the Fungus Pilobolous Succeed as a Decomposer Animated investigation from Campbell Biology chapter 52: How do Abiotic Factors Affect Distribution of Organisms? Biome brochures Students create a brochure that highlights a specific biome, the brochure must include facts about the biome, issues and fixes, conservation, must include cited data from research. 1.3 The student can refine representations and models of natural or manmade phenomena and systems in the domain. 3.2 The student can refine scientific questions. 4.2 The student can design a plan for collecting data to answer a particular scientific question. 5.1 The student can analyze data to identify patterns or relationships. 6.1 The student can justify claims with evidence. 7.2 The student can connect concepts in and across domains to generalize or extrapolate in and/or across enduring understandings and/or big ideas.

AP Biology Syllabus. Course Overview:

AP Biology Syllabus. Course Overview: AP Biology Syllabus Course Overview: We meet as a class approximately 5 days per week for 55 minutes each day for 30 weeks prior to the AP exam. With additional time at lunch, on Saturday, and during the

More information

Campbell BIOLOGY 10 th Edition, AP Edition, 2014 Reece Urry Cain Wasserman Minorsky Jackson

Campbell BIOLOGY 10 th Edition, AP Edition, 2014 Reece Urry Cain Wasserman Minorsky Jackson A Correlation of Campbell BIOLOGY 10 th Edition, AP Edition, 2014 Reece Urry Cain Wasserman Minorsky Jackson To the Advanced Placement Biology Curriculum Framework AP is a trademark registered and/or owned

More information

AP Biology Learning Objective Cards

AP Biology Learning Objective Cards 1.1 The student is able to convert a data set from a table of numbers that reflect a change in the genetic makeup of a population over time and to apply mathematical methods and conceptual understandings

More information

GRADING Quarter grades will be based on the points earned in these categories: Tests: 70% Laboratory: 10% Other: 20% (homework and FRQs)

GRADING Quarter grades will be based on the points earned in these categories: Tests: 70% Laboratory: 10% Other: 20% (homework and FRQs) AP Biology Mrs. Mora 2015 2016 COURSE OVERVIEW AND EXPECTATIONS Welcome to Advanced Placement Biology!! The AP Biology course is designed to be the equivalent of a college introductory biology course usually

More information

AP Biology Essential Knowledge Student Diagnostic

AP Biology Essential Knowledge Student Diagnostic AP Biology Essential Knowledge Student Diagnostic Background The Essential Knowledge statements provided in the AP Biology Curriculum Framework are scientific claims describing phenomenon occurring in

More information

SCI202: Biology. Course length: Two semesters

SCI202: Biology. Course length: Two semesters SCI202: Biology In this course, students focus on the chemistry of living things: the cell, genetics, evolution, the structure and function of living things, and ecology. Students follow a program of online

More information

AGS Globe Biology: Cycles of Life

AGS Globe Biology: Cycles of Life Correlated to STANDARDS BIOLOGY I Copyright 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved Course Description Biology I is a laboratory course that investigates the relationship

More information

AP Biology I. Course Description: II. Class and Laboratory Notebooks: III. Textbook and Resource Materials:

AP Biology I. Course Description: II. Class and Laboratory Notebooks: III. Textbook and Resource Materials: AP Biology I. Course Description: Advanced Placement Biology is a college level course that is designed to provide students with the essential content, rigor and laboratory based inquiry learning that

More information

AP Biology Summer Assignment Due at the beginning of the first Red/Gold day of class 1

AP Biology Summer Assignment Due at the beginning of the first Red/Gold day of class 1 AP Biology 2016-2017 Summer Assignment Due at the beginning of the first Red/Gold day of class 1 Welcome to AP Biology! This is going to be an exciting and challenging year. This is a fastpaced class.

More information

AP BIOLOGY SYLLABUS. Textbook: Biology (Sixth Edition) by Campbell, Reece, & Mitchell

AP BIOLOGY SYLLABUS. Textbook: Biology (Sixth Edition) by Campbell, Reece, & Mitchell AP BIOLOGY SYLLABUS Textbook: Biology (Sixth Edition) by Campbell, Reece, & Mitchell Course Overview: The Advanced Placement Biology curriculum is equivalent to a college course usually taken by biology

More information

AP Biology UNIT 1: CELL BIOLOGY. Advanced Placement

AP Biology UNIT 1: CELL BIOLOGY. Advanced Placement Advanced Placement AP Biology builds students' understanding of biology on both the micro and macro scales. After studying cell biology, students move on to understand how evolution drives the diversity

More information

SCI206: Biology. Course length: Two semesters

SCI206: Biology. Course length: Two semesters SCI206: Biology Students are able to gain credit if they have previously completed this course but did not successfully earn credit. For each unit, students take a diagnostic test that assesses their current

More information

AP Biology Summer Assignment 2015

AP Biology Summer Assignment 2015 AP Biology Summer Assignment 2015 Students must complete this assignment by the first week of school in September 2015. The first exam, which will be during the first week of school, will cover the information

More information

AP Biology Syllabus 2012-2013

AP Biology Syllabus 2012-2013 n AP Biology, an emphasis is on students making connections between the big ideas within the AP Biology Curriculum Framework. he two main goals of AP Biology are to help students develop a conceptual framework

More information

SCIENCE Biology Standard: Life. Organizing Topic Benchmark Indicator Characteristics and Structure of Life

SCIENCE Biology Standard: Life. Organizing Topic Benchmark Indicator Characteristics and Structure of Life Characteristics and Structure of A. Explain that cells are the basic unit of structure and function of living organisms, that once life originated all cells come from pre-existing cells, and that there

More information

BSCS Biology. A Molecular Approach Minnesota. Academic Standards Science Grades 9-12 I. HISTORY AND NATURE OF SCIENCE

BSCS Biology. A Molecular Approach Minnesota. Academic Standards Science Grades 9-12 I. HISTORY AND NATURE OF SCIENCE Academic Standards Science Grades 9-12 Minnesota BSCS Biology A Molecular Approach 2006 STANDARDS I. HISTORY AND NATURE OF SCIENCE A. Scientific World View The student will understand the nature of scientific

More information

Miller & Levine Biology 2014

Miller & Levine Biology 2014 A Correlation of 2014 to the Pennsylvania Assessment Anchors Grades 9-12 INTRODUCTION This document demonstrates how 2014 meets the Pennsylvania Assessment Anchors, grades 9-12. Correlation page references

More information

Miller & Levine Biology Foundation Edition, 2014

Miller & Levine Biology Foundation Edition, 2014 A Correlation of Miller & Levine Biology To the Oklahoma Academic Standards A Correlation of, BIOLOGY I HS-LS1-1 From Molecules to Organisms: Structures and Processes HS-LS1-1 Students who demonstrate

More information

Course Name: BIOL 10A. Title: Cellular Biology, Genetics & Evolution. Units: 5

Course Name: BIOL 10A. Title: Cellular Biology, Genetics & Evolution. Units: 5 Course Name: BIOL 10A Title: Cellular Biology, Genetics & Evolution Units: 5 Course Description: Investigates the principles governing cell biology, metabolism, genetics, evolution and history of life

More information

Biology. list and describe each characteristic of life

Biology. list and describe each characteristic of life Unit Title: Basic Biological Principles Timeline (approximate): 1 week Cells & Cellular Organization BIO.A.1.1.1 Describe the characteristics of life shared by all prokaryotic and eukaryotic organisms.

More information

Central High School DC Angelo State University BIO 1481 Principles of Biology I Spring 2016

Central High School DC Angelo State University BIO 1481 Principles of Biology I Spring 2016 Central High School DC Angelo State University BIO 1481 Principles of Biology I Spring 2016 INSTRUCTOR CONTACT INFORMATION: Shamone Minzenmayer Office: Tucker 117 Email: sminzenmayer@saisd.org Phone: 325-659-3400

More information

Keystone Exams: Biology Assessment Anchors and Eligible Content. Pennsylvania. MODULE A Cells and Cell Processes

Keystone Exams: Biology Assessment Anchors and Eligible Content. Pennsylvania. MODULE A Cells and Cell Processes Keystone Exams: Biology and Eligible Content Pennsylvania 2012 ELIGIBLE CONTENT MODULE A Cells and Cell Processes BIO.A.1 Basic Biological Principles BIO.A.1.1 Explain the characteristics common to all

More information

Scientific Process Skills: Scientific Process Skills:

Scientific Process Skills: Scientific Process Skills: Texas University Interscholastic League Contest Event: Science The contest challenges students to read widely in biology, to understand the significance of experiments rather than to recall obscure details,

More information

Biology AP Edition - Campbell & Reece (8th Edition)

Biology AP Edition - Campbell & Reece (8th Edition) AP biology syllabus ~ 2016-2017 Instructor s Information Course: Advance Placement Biology (A/B) Instructor: Mrs. R. R. Wingerden Phone: (805) 937-2051 x2121 E-mail: rwingerden@righetti.us Website: http://www.rwingerden.com/apbio/

More information

Instructional Resources Reece, Jane, et al. Campbell Biology. 9th Ed. San Francisco: Pearson Benjamin Cummings, 2011.

Instructional Resources Reece, Jane, et al. Campbell Biology. 9th Ed. San Francisco: Pearson Benjamin Cummings, 2011. AP Biology Syllabus 2014-2015 Instructor: Mrs. Gina Smearsoll Email: gina.smearsoll@cincinnatichristian.org Psalm 24:1-2 The earth is the LORD s and everything in it, the world, and all who live in it;

More information

Keystone Biology Exam Information: Module A: Cell and Cell Processes

Keystone Biology Exam Information: Module A: Cell and Cell Processes Keystone Biology Exam Information: Module A: Cell and Cell Processes Basic Biological Principles- Day 1 Describe the characteristics of life shared by prokaryotic and eukaryotic organisms. Compare cellular

More information

DEPARTMENT: SCIENCE COURSE TITLE: BIOLOGY HONORS COURSE NUMBER: 224 PRE-REQUISITES (IF ANY):

DEPARTMENT: SCIENCE COURSE TITLE: BIOLOGY HONORS COURSE NUMBER: 224 PRE-REQUISITES (IF ANY): DEPARTMENT: SCIENCE COURSE TITLE: BIOLOGY HONORS COURSE NUMBER: 224 GRADE(S): 10 PRE-REQUISITES (IF ANY): UNIT LENGTH CONTENT SKILLS METHODS OF ASSESSMENT Introduction 15 Days Definition of life and characteristics

More information

Academic Standards and Performance Indicators for Science. High School Course Standards

Academic Standards and Performance Indicators for Science. High School Course Standards Academic Standards and Performance Indicators for Science High School Course Standards In grades nine through twelve, the standards and performance indicators for the science and engineering practices

More information

Biology Performance Level Descriptors

Biology Performance Level Descriptors Limited A student performing at the Limited Level demonstrates a minimal command of Ohio s Learning Standards for Biology. A student at this level has an emerging ability to describe genetic patterns of

More information

AP Biology Syllabus Dr. B. Sullivan, MCHS

AP Biology Syllabus Dr. B. Sullivan, MCHS Instructor: Dr. Betsy Sullivan Contact: bsullivan@madison-schools.com (please do not call) Room: 197A Conference time: 7:45-8:15 each morning 3:35-4:00 each afternoon Text: Hillis, Sadava, Heller, Price.

More information

Essentials of Human Anatomy & Physiology 11 th Edition, 2015 Marieb

Essentials of Human Anatomy & Physiology 11 th Edition, 2015 Marieb A Correlation of Essentials of Human Anatomy Marieb To the Next Generation Science Standards Life A Correlation of, HS-LS1 From Molecules to Organisms: Structures and Processes HS-LS1-1. Construct an explanation

More information

Grades Prentice Hall. Biology (Miller/Levine), Tennessee Edition Tennessee Curriculum Standards - Biology I (Grades 9-12)

Grades Prentice Hall. Biology (Miller/Levine), Tennessee Edition Tennessee Curriculum Standards - Biology I (Grades 9-12) Prentice Hall Biology (Miller/Levine), Tennessee Edition 2009 Grades 9-12 C O R R E L A T E D T O Course Description Biology I is a laboratory course that investigates the relationship between structure

More information

Text book: Principles of Life, 2 nd ed. Hillis, Saava, Hill & Price

Text book: Principles of Life, 2 nd ed. Hillis, Saava, Hill & Price AP Biology Syllabus ~ 2015-2016 Instructor s Information Ellen Buntyn Room: 107 E-mail: ellen.buntyn@gulfportschools.org Website: http:www.gulfportschools.orgellen_buntyn Text book: Principles of Life,

More information

Keystone Exams: Biology Assessment Anchors and Eligible Content. Pennsylvania Department of Education

Keystone Exams: Biology Assessment Anchors and Eligible Content. Pennsylvania Department of Education Assessment Anchors and Pennsylvania Department of Education www.education.state.pa.us 2014 PENNSYLVANIA DEPARTMENT OF EDUCATION General Introduction to the Keystone Exam Assessment Anchors Introduction

More information

MCAS Biology. Review Packet

MCAS Biology. Review Packet MCAS Biology Review Packet 1 Name Class Date 1. Define organic. THE CHEMISTRY OF LIFE 2. All living things are made up of 6 essential elements: SPONCH. Name the six elements of life. S N P C O H 3. Elements

More information

Prentice Hall: Miller Levine Biology 2002 Correlated to: Massachusetts Frameworks for High School Science (Grades 9-12)

Prentice Hall: Miller Levine Biology 2002 Correlated to: Massachusetts Frameworks for High School Science (Grades 9-12) 1. The Chemistry of Life Broad Concept: Living things are made of atoms bonded together to form organic molecules. 1.1 Explain the significance of carbon in organic Molecules. 1.2 Recognize the six most

More information

AP BIOLOGY SUMMER ASSIGNMENT Arthur & Polly Mays Conservatory of the Arts. Mrs. Green-David

AP BIOLOGY SUMMER ASSIGNMENT Arthur & Polly Mays Conservatory of the Arts. Mrs. Green-David AP BIOLOGY SUMMER ASSIGNMENT 2016-2017 Arthur & Polly Mays Conservatory of the Arts Mrs. Green-David Welcome to the world of Advanced Placement Biology! The AP Biology Course is a year-long course that

More information

Unit I: Introduction To Scientific Processes

Unit I: Introduction To Scientific Processes Unit I: Introduction To Scientific Processes This unit is an introduction to the scientific process. This unit consists of a laboratory exercise where students go through the QPOE2 process step by step

More information

COMPETENCY GOAL 1: The learner will develop abilities necessary to do and understand scientific inquiry.

COMPETENCY GOAL 1: The learner will develop abilities necessary to do and understand scientific inquiry. Prentice Hall Biology 2004 (Miller & Levine), North Carolina Edition North Carolina Revised Standard Course of Study and Grade Level Competencies, Biology BIOLOGY COMPETENCY GOAL 1: The learner will develop

More information

BIOL-206. BIOLOGY I: Cellular and Molecular Biology

BIOL-206. BIOLOGY I: Cellular and Molecular Biology Coffeyville Community College BIOL-206 COURSE SYLLABUS FOR BIOLOGY I: Cellular and Molecular Biology Pam Oliver Instructor COURSE NUMBER: BIOL-206 COURSE TITLE: Biology I: Cellular and Molecular Biology

More information

Prentice Hall. Biology - AP (Campbell, Reece), 8th Edition High School

Prentice Hall. Biology - AP (Campbell, Reece), 8th Edition High School Prentice Hall Biology - AP (Campbell, Reece), 8th Edition 2008 High School C O R R E L A T E D T O Biology I Students should understand that scientific knowledge is gained from observation of natural phenomena

More information

Unit 1 - Fundamental Biology Skills and Knowledge

Unit 1 - Fundamental Biology Skills and Knowledge PREP TM AP* Biology Prep Course Syllabus Foundational Topics Review 10 units that cover fundamental biology topics typically covered in a general biology course. This content is perfect to use as a summer

More information

Bozeman Public Schools Science Curriculum Biology

Bozeman Public Schools Science Curriculum Biology Bozeman Public Schools Science Curriculum Biology What is science and why is it important? How do we explain the interactions in our world through our understanding of science? What does learning, practicing,

More information

Biology Core. Unit 1: Introduction to Biology Lesson 1.1: Biology as Science

Biology Core. Unit 1: Introduction to Biology Lesson 1.1: Biology as Science Unit 1: Introduction to Biology Lesson 1.1: Biology as Science Biology Core 1.1.1: Study - The Nature of Science Duration: 40 min 1.1.2: Quiz The Nature of Science Duration: 20 min / 20 1.1.3: Study The

More information

Prentice Hall Biology: Exploring Life 2004 Correlated to: District of Columbia Public Schools, Science, Biology I (Grade 9)

Prentice Hall Biology: Exploring Life 2004 Correlated to: District of Columbia Public Schools, Science, Biology I (Grade 9) District of Columbia Public Schools, Science, Biology I (Grade 9) BIOLOGY Content Standard 2: Each student observes and investigates organisms, their characteristics, life cycles and environments. Performance

More information

Mississippi SATP2 Biology I Student Review Guide

Mississippi SATP2 Biology I Student Review Guide Mississippi Student Review Guide Authors: Cecilia L. Boles 2010 Mississippi Science Framework Published by Enrichment Plus, LLC PO Box 2755 Acworth, GA 30102 Toll Free: 1-800-745-4706 Fax 678-445-6702

More information

Biology Benchmarks for Andover High School with Correlation to Massachusetts State Frameworks for Science Biology Strand

Biology Benchmarks for Andover High School with Correlation to Massachusetts State Frameworks for Science Biology Strand 1. The Chemistry of Life - Living things are made of atoms bonded together to form organic molecules. 1.1 Explain the significance of carbon in - Understand the significance of carbon to organic molecules.

More information

Standard A 1.1 Biology Cover Sheet

Standard A 1.1 Biology Cover Sheet Standard A 1.1 Biology Cover Sheet Students participating in the 1818 ACC Program through enrollment in BIOL 104 and 106 are held to at least the same standards of achievement as those expected of students

More information

Miller & Levine Biology Table of Contents

Miller & Levine Biology Table of Contents Biology 2010 TOC w/ B-heads 9/26/08 Page 1 Unit 1 The Nature of Life 1. The Science of Biology 1.1 What is Science? 1.2 Science in Context 1.3 Studying Life 2. The Chemistry of Life 2.1 The Nature of Matter

More information

Curriculum Map - AP Biology

Curriculum Map - AP Biology September Biochemistry Recognize examples of various lab: enzyme catalysis - - Basic Chemistry types of organic molecules. What changes rate of enzyme action? - Properties of water Construct basic organic

More information

Prentice Hall. Biology - AP, 8th Edition (Campbell/Reece) 2008 (SE: , IRCD: ) Grades 10-12

Prentice Hall. Biology - AP, 8th Edition (Campbell/Reece) 2008 (SE: , IRCD: ) Grades 10-12 Prentice Hall Biology - AP, 8th Edition (Campbell/Reece) 2008 (SE: 9780131356917, IRCD: 9780321522924) Grades 10-12 C O R R E L A T E D T O Louisiana GLE s for Biology II - course 150302 Grades 10-12 FOR

More information

Commentary. Examples/ Activities

Commentary. Examples/ Activities * = objective (tested for) = TEKS that are tested on * exams Bold = high emphasis on exam(s) Italics = medium emphasis on exam(s) Plain = low emphasis on exam(s) Biology (1) Scientific processes. The student,

More information

Readiness Review Game

Readiness Review Game HEDGEHOG LEARNING Biology EOC Standards Sequence and STAAR Question Frequency Overview Day 1 Day 2 Day 3 Day 4 Day 5 Day 6 Day 7 Day 8 Day 9 STAAR Reporting Category Cell Structure and Function 11 questions

More information

Unit 4: Cellular Processes Practice Questions Date:

Unit 4: Cellular Processes Practice Questions Date: Name: Unit 4: Cellular Processes Practice Questions Date: 1. Base your answer to the following question on the diagram below which represents the fluid-mosaic model of a cell membrane. 3. The diagram below

More information

AP Biology/ UCONN ECE Biology Summer Assignment

AP Biology/ UCONN ECE Biology Summer Assignment AP Biology/ UCONN ECE Biology Summer Assignment 2016-2017 UCONN ECE/ AP Biology is a very rigorous course designed to introduce you to one of the most fascinating and useful of all modern sciences. Due

More information

CALIFORNIA LIFE SCIENCE STANDARDS TEST GRADE 10 (Blueprint adopted by the State Board of Education 1/04)

CALIFORNIA LIFE SCIENCE STANDARDS TEST GRADE 10 (Blueprint adopted by the State Board of Education 1/04) GRADE 0 (Blueprint adopted by the State Board of Education /04) CELL BIOLOGY 0 items 7%. All living organisms are composed of cells, from just one to many trillions, whose details usually are visible only

More information

BIOLOGY 100 Placement Test Guidelines

BIOLOGY 100 Placement Test Guidelines BIOLOGY 100 Placement Test Guidelines UNIT OBJECTIVES The student should prepare for lecture by reading the assigned chapters before coming to lecture. Students are encouraged to complete the questions

More information

Mississippi SATP Biology I Student Review Guide

Mississippi SATP Biology I Student Review Guide Mississippi Student Review Guide Author: Cecilia L. Boles Published by Enrichment Plus, LLC PO Box 2755 Acworth, GA 30102 Toll Free: 1-800-745-4706 Fax 678-445-6702 Web site: www.enrichmentplus.com Mississippi

More information

BOROUGH OF MANHATTAN COMMUNITY COLLEGE The City University of New York Department of Science

BOROUGH OF MANHATTAN COMMUNITY COLLEGE The City University of New York Department of Science BOROUGH OF MANHATTAN COMMUNITY COLLEGE The City University of New York Department of Science General Biology -Biology 110 Class hours total : 5 Lecture hours : 3 Laboratory hours : 2 Fall 2016 Credits

More information

ECO-1.1: I can describe the processes that move carbon and nitrogen through ecosystems.

ECO-1.1: I can describe the processes that move carbon and nitrogen through ecosystems. Cycles of Matter ECO-1.1: I can describe the processes that move carbon and nitrogen through ecosystems. ECO-1.2: I can explain how carbon and nitrogen are stored in ecosystems. ECO-1.3: I can describe

More information

Saint Thomas the Apostle School. Grade 7 Life Science. Scope and Sequence. Jennifer Croze

Saint Thomas the Apostle School. Grade 7 Life Science. Scope and Sequence. Jennifer Croze Saint Thomas the Apostle School Grade 7 Life Science Scope and Sequence Jennifer Croze 2015-2016 Major Topic Description Standards Addressed Studying Life Living organisms are often MS-ETS1-1 described

More information

Life Science Standards and High School Textbooks in the United States and Peoples Republic of China April L. Gardner, Rodger Bybee, and Liu Enshan

Life Science Standards and High School Textbooks in the United States and Peoples Republic of China April L. Gardner, Rodger Bybee, and Liu Enshan Life Science Standards and High School Textbooks in the United States and Peoples Republic of China April L. Gardner, Rodger Bybee, and Liu Enshan In 1996, the National Research Council in the United States

More information

Achievement Level Descriptors for Biology

Achievement Level Descriptors for Biology Achievement Level Descriptors for Biology Georgia Department of Education September 2015 All Rights Reserved Achievement Levels and Achievement Level Descriptors With the implementation of the Georgia

More information

Biology Fall Semester Exam Review. Unit 1: Scientific method, characteristics of life What are the characteristics of life (pg. 6)

Biology Fall Semester Exam Review. Unit 1: Scientific method, characteristics of life What are the characteristics of life (pg. 6) Biology Fall Semester Exam Review Unit 1: Scientific method, characteristics of life What are the characteristics of life (pg. 6) Define the following terms: biology observation hypothesis dependent variable

More information

Common Course Topics Biology 1406: Cell and Molecular Biology

Common Course Topics Biology 1406: Cell and Molecular Biology Common Course Topics Biology 1406: Cell and Molecular Biology 1. Introduction to biology --the scientific study of organisms --properties of life --assumptions, methods and limitations of science --underlying

More information

Campbell Essential Biology with Physiology 2013

Campbell Essential Biology with Physiology 2013 A Correlation of with Physiology 2013 To the Utah Science Core Curriculum for Resource Title: with Physiology Publisher: Pearson ISBN (10 or 13 digit unique identifier is required): 9780132879064 Media

More information

N.Y.C. College of Technology Department of Biological Sciences GENERAL BIOLOGY I

N.Y.C. College of Technology Department of Biological Sciences GENERAL BIOLOGY I GENERAL BIOLOGY I Course Syllabus for Biology 1101 Coordinators: Profs. D.M. Bakewicz, J. Seto and A. Zameer Textbook: BIOLOGY by Mader& Windlespecht, 12th Ed., McGraw-Hill, 2015 Laboratory Manual: Biology

More information

Strand 3: Characteristics and Interactions of Living Organisms

Strand 3: Characteristics and Interactions of Living Organisms 1. There is a fundamental unity underlying the diversity of all living organisms A Organisms have basic needs for survival Not assessed at this level (Prior knowledge) B a. Recognize cells both increase

More information

Next Generation Science Standards: Life Science Performance Expectations CORRELATION GUIDE for Hole s Essentials of Human Anatomy & Physiology

Next Generation Science Standards: Life Science Performance Expectations CORRELATION GUIDE for Hole s Essentials of Human Anatomy & Physiology Next Generation Science Standards: Life CORRELATION GUIDE for Physiology By David Shier, Jackie Butler, & Ricki Lewis 12 th Edition, 2015 ISBN 978-0-02-137498-4 Correlation of Next Generation Science Standards,

More information

AP Biology: Sample Syllabus 1

AP Biology: Sample Syllabus 1 AP Biology: Sample Syllabus 1 Syllabus Number: 876030v1 Curricular Requirements CR1 Students and teachers use a recently published (within the last 10 years) college-level biology textbook. CR2 The course

More information

AP BIOLOGY SUMMER WORK 2016

AP BIOLOGY SUMMER WORK 2016 AP BIOLOGY SUMMER WORK 2016 Welcome to AP Biology! AP Biology is a rigorous course designed to be equivalent to a first year biology course at a university. This summer work was designed to get you started

More information

MAJOR FIELD TESTS. Test Length. Test Administration. Background. National Comparative Data. Scores. Test Content

MAJOR FIELD TESTS. Test Length. Test Administration. Background. National Comparative Data. Scores. Test Content MAJOR FIELD TESTS Colleges and universities use the Major Field Tests to measure student academic achievement and growth and to assess the educational outcomes of their major programs. In addition, academic

More information

A Correlation of. Pearson Biology: Life on Earth with Physiology To the. Utah Core Curriculum for Biology. Grades 9-12

A Correlation of. Pearson Biology: Life on Earth with Physiology To the. Utah Core Curriculum for Biology. Grades 9-12 A Correlation of Pearson with Physiology 2014 To the Utah Core Curriculum for Resource Title:, with Physiology Publisher: Pearson Education publishing as Prentice Hall ISBN (10 or 13 digit unique identifier

More information

A Correlation of Pearson Miller & Levine Biology 2014 To the Utah Core State Standards for Biology Grades 9-12

A Correlation of Pearson Miller & Levine Biology 2014 To the Utah Core State Standards for Biology Grades 9-12 A Correlation of Pearson To the Utah Core State Standards Resource Title: Publisher: Pearson Education publishing as Prentice Hall ISBN (10 or 13 digit unique identifier is required): SE: 9780133242003

More information

AGS Biology: Cycles of Life 2006 Correlated to: Prentice Hall Biology (Miller/Levine) including AGS Differentiated Instruction Strategies

AGS Biology: Cycles of Life 2006 Correlated to: Prentice Hall Biology (Miller/Levine) including AGS Differentiated Instruction Strategies - including 1-1 What is Science? 1-1 What is Biology? p. 2 Background Info.; p. 3 ELL/ESL; p. 4 1-2 How Scientists Work 1-4 The Scientific Method p. 17 Background Info.; p. 19 ELL/ESL,,, Teacher Alert;

More information

Honors Biology Course Summary Department: Science

Honors Biology Course Summary Department: Science Honors Biology Course Summary Department: Science Semester 1 Learning Objective #1 - Ecology Students will understand how organisms interact with each other and the environment. Target(s) to Meet Learning

More information

College Biology Course Syllabus

College Biology Course Syllabus College Biology Course Syllabus Mrs. Boghos-Frangie Room Textbook: Campbell Biology 7 th Edition www.myteacherpages.com/webpages/pboghos boghosp@nd-bg.org Welcome to College Biology! This is a hard but

More information

Developed in Consultation with Texas Educators

Developed in Consultation with Texas Educators Developed in Consultation with Texas Educators Table of Contents Texas Essential Knowledge and Skills Correlation Chart...... 6 Chapter 1 Cells....................................... 11 Lesson 1 Cell Structures...............................

More information

Biology. The student will demonstrate the ability to discuss cell structure and function in

Biology. The student will demonstrate the ability to discuss cell structure and function in Biology UNIT I: Chemistry of Life The student will demonstrate the ability to describe the unique characteristics of chemical compounds and macromolecules utilized by living systems. a. Describe the properties

More information

Biology. I. 1: identify and explain the characteristics of living thingsunderstand

Biology. I. 1: identify and explain the characteristics of living thingsunderstand St. Mary's College High School Biology Big Ideas: Core Tasks Assessments I. Pre-Unit and introduction to Biology, the study of life 1. What is Life? 2. How do scientists work? I. 1: identify and explain

More information

PLATO Courses. Teacher's Guide

PLATO Courses. Teacher's Guide Teacher's Guide Table of Contents Biology A Overview... 3 Course Components... 4 Course Implementation Models... 7 Biology A Overview... 8 Biology A Curriculum Contents and Pacing Guide...10 Unit 1: Nature

More information

Materials. Course Schedule

Materials. Course Schedule Content Lab Materials Course Schedule TOPICS READINGS ACTIVITY/LABS ASSESSMENT A. MOLECULES Big idea 4 Polarity of water & its importance to biological systems Carbon s role in the molecular diversity

More information

BIOLOGY 101 COURSE SYLLABUS FOR FALL 2015

BIOLOGY 101 COURSE SYLLABUS FOR FALL 2015 BIOLOGY 101 COURSE SYLLABUS FOR FALL 2015 Course Description Instructor Biology 101 is the first of a two-semester introductory course sequence designed primarily for science majors. It covers some central

More information

Curriculum Goals, Student Learning Outcomes (SLO) & Components. Biology Undergraduate Major. Approved 4/12/12

Curriculum Goals, Student Learning Outcomes (SLO) & Components. Biology Undergraduate Major. Approved 4/12/12 Curriculum Goals, Student Learning Outcomes (SLO) & Components Biology Undergraduate Major Approved 4/12/12 Goal 1: Develop knowledge and understanding of core content in biology SLO 1: Illustrate and

More information

AP Biology Course Syllabus

AP Biology Course Syllabus AP Biology Course Syllabus Murrieta Mesa High School Ms. Schultz, Renaissance Hall Room 155 gschultz@murrieta.k12.ca.us, http://mesabiology.wikispaces.com/ Included in this packet: Syllabus, Lab Safety

More information

A.P. Biology Syllabus Eisenhower Middle/High School Instructor: Mr. Schroeder

A.P. Biology Syllabus Eisenhower Middle/High School Instructor: Mr. Schroeder A.P. Biology Syllabus Eisenhower Middle/High School Instructor: Mr. Schroeder Contact Information Phone: 789-6348 E-mail: Michael.Schroeder@nbexcellence.org Course Description/Prerequisite The successful

More information

Biology Curriculum Map

Biology Curriculum Map Six Weeks Unit Unit Focus Biology Essential Standards Literacy in Science & Technical Subjects/ 8 Mathematical Practices First Six Wks Unit 1 Sci. Method and Biochemistry Review Steps and processes of

More information

IDAHO CONTENT STANDARDS GRADE 7 LIFE SCIENCE. Students are expected to know content and apply skills from previous grades.

IDAHO CONTENT STANDARDS GRADE 7 LIFE SCIENCE. Students are expected to know content and apply skills from previous grades. IDAHO CONTENT STANDARDS GRADE 7 LIFE SCIENCE Students are expected to know content and apply skills from previous grades. Scientific reasoning and problem solving processes should be incorporated throughout

More information

Biology Overview. High School Core Science Standards Biology

Biology Overview. High School Core Science Standards Biology Overview The biology standards provide students with a basic knowledge of living organisms and the interaction of these organisms with the natural world. The standards establish the scientific inquiry

More information

Correlation to Connecticut Core Science Curriculum Framework CPO Science Life Science Student Text and Investigation Manual

Correlation to Connecticut Core Science Curriculum Framework CPO Science Life Science Student Text and Investigation Manual C.04 6 Matter and Energy in Ecosystems An ecosystem is composed of all the populations that are living in a certain space and the physical factors with which they interact. Describe how abiotic factors,

More information

STATE UNIVERSITY OF NEW YORK COLLEGE OF TECHNOLOGY CANTON, NEW YORK COURSE OUTLINE. BIOL 101 Introduction to Biology

STATE UNIVERSITY OF NEW YORK COLLEGE OF TECHNOLOGY CANTON, NEW YORK COURSE OUTLINE. BIOL 101 Introduction to Biology STATE UNIVERSITY OF NEW YORK COLLEGE OF TECHNOLOGY CANTON, NEW YORK COURSE OUTLINE BIOL 101 Introduction to Biology Prepared By: W. David Barnes SCHOOL OF SCIENCE, HEALTH & PROFESSIONAL STUDIES SCIENCE

More information

WESTFIELD VOCATIONAL TECHNICAL HIGH SCHOOL CURRICULUM Grade 10 Biology

WESTFIELD VOCATIONAL TECHNICAL HIGH SCHOOL CURRICULUM Grade 10 Biology Essential Questions: WESTFIELD VOCATIONAL TECHNICAL HIGH SCHOOL CURRICULUM Grade 10 Biology By the end of Week 2 students will be able to: -explain what the goal of science is. -explain what a hypothesis

More information

A CONTENT STANDARD IS NOT MET UNLESS APPLICABLE CHARACTERISTICS OF SCIENCE ARE ALSO ADDRESSED AT THE SAME TIME.

A CONTENT STANDARD IS NOT MET UNLESS APPLICABLE CHARACTERISTICS OF SCIENCE ARE ALSO ADDRESSED AT THE SAME TIME. Biology Curriculum The Georgia Performance Standards are designed to provide students with the knowledge and skills for proficiency in science. The Project 2061 s Benchmarks for Science Literacy is used

More information

Seventh Grade Science Science Course Outline

Seventh Grade Science Science Course Outline Crossings Christian School Academic Guide Middle School Division Grades 5-8 Seventh Grade Science Safety, Metrics, & Scientific Method Students will explain the steps in the scientific method Students

More information

Canton Public Schools Suggested Pacing Guide

Canton Public Schools Suggested Pacing Guide 1a Canton Public Schools Suggested Pacing Guide 2016-2017 Introduction to Biology 1 st - 4 th 9 Weeks Competency 1 - Inquiry Conduct a scientific investigation demonstrating safe procedures and proper

More information

AP Biology Review Questions

AP Biology Review Questions AP Biology Review Questions Excerpts from College Board s Prior Essential Knowledge: Life Science Standards Standard LS.2 Cells as a System: Cells are a fundamental structural and functional unit of life.

More information

SENIOR PROGRAM CONSULTANT

SENIOR PROGRAM CONSULTANT AUTHOR TEAM Douglas Fraser, B.Sc., B.Ed. District School Board Ontario North East Barry LeDrew, B.Sc., B.Ed. Curriculum and Educational Resources Consulting Ltd. Angela Vavitsas, B.Sc. (Hons), B.Ed. University

More information

CURRICULUM MAP (Revised 6.15.07)

CURRICULUM MAP (Revised 6.15.07) (Revised 6.15.07) Below is an outline of the Living Environment course that uses the Glencoe NY State Living Environment textbook. Please note that there is more depth in the book than is needed for the

More information

Classroom Cell Communication

Classroom Cell Communication Classroom Cell Communication Summary In this lesson, students will act out cell communication using the classroom and desks as cell and nuclear membranes. The students will be acting as ligands, membrane

More information

Course Catalog. Biology Glynlyon, Inc.

Course Catalog. Biology Glynlyon, Inc. Course Catalog Biology 2016 Glynlyon, Inc. Table of Contents COURSE OVERVIEW... 1 UNIT 1: TAXONOMY: KEY TO ORGANIZATION... 1 UNIT 2: CHEMISTRY OF LIFE... 2 UNIT 3: CELLS... 2 UNIT 4: CELL DIVISION AND

More information