TimeRange
11th and 12th GradeAP Biology II / (not applicable) / 10 days
Objective (local objective to address College Board curriculum)
I.What is Science? What does it do?A.State the scientific method – know parts of the scientific method and how it is applied in biology fields
1.Identify control and why it’s needed
2.Identify variables – dependent and independent variables
B.Be able to list major laboratory safety skills
C.Describe what organizational skills are needed to keep a notebook
D.Identify major characteristics found in all living things
E.List the levels of classification and apply concept of hierarchical order
F.Identify differences in prokaryotic and eukaryotic cells
G.Describe the major characteristics of the five kingdoms of life
H.List the four greatest environmental challenges facing the world today
I.List the scientists who helped to develop the cell theory, classification systems, and the scientific method.
Suggested Teaching Strategies:
Students will read and take their own notes on the chapter (maybe in outline form).
Lecture on how and what to keep in a class notebook.
Science as a Process: Lecture on who developed the scientific method.
Lecture and class discussion on scientific method.
Lecture and class discussion on limits of science, what are laws,theories, and hypotheses.
Lecture on characteristics found in all living things.
Lecture on the major characteristics of the five kingdoms of life.
Science as a Process: Lecture on the who helped developed cell theory
Students take notes on lecture (maybe in outline form).
Students will fill out cross word puzzle that uses terms from the chapter
Students will fill out chapter study guide to compliment their lecture and board notes.
Students will do worksheets on classifications of animals and what kingdom, phylum and class they belong to.
Science as a Process: Students will use computer and do activity 1.1 Acid Rain Precipitation –
Hypothetic-deductive system on CD Rom on “Campbell’s Biology”
Lecture and class discussion on laboratory safety and laboratory rules review sheet. Lab safety test.
Critical Thinking: Use reading and questionset on “Tragedy of the Commons” to guide students through cause
and effect, basics on how certain human activity has drastic effects on an ecosystem. Have students postulate how and why commons were lost in ancient times.
Core Lab 1: Testing a Hypothesis – The Black Box Lab
Core Lab 2:Independent Research Project
Aligned Resources:
Handout on prefixes and suffixes
Handout on scientists
Handout on how to do a lab write-up
Handout on metric conversion
Study guide over unit one
Overhead notes on scientific method
Crossword puzzle
Safety laboratory rules sheet.
Transparencies on scientific method
Computers and CD-ROM
Labs and materials
International Science and Engineering Fair rules and forms
Assessment Sample Format:
Prefix / suffix test, Grade on reading quiz, Test on laboratory safety rules, Grade on study guide and crossword puzzle, Grade for lab write-up, Grade rubric for research project, Unit test.
Course/Level / P.A.S.S. Strand: /
TimeRange
11th and 12th GradeAP Biology II / (not applicable) / 15 days
Objective (local objective to address College Board curriculum)
II.The Who, What, and Why of EvolutionWhat types of evidence support an evolutionary view of life?
What is the role of natural selection in the process of evolution?
How are heredity and natural selection involved in the process of evolution?
What mechanisms account for speciation and macroevolution?
What different patterns of evolution have been identified and what mechanisms are responsible for
each of these patterns?
A.Describe the historical perspective that led up to evolution
1.Explain what scientists believed before Darwin
2.Describe Charles Darwin’s early life
3.Describe what happened on the voyage of the Beagle
4. Describe what the Scopes trial was, who took part in it, and it’s outcome
5.Describe the Supreme Court’s ruling on the teaching of creation science and/or intelligent design
B. Define evolution and provide evidence that supports an evolutionary view of life
C.Define natural selection
1.Explain the role of natural selection in the process of evolution
2.Describe the mechanisms which account for speciation and macroevolution
3.List the five major bodies of evidence used to support both evolution and natural selection
D.Describe NeoDarwinism and/or neoevolution
Suggested Teaching Strategies:
Students will read and take their own notes on the chapter (maybe in outline form).
Science as a Process: Lecture about who and what lead to the development of the theory of evolution.
Lecture on terms related to unit.
Science as a Process: Lecture on Darwin’s Life and Voyage of the Beagle.
Lecture on natural selection and evidence that supports it.
Lecture on new discoveries and areas of science that support evolutionary view.
Students take notes on lectures (maybe in outline form).
Students will fill out crossword puzzle that uses terms from the chapter.
Students will fill out chapter study guide to compliment their lecture and board notes.
Students will watch and do video review on Novavideo God, Darwin and the Dinosaurs.
Students will watch and do video reviews on seven-part video series on Evolution that travels around the world to examine evolutionary science and the profound effect it has had on society and culture.
Critical Thinking: Students will use computers to access internet resources to gather data and then make a Powerpoint presentation on historical perspective leading up the development of evolution, or Darwin’s life, etc.
Science as a Process: Students will use computer and do activity 22.1 and 22.2 on CD-ROM from
“Campbell’s Biology” 22.1 A Darwinian View of Life and Darwin and 22.2 The Galapagos Island
Lab: Natural Selection Experiment Lab: Natural Selection Experiment U Top of Form
Core Lab 6: Development of a Historical Time Line of Life
Core Lab 15: Variation, Natural Selection, and Selective Pressures
Lab: Heredity and the Environment
Lab: Unity, Diversity, and Adaptation in Tropical Fish
Aligned Resources:
Study guide over unit two
Overhead notes on historical prospective
Crossword puzzle
Video – Nova’s God Darwin and the Dinosaurs
Video – Series on Evolution
Assessment Sample Format:
Grade on reading quiz, Grade on presentation, Grade on study guide, Grade on crossword, Grade for lab write-ups,
Grade on unit test.
Course/Level / P.A.S.S. Strand: /
TimeRange
11th and 12th GradeAP Biology II / (not applicable) / 8 days
Objective (local objective to address College Board curriculum)
III. Chemistry of Life
Cellular processes are based on physical and chemical changesHow do the unique chemical and physical properties of water make life on earth possible?
A.Basic chemistry review
1.Describe structure of the atom
2.List and explain types of bonding; ionic, covalent, hydrogen, Van der Waals
B.Describe what an ion is
1.Describe the major groups of polyatomic and diatomic ions
2.Describe and list major types of organic and inorganic functional groups and their characteristics
C.Describe what an isotope is
1.Describe the three main biological uses of isotopes
2.Describe what radioactive decay is
D.Describe the types of reactions – condensation (synthesis) and dehydration (decomposition)
E.List the unique chemical and physical properties of water
1.Describe the structure of water and its polar nature
2.Explain how the polarity of water results in its unique characteristics
a.high heat of vaporization, high heat capacity, capillary action, solvent capabilities, etc.
b.ice is less dense, moderation of climate, found in nature in all three states of matter, etc.
F. Describe what pH is, including discussion of acids and bases
Suggested Teaching Strategies:
Students will read and take their own notes on the chapter (maybe in outline form).
Science as a Process: Lecture on historical development of chemistry and atomic structure.
Lecture and demonstration on basic chemistry structure of the atom, terms related to atom, the elements important for life and types of chemical bonds.
Lecture and explain the uses of ions, functional groups, isotopes and radioactive decay.
Lecture on water’s physical and chemical properties.
Lecture and description of what an acid is, what a base is, and what the pH scale is.
Students take notes on lecture (maybe in outline form).
Students will fill out cross word puzzle that uses terms from the chapter.
Students will fill out chapter study guide to compliment their lecture and board notes.
Students will do worksheets on basic atomic structure.
Students will develop chart to better understand the functional groups and the chemical properties they have.
Critical Thinking: In small groups students will develop a concept map that relates the how the chemical properties
of water are related to the breaking and formation of hydrogen bonds.
Critical Thinking: Students will use computer and do activity 2.0 thru 2.5 on Functional Groups and activity
4.0 thru 4.1 on Isomers on CD-ROM from “Campbell’s Biology.”
Critical Thinking: Students will use computer and do activity 3.1 thru 3.3 on Water and pH on CD-ROM from
“Campbell’s Biology.”
Lab: Natural Selection Experiment Lab: Natural Selection Experiment U Top of Form
Lab: Lab onRadioactive Decay
Lab: Lab on Functional Groups Properties
Aligned Resources:
Computers and CD-ROMs
Crossword puzzle and study guide over unit three
Examples of concept maps
Transparencies of water properties
Labs and materials
Assessment Sample Format:
Grade on reading quiz, Grade on study guide unit three, Grade on water chart, Grade on crossword, Grade for lab write-ups, Grade on unit test three.
Course/Level / P.A.S.S. Strand: /
TimeRange
11th and 12th GradeAP Biology II / (not applicable) / 7 days
Objective (local objective to address College Board curriculum)
IV.Introduction to Organic Chemistry and Carbohydrates, Lipids and Nucleic Acids
What is the role of carbon in the molecular diversity of life?
What are the main organic molecules in organisms?
How do structures of biologically important molecules account for their functions?How do cells synthesize and break down macromolecules?
A.Explain the role of the carbon atom in organic chemistry
1.Explain how organic polymers contribute to biological diversity
2.Describe how covalent linkages are formed and broken in organic polymers using condensation and
hydrolysis reactions
B.Describe the distinguishing characteristics of carbohydrates, and how they are classified
1.List the four characteristics of sugars
2.Identify a glycosidic linkage found in starch and cellulose, and explain why the difference is
biologically important
3.Describe the important function of each type of carbohydrate
C.Describe the distinguishing characteristics of lipids, and how they are classified
1.Describe the unique properties, polymers and biological importance of the each of the five groups of
lipids: terpens, waxes, fats, phospholipids, and steroids
2.Identify what triacylglycerol and triglyceride are
3.Describe an ester lineage and how it forms
E.Describe the distinguishing characteristics of nucleic acids
1.Describe and be able to draw the parts of a nucleotide
2.Describe the unique properties, polymers and biological importance of the each of three groups of
nucleic acids: DNA, RNA, and ATP
3.Describe how hydrogen bonds help form DNA
4.Summarize the functions of each of the three types of nucleic acids
5.Describe the three-dimensional structure of DNA, and distinguish between pyrimidine and purine bases
6.Describe the historical background including how the structure of DNA was determined and by whom
7.Describe the historical background on the human genome project
Suggested Teaching Strategies:
Students will read and take their own notes on the chapter (maybe in outline form).
Lecture on carbohydrates: how they are classified and their main function.Give examples of each type’s usage in the human body.
Lecture on lipids: how they are classified and their main function. Give examples of each type’s usage in the human body.
Lecture on nucleic acids: how they are classified and their main function. Give examples of each type’s usage in the human body.
Science as a Process: Lecture on who discovered the structure of DNA.
Students will watch and do video reviews on “Champions at Any Price” film about steroid use in athletes.
Students take notes on lecture (maybe in outline form).
Students will fill out crossword puzzle that uses terms from the chapter.
Students will fill out chapter study guide to complement their lecture and board notes.
Students will fill out worksheet on how much carbohydrates are formed.
Students will fill out worksheet on how much lipids are formed.
Students will fill out worksheet on how much nucleic acids formed.
Science as a Process:Reading and Video on the Human Genome Project.
Critical Thinking: Students will make and use index cards to help them construct a three-dimensional conceptual
map of carbohydrates.
Critical Thinking: Students will make and use index cards to help them construct a three-dimensional conceptual
map of lipids.
Critical Thinking: Students will make and use index cards to help them construct a three-dimensional conceptual
map of nucleic acids.
Critical Thinking: Students will write a two-page paper on how the human genome project could possibly
affect privacy issues in years to come.
Lab: Principles of Organic Chemistry
Aligned Resources:
3 x 5 pkg. of colored index cards
5 x 8 pkg. of colored index cards
Video Champions at Any Price
Study guide over unit four
Crossword puzzle
Labs and materials
Computers and CD-ROM
Examples of concept maps of carbohydrates, lipids, and nucleic acids
Transparencies of different types of bonds: peptide, ester, glycosidic
Worksheets on how to form carbohydrates, lipids, nucleic acids
Assessment Sample Format
Grade on reading quizGrade on study guide unit four
Grade on conceptual maps
Grade on crossword
Grade on video review
Grade on unit test four.
Course/Level / P.A.S.S. Strand: /
TimeRange
11th and 12th GradeAP Biology II / (not applicable) / 7 days
Objective (local objective to address College Board curriculum)
V.Introduction to Protein Structure and Function
What are the main organic molecules in organisms?How do structures of proteins account for their functions?
How do cells synthesize and break down proteins?
A.Explain the roll of the proteins in organisms.
1.List and recognize the four components of an amino acid, and explain how amino acids may be grouped
according to the physical and chemical properties of the side chains.
2.Explain how amino acids contribute to biological diversity.
3.Describe how and where peptide bonds are formed and broken in proteins using condensation and
hydrolysis reactions.
B.Define four levels of protein structure
1. Describe primary structure and describe how it may be deuced in the laboratory.
2.Define the two types of secondary structure, and explain the role of hydrogen bonds in maintaining
the structure.
3.Explain how weak interactions and disulfide bridges contribute to tertiary protein.
4.Explain how quaternary structure is reached in a protein include examples like hemoglobin
C.Describe how proteins are made and modified within a cell
D.List the major groups of proteins and give examples of each.
Suggested Teaching Strategies:
Students will read and take their own notes on the chapter (maybe in outline form).
Lecture on nature amino acids structure and side chains, and how they contribute to diversity of life
Lecture on how and where peptide bonds are formed.
Lecture on how DNA controls the synthesis of proteins
Lecture on four levels of protein structures.
Students take notes on lecture (maybe in outline form).
Students will fill out cross word puzzle that uses terms from the chapter
Students will fill out chapter study guide to compliment their lecture and board notes.
Aligned Resources:
Worksheets on how enzymes work.
Transparencies of different types of amino acids
Worksheets on how to form proteins
Crossword puzzle
Study guide over unit five
Assessment Sample Format
Grade on reading quizGrade on study guide unit five
Grade on conceptual map of proteins
Grade on crossword
Grade on unit test five
Course/Level / P.A.S.S. Strand: /
TimeRange
11th and 12th GradeAP Biology II / (not applicable) / 9 days
Objective (local objective to address College Board curriculum)
VI. Introduction to Metabolism
How do the laws of thermodynamics relate to the biochemical processes that provide energy toliving systems?
How do enzymes regulate the rate of chemical reactions?
How does the specificity of an enzyme depend on its structure?
How is the activity of an enzyme regulated?
A.Distinguish between kinetic and potential energy, and open and closed systems
B.State the First and Second Laws of thermodynamics
C.Write the Gibbs equation for free energy exchange
D.Distinguish between entropy and enthalpy
E.Explain the induced fit theory of enzyme function
1. Explain how enzymes activity can be controlled by environmental factors such as coenzymes, cofactors,
enzyme inhibitors and allosteric regulators
F.Know what William Beaumont did concerning enzymes
G.Distinguish between allosteric activation and cooperativity
H.Describe what an enzyme is, how it’s named and give examples of their function
1.Explain the induced fit theory of enzyme activity and who developed it
2.Explain the major environmental factors that effect enzyme function
I.Explain how negative feedback works to regulate metabolic pathways
Suggested Teaching Strategies:
Students will read and take their own notes on the chapter (maybe in outline form).
Lecture on chemical metabolism and the Laws of thermodynamics
Lecture on historical discovery of enzymes
Lecture on induced fit theory of enzymes
Lecture on enzyme structure, coenzymes, cofactors, rates of activity, regulation
Lecture on induced fit theory of enzymes
Science as a Process: Lecture on historical discovery of enzymes - William Beaumont and others
Students take notes on lecture (maybe in outline form).
Students will fill out cross word puzzle that uses terms from the chapter
Students will fill out chapter study guide to compliment their lecture and board notes.
Students will fill out worksheet on how enzyme work and what environmental factors affect them
Critical Thinking: Students will use computer and do activity on 6.1 Enyzmes on CD-ROM from
“Campbell’s Biology”.
Lab: Enzymes in Cells
Aligned Resources:
Study guide over unit six
Crossword puzzle
Transparency on negative feedback
Worksheets on how enzymes work.
Computers and CD-ROMs
Lab and materials
Assessment Sample Format
Grade on reading quizGrade on study guide unit six
Grade on crossword
Grade on lab
Grade on unit test six
Course/Level / P.A.S.S. Strand: /
TimeRange