Curriculum Guidelines/Pacing and Sequencing Overview

Biology 1 Honors

Curriculum Guidelines/Pacing and Sequencing Overview

Textbook: Pearson Biology (Miller & Levine) SC Edition

Unit Number / Unit Title / Pacing
(Blocks)
0 / Introduction and Safety / 5
1 / Cells as a System / 25
2 / Energy Transfer / 10
3 / Heredity – Inheritance and Variation of Traits / 20
4 / Biological Evolution – Unity and Diversity / 16
5 / Ecosystem Dynamics / 12
Post / EOCEP/Review / 2

**Based on 90 semester

Biology 1 Honors

Cells as a System

Standard: H.B.2: The student will demonstrate the understanding that the essential functions of life take place within cells or systems of cells.

H.B.2A. Conceptual Understanding: The essential functions of a cell involve chemical reactions that take place between many different types of molecules (including carbohydrates, lipids, proteins and nucleic acids) that are catalyzed by enzymes.

Performance Indicators: Students who demonstrate this understanding can:
Performance Indicators / Textbook: Pearson Biology (Miller & Levine), SC Edition / Core Activities / Optional Activities / Pacing (days)
H.B.2A.1 Construct explanations of how the structures of carbohydrates, lipids, proteins, and nucleic acids (including DNA and RNA) are related to their functions in organisms. /

2-1 – The Nature of Matter

2-2 – Properties of Water

2-3 – Carbon Compounds / Chapter Mystery: The Ghostly Fish p. 33,37,42, 53, & 56
Lab: Identifying Organic Compounds / Activity: Pop-Up Book – Organic Molecules of lIfe / 6
H.B.2A.2 Plan and conduct investigations to determine how various environmental factors (including temperature and pH) affect enzyme activity and the rate of biochemical reactions. /

2-4 – Chemical Reactions and Enzymes

/ Lab Manual A – Temperature & Enzymes / Lab: Toothpickase / 2

H.B.2B. Conceptual Understanding: Organisms and their parts are made of cells. Cells are the structural units of life and have specialized substructures that carry out the essential functions of life. Viruses lack cellular organization and therefore cannot independently carry out all of the essential functions of life.

Chapter Mystery: Death by …Water p. 189, 193, 208, & 220

Quick Lab: Making a Model of a Cell p. 203
Lab: Plant and Animal Cells / Project: Cell Model / 4
H.B.2B.2 Collect and interpret descriptive data on cell structure to compare and contrast different types of cells (including prokaryotic versus eukaryotic, and animal versus plant versus fungal). / 7-1 & 7-2 – Structures and Organelles
20-2 – Prokaryotes
21-4 – Fungi / Quick Lab: What is a Cell p. 193
Lab Manual A – Using a Microscope
Lab – Cell Survey
Lab – Prokaryotes / Worksheet: Prokaryotic vs. Eukaryotic / 2
H.B.2B.3 Obtain information to contrast the structure of viruses from that of cells and to explain, in general, why viruses must use living cells to reproduce. / 20-1 – Viruses
20-3 – Diseases Caused by Bacteria & Viruses / Chapter Mystery: The Mad Cows p. 573, 574, 579, 586, 592, & 596
Quick Lab: How do Viruses Differ in Structure p. 575 / Activity: Build-a-Virus / 1

Biology 1 Honors

Cells as a System (continued)

Standard: H.B.2: The student will demonstrate the understanding that the essential functions of life take place within cells or systems of cells.

H.B.2C. Conceptual Understanding: Transport processes which move materials into and out of the cell serve to maintain the homeostasis of the cell.

Performance Indicators: Students who demonstrate this understanding can:
Performance Indicators / Textbook: Pearson Biology (Miller & Levine), SC Edition / Core Activities / Optional Activities / Pacing
H.B.2C.1 Develop and use models to exemplify how the cell membrane serves to maintain homeostasis of the cell through both active and passive transport processes. / 7-2 – The Plasma Membrane / Demo: Surface area to volume ratio
Demo: Egg Demo
Model: 3-D Cell Membrane Models / Making Models:
Create a model of the lipid bilayer, including its associated proteins.
Research: real-life connections (sump pumps, etc.) / 2
H. B.2C.2 Ask scientific questions to define the problems that organisms face in maintaining homeostasis within different environments (including water of varying solute concentrations). / 7-4 – Homeostasis / Lab Manual A – Detecting Diffusion
Lab: Potato Core Lab / Lab Demo: Iodine/starch transport
Lab: Egg osmosis lab / 1
H.B.2C.3 Analyze and interpret data to explain the movement of molecules (including water) across a membrane. / 7-3 – Cellular Transport / Lab: Onion & Elodea Plasmolysis / 1

H.B.2D. Conceptual Understanding: The cells of multicellular organisms repeatedly divide to make more cells for growth and repair. During embryonic development, a single cell gives rise to a complex, multicellular organism through the processes of both cell division and differentiation.

Performance Indicators: Students who demonstrate this understanding can:
Performance Indicators / Textbook: Pearson Biology (Miller & Levine), SC Edition / Core Activities / Optional Activities / Pacing
H.B.2D.1 Construct models to explain how the processes of cell division and cell differentiation produce and maintain complex multicellular organisms. / 10-1 – Cellular Growth
10-2 – Process of Cell Division
10-4 – Cell Differentiation
13-4 – Gene Regulation & Expression /

Chapter Mystery: Pet Shop Accident pp. 273,278,284,287,294,300

Quick Lab: Surface Area vs. Volume p. 275
Demo: Cell Size Limits / Posters: Cell cycle
Lab: Manual A – Regeneration in Planaria / 2
H.B.2D.2 Develop and use models to exemplify the changes that occur in a cell during the cell cycle (including changes in cell size, chromosomes, cell membrane/cell wall, and the number of cells produced) and predict, based on the models, what might happen to a cell that does not progress through the cycle correctly. / 10-1 – Cellular Growth
10-2 – Process of Cell Division
10-3 – Cell Cycle and Regulation /

Quick Lab: Mitosis in Action p. 283

Pipe Cleaner Simulation of Mitosis
Activity:
Control of the Cell Cycle Game - http://www.nobelprize.org/educational/medicine/2001/cellcycle.html / Lab: Onion Root Mitosis / 2
H.B.2D.3 Construct explanations for how the cell cycle is monitored by check point systems and communicate possible consequences of the continued cycling of abnormal cells. / 10-3 – Cell Cycle and Regulation / Analyzing Data: Rise & Fall of Cyclins p. 288
Activity: Mitosis Internet Assignment
http://www.jogtheweb.com/run/Huk4LCHEsbzv/Mitosis-and-Cell-Cycle-Activities#1 / Case Study: University of Buffalo Science Cases Database (Yvette Cancer, etc.) / 1
H.B.2D.4 Construct scientific arguments to support the pros and cons of biotechnological applications of stem cells using examples from both plants and animals. / 10-3 – Cell Cycle and Regulation and
10-4 – Cell Differentiation
15-4 – Ethics & Impacts of Biotechnology / Analyzing Data: Cellular Differentiation of C. Elegans p. 294
Activity: Stem Cells in the Spotlight Webquest
http://teach.genetics.utah.edu/content/tech/stemcells/Stem%20Cells%20Web%20Quest.pdf / Socratic seminar
Article or video: from Baylor University’s stemcellcite..com
http://www.stemcellcite.com?
Slide set: from Baylor’s BioEd online
http://www.bioedonline.org/slides/content-slides/cells/stem-cells/? / 1

Biology 1 Honors

ENERGY TRANSFER

Standard H.B.3: The student will demonstrate the understanding that all essential processes within organisms require energy which in most ecosystems is ultimately derived from the Sun and transferred into chemical energy by the photosynthetic organisms of that ecosystem.

H.B.3A. Conceptual Understanding: Cells transform energy that organisms need to perform essential life functions through a complex sequence of reactions in which chemical energy is transferred from one system of interacting molecules to another.

Performance Indicators: Students who demonstrate this understanding can:
Performance Indicators / Textbook: Pearson Biology (Miller & Levine), SC Edition / Core Activities / Optional Activities / Pacing
H.B.3A.1 Develop and use models to explain how chemical reactions among ATP, ADP, and inorganic phosphate act to transfer chemical energy within cells. / 8-1 – Energy & Life / Chapter Mystery: Out of Thin Air pp. 225,228,232,239,244
ATP Activity / Model: Build a three-dimensional model of ATP with marshmallows, etc.
ATP to piñata comparison
Video: ATP Video Clip (on district's safe videos list) / 1
H.B.3A.2 Develop and revise models to describe how photosynthesis transforms light energy into stored chemical energy. / 8-2 – Photosynthesis: An Overview
8-3 – The Process of Photosynthesis / Quick Lab: Waste Material Produced during Photosynthesis p. 234
Lab: Manual A – Plant Pigments & Photosynthesis
Quick Lab: Elodea
Lab: Spinach Discs Lab / Demo: Elodea
Song: Sun
Lab: Photosynthetic Pigments
Electromagnetic Spectrum – http://www.lon-capa.org/~mmp/applist/Spectrum/s.htm
Diffraction Gradient Glasses (need to get)
Flash cards:
Make flash cards with a structure or process on one side and a description of its role on the other side.
Assessment:
Have students describe the events of the Calvin Cycle from the perspective of one of the carbon atoms in a CO2 molecule. / 3
H.B.3A.3 Construct scientific arguments to support claims that chemical elements in the sugar molecules produced by photosynthesis may interact with other elements to form amino acids, lipids, nucleic acids or other large organic molecules. / 8-2 – Photosynthesis: An Overview
8-3 – The Process of Photosynthesis / Analyzing Data: Rates of Photosynthesis p. 240 / 1
H.B.3A.4 Develop models of the major inputs and outputs of cellular respiration (aerobic and anaerobic) to exemplify the chemical process, in which the bonds of food molecules are broken, the bonds of new compounds are formed and a net transfer of energy results. Use the models to explain common exercise phenomena (such as lactic acid buildup, changes in breathing during and after exercise, cool down after exercise). / 9-1 – Cellular Respiration
9-2 – The Process of Cellular Respiration
9-3 - Fermentation / Chapter Mystery: Diving without a Breath pp. 249,252,256,265,268
Analyzing Data: You are What you Eat p. 251
Cellular Respiration Lab – Activity B-3.1a
Lab: Anaerobic cellular respiration
Activity: Clothespin Lactic Acid
Lab: Seed Respiration / Lab/Demo: Yeast fermentation
Gizmos – Cell Energy Cycle http://www.explorelearning.com/ / 4
H.B.3A.5 Plan and conduct scientific investigations or computer simulations to determine the relationship between variables that affect the processes of fermentation and/or cellular respiration in living organisms and interpret the data in terms of real-world phenomena / 9-1 – Cellular Respiration
9-2 – The Process of Cellular Respiration
9-3 - Fermentation / Quick Lab: Exercise and Cellular Respiration p. 264
Lab: Manual A – Comparing Fermentation Rates of Sugars / Lab: Alcoholic Fermentation in Yeast / 1

Biology 1 Honors

HEREDITY – INHERITANCE AND VARIATION OF TRAITS

Standard H.B.4: The student will demonstrate an understanding of the specific mechanisms by which characteristics or traits are transferred from one generation to the next via genes.

H.B.4A. Conceptual Understanding: Each chromosome consists of a single DNA molecule. Each gene on the chromosome is a particular segment of DNA. The chemical structure of DNA provides a mechanism that ensures that information is preserved and transferred to subsequent generations.

Performance Indicators: Students who demonstrate this understanding can:
Performance Indicators / Textbook: Pearson Biology (Miller & Levine), SC Edition / Core Activities / Optional Activities / Pacing
H.B.4A.1 Develop and use models at different scales to explain the relationship between DNA, genes, and chromosomes in coding the instructions for characteristic traits transferred from parent to offspring. / 12-1 – Identifying the Substance of Genes
13-2 – Ribosomes & Protein Synthesis
10-2 – Process of Cell Division / Chapter Mystery: UV Light p. 337
Lab: Manual A – Extracting DNA
Model: Paper Nucleotides /

Model: DNA, RNA models: DNA origami (DNAi.org)

Model: DNA Project
Construction of Paper Nucleotides Biology: A Demo A Day / 3
H.B.4A.2 Develop and use models to explain how genetic information (DNA) is copied for transmission to subsequent generations of cells (mitosis). / 12-2 – Structure of DNA
12-3 – DNA Replication
10-2 – Process of Cell Division / Quick Lab: Modeling DNA Replication p. 352
Model: DNA Replication Paper Activity
Model: DNA Paper Clips Activity / BBC Movie: The Double Helix / 3

H.B.4B. Conceptual Understanding: In order for information stored in DNA to direct cellular processes, a gene needs to be transcribed from DNA to RNA and then must be translated by the cellular machinery into a protein or an RNA molecule. The protein and RNA products from these processes determine cellular activities and the unique characteristics of an individual. Modern techniques in biotechnology can manipulate DNA to solve human problems.

Performance Indicators: Students who demonstrate this understanding can:
Performance Indicators / Textbook: Pearson Biology (Miller & Levine), SC Edition / Core Activities / Optional Activities / Pacing
H.B.4B.1 Develop and use models to describe how the structure of DNA determines the structure of resulting proteins or RNA molecules that carry out the essential functions of life. / 12-2 – Structure of DNA
13-1 – RNA
13-2 – Ribosomes & Protein Synthesis
13-4 – Gene Regulation & Expression / Chapter Mystery: Mouse-Eyed Fly p. 361,370,379,382,386
Analyzing Data: Base Percentages p. 345
Quick Lab: Cell Interpret Codons p. 367
Lab: Manual A – From DNA to Protein Synthesis
Comparison: DNA and RNA
Video: DNA transcription/translation from PBS
http://www.pbs.org/wgbh/aso/tryit/dna/shockwave.html / Activity: ADWB - Recovering the Romanovs http://www.dnai.org/d/
Gizmos – Building DNA, and RNA and Protein Synthesis http://www.explorelearning.com/ / 3
H.B.4B.2 Obtain, evaluate and communicate information on how biotechnology (including gel electrophoresis, plasmid-based transformation and DNA fingerprinting) may be used in the fields of medicine, agriculture, and forensic science. / 13-2 – DNA Technology
15-1 – Selective Breeding
15-2 – Recombinant DNA
15-3 – Applications of Genetic Engineering
15-4 – Ethics & Impacts of Biotechnology / Chapter Mystery: A Case of Mistaken Identity pp. 417,421,434,437,442
Quick Lab: Inserting Genetic Markers p. 425
Analyzing Data: Genetically Modified Crops in US p. 429
Quick Lab: Gel Electrophoresis Model
Lab: Manual A – Using DNA to Solve Crimes / Gizmos – DNA Fingerprint Analysis
http://www.explorelearning.com/
Schedule the Gene Machine to come to your school by contacting the Greenwood Genetics Center
A chimera reading
Quick Project: Find out the date that the first patent for a GMO was awarded in the United States. Also find out the name of the scientist to whom it was awarded.
Transformation Lab / 2

H.B.4C. Conceptual Understanding: Sex cells are formed by a process of cell division in which the number of chromosomes per cell is halved after replication. With the exception of sex chromosomes, for each chromosome in the body cells of a multicellular organism, there is a second similar, but not identical, chromosome. Although these pairs of similar chromosomes can carry the same genes, they may have slightly different alleles. During meiosis the pairs of similar chromosomes may cross and trade pieces. One chromosome from each pair is randomly passed on to form sex cells resulting in a multitude of possible genetic combinations. The cell produced during fertilization has one set of chromosomes from each parent.