VASS Syllabus Approval # 884598v1

AP Biology Course Syllabus Instructor: Elizabeth Ashby

Magna Vista High School

Philosophy Biology is a network of interconnected content, within and across disciplines. Teaching biology provides a unique opportunity to help students understand their impacts on the environment and their health by building and reinforcing those connections. The goal is for students to understand their environmental, personal, and social responsibilities in order to make relevant and informed decisions that lead to positive outcomes for themselves and society. In addition to the science sections of newspapers and popular science magazines, scientific journals such as Science and Nature are resources throughout the course, thus making modern environmental and social concerns associated with biology a continuing theme.

Course Overview This course is designed to foster an understanding and appreciation for the broad and minute interconnected aspects of Biology. Throughout the year, the following four big ideas will be stressed with breadth and depth by focusing on the conceptual enduring understandings and essential knowledge components:

1. The process of evolution drives the diversity and unity of life. 2. Biological systems utilize free energy and molecular building blocks to grow,

reproduce, and maintain dynamic homeostasis. 3. Living systems store, retrieve, transmit and respond to information essential

to life processes. 4. Biological systems interact. These systems and their interactions possess

complex properties. The relationship between structure and function is an integral concept that is incorporated into each unit of study. Classes meet three times a week: once a week for 50 minutes, and twice a week for 90 minutes.

Lab Component All of the labs in the AP Biology Lab Manual for Students are performed, either exactly or modified to fulfill particular course objectives. Labs require about 25% of instructional time. Students are required to keep a lab notebook with work from their lab books as well as any formal lab write-ups or analyses produced, in the event that a college requires this as evidence of lab participation.

Vernier electronic data collection/analysis tools and Dell laptops are technologies used to enhance students’ lab experience, accuracy, and efficiency. Students are given the labs to read beforehand. They are organized into lab groups of up to four and lab set up is discussed to ensure that they understand the procedure and equipment they will be using. All labs require, at minimum, analysis questions from the lab

manual and a written analysis/conclusion (including limitations and recommendations) of the lab. Full lab reports require: title, introduction/background information, purpose (specific topic being investigated), procedure, data/results, analysis, conclusion, limitations, sources of error, and recommendations. Quality of scientific writing is stressed over quantity.

Labs and activities are designed to incorporate and evaluate a variety of Science Practices (SP):

1. The student can use representations and models 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.

Teaching Strategies Whether the topic is biochemistry or evolution, most lecture material is connected to the relationships between structure and function, as well as factors necessary for life. The majority of class time is spent in lecture and class discussion or in lab activities. Course content is supported by the text, the internet, video, current research, and trips to a nearby watershed for environmental sample and data collections. Course material is also supported and assessed with practice multiple-choice questions from AP Central, the Released Exams, and test preparation books to help students focus on what is important in the chapter sections assigned.

Textbook and Supplemental Materials 1. Heller Price Principles of Life for use as a classroom reference. 2. AP Biology Lab Student Workbooks. 3. Dell Inspiron 600m laptop computer with classroom access to wireless internet. 4. Web-based, teacher- generated lecture outlines and/or study questions. 5. Web-based, self-grading multiple choice review questions. 6. Web-based lab simulations to reinforce “wet” labs based. 7. Scientific journals to be reviewed for current research in biology.

Student Evaluation and Assessment Tests are given at appropriate times during each nine weeks. Tests consist of 50-70 timed multiple choice questions and one to two timed essays to provide students with practice with the AP exam format. Practice essays and tests are timed throughout the year.

A midterm exam is required for all students and will contain previously released AP test questions – 60 timed multiple choice questions and 2 timed essays.

Grade Breakdown: Classwork/Quizzes…...…………………………20% Labs/Journal Reviews..………………………….30% Tests/Projects ………………...…………………50% (3 per 9 weeks)

Unit 1. Ecology (summer and 2 weeks) Enduring understandings and essential knowledge

1.A.1-4 2.A.1-3; 2.C.2; 2.D.1-4 4.A.5-6; 4.B.3-4; 4.C.3-4

Readings Ecology, chapters 42-46 Receive outline notes and guidance on the textbook readings

Lecture Topics Biomes: aquatic and terrestrial biomes and the factors that influence them, habitat

and niche, biotic and abiotic factors in the environment. Community ecology, ecological succession, soil and its role in succession, symbiotic

relationships, intra & interspecific competition, resource partitioning, competitive exclusion

Ecosystem ecology, trophic structure, and productivity (energy transfer) Biogeochemical cycles – Carbon cycle, Nitrogen cycle, Hydrologic cycle, Phosphorus

cycle, eutrophication Population ecology, human population growth, Hardy-Weinberg equation

introduction. Labs and Activities

AP Lab 12: Dissolved oxygen and aquatic primary productivity~ students measure dissolved O2 of pond water samples exposed to differing amounts of light (SP 2.1-2; SP 4.1, 4.3; SP 5.1, 5.3; SP 7.1-2)

Human Population Lab: use given data to construct age structure pyramids, life tables, survivorship curves (dry lab). (SP 1.1-4; SP 2.2-3; SP 5.1-3; SP 6.1, 6.4; SP 7.1-2)

Hardy-Weinberg Equation Practice: uses and reinforces prior knowledge of genotypes/phenotypes to predict allele frequencies within a population. (SP 2.1-3; SP 5.1-3; SP 6.1-2; SP 7.1-2)

Biome Research: students choose a biome to research feeding and energy relationships, identify food chains and food webs for the assigned biome.

Culminating Activity for Unit: Environmental Issues Project - Students are put into groups and each are given a topic to research and present a power point presentation to the class: Choices are Acid Precipitation, Ozone depletion, habitat destruction, depletion of energy reserves/ alternative energy possibilities, Greenhouse effect, depletion of fresh water reserves, introduction of exotic species, solid waste disposal/recycling. Worth a test grade. (SP 3.1-3, SP 5.3, SP 6.1-3; SP 7.2)

Unit 1. Part II Animal Behavior (1 week) Enduring understandings and essential knowledge

1.B.1 2.C.1-2; 2.D.1-4; 2.E.2-3 3.E.1-2 4.B.2-3

Topics and Readings Read chapter 41 and watch videos on animal behavior National Geographic’s Search

for the Great Apes. Labs and Activities

AP Lab 11: Animal Behavior. Students design an experiment to research how particular abiotic factors impact the behavior of pill bugs. (SP 3.1-3; SP 4.1-4; SP 5.1-3)

Alternate Animal Behavior Lab: The Effect of Temperature on Cricket Chirping. Students design an experiment to research how particular abiotic factors impact the behavior of crickets. (SP 3.1-3; SP 4.1-4; SP 5.1-3)

Culminating Group Activity: Using information gathered in chapter readings and outside reading sources,

students write a 2-3 page persuasive essay (with properly cited sources) on one of the following: animal testing (pro or con), poaching/hunting of a specific animal, impacts of habitat destruction on a specific animal, or funding for animal refuges. Each group will present a 3 minute presentation to detail their findings for the class. (SP 3.1-3; SP 6.3-5)

Unit 2. Evolution and Past Diversity of Life (2-3 weeks) Enduring understandings and essential knowledge

1.A.1-4; 1.B.1-2; 1.C.1-3; 1.D.1-2 2.E.3 3.D.1

Readings Evolution, chapters 15-18

Lecture Topics History of Evolutionary thought: pre-Darwinian Ideas, Darwin’s theory, voyage of

the H.M.S. Beagle Evidences for evolution Evolution in action today Modern synthesis, population genetics, Hardy-Weinberg Law of genetic equilibrium,

problems Natural selection, microevolution events, types of selection, preservation of

variation Speciation, prezygotic and postzygotic mechanisms, allopatric and sympatric

speciation Gradualism/punctuated equilibrium Fossil record, extinctions, dating of fossils

Labs and Activities AP Lab 8: Population genetics and evolution. Including Hardy-Weinberg

equilibrium problems. (SP 2.1-3; SP 5.1-3; SP 6.1-5) Nucleic Acid Sequences Lab to compare nucleic acid sequences of different

organisms and compare evolutionary timeline to estimated times from the molecular clock theory. (SP 2.1-2; SP 4.3; SP 5.1; SP 6.1-5; SP 7.1-2)

Video & discussion~ The Doomsday Seed Vault~ students watch a short video about the arctic doomsday seed vault and formulate responses to several discussion questions surrounding its purpose, environmental conditions/specifications, funding, significance/importance to evolution, and how genetic engineering and years of artificial selection have narrowed genetic variation.

Darwin’s Finches Lab – Students read an article about Darwin’s finches, then design, conduct, and write-up an experiment on beak adaptation and fitness using pliers, forceps, and plastic spoons/forks to simulate different types of beaks to pick up corn kernels and various beans. (SP 1.1-5; SP 3.1-3; SP 4.1-4; SP 5.1-3; SP 6.1-4)

Peppered Moth Simulation lab- Students study the relationship between genetic variation, environmental factors, population genetics (Hardy-Weinberg) and natural selection. (SP 1.4-5; SP 2.1-3; SP 4.3; SP 5.1; SP 6.1)

Self Study on Classification – Protists, Fungi and Plant Classification, emphasis on the evolution of these groups throughout time Prior Knowledge: Classification & Survey of Animals/Protists/Fungi (2 days) Enduring understandings and essential knowledge

1.B.1-2; 1.C.1-3 2.C.1-2; 2.D.2; 2.E.3 3.C.1-2; 3.D.1 4.C.1-3

Labs and Activities Microscope Lab~ use and measurement of cellular structures (this lab can be found in most lab manuals) Pond Life Lab~ students will observe and record the diversity of life and composite

gases (CO2 & O2) found in samples of 3 different ponds’ water (using modified procedures from AP lab 12). Students will analyze their findings and report on the health of those ecosystems based on diversity, productivity, and predicted stability. (SP 1.1-2, 1.4; SP 3.3; SP 4.3; SP 5.1-3; SP 6.2, 6.4; SP 7.2)

Phylogeny Challenge~ Observe preserved specimens and accurately place the organisms on phylogenetic trees. (SP 1.1, 1.3)

Unit 3. Botany (2 weeks) Enduring understandings and essential knowledge

1.B.1-2; 1.C.1-3 2.C.1-2; 2.D.2; 2.E.3 3.C.1-2; 3.D.1 4.C.1-3

Readings The Plant Kingdom, Chapters 24-28 Receive outline notes and guidance on the textbook readings

Lecture Topics Alternation of generations Angiosperm structure and growth Angiosperm reproduction and growth Plant control systems

Labs and Activities

AP Lab 9: Whole Plant Transpiration~ students design and perform an experiment to measure the impacts of manipulated environmental conditions on transpiration by measuring mass and another variable. (SP 2.1-3; SP 4.1-4; SP 5.1-3, SP 6.1-2, 6.4, SP 7.1-2)

Monocot/Dicot Memory Lab: Students collect flora specimens, then examine and sketch roots, leaves, and stems on note cards. Students exchange note cards and try to separate the drawings as monocots or dicots. (SP 1.1)

Flower Reproduction Lab: Students collect flower specimens and study floral anatomy with regard to plant reproduction, while completing a table. Culminating discussion: student groups briefly describe (draw, project, show) various carpel arrangements and discuss evolutionary benefits. (SP 3.1-3)

Seed Germination~ Students perform basic planting activities and observe seed germination.

Video The Secret Life of Plants or Sexual Encounters of the Floral Kind.

Unit 4. Animal Structure & Function (4 weeks) Enduring understandings and essential knowledge

2.A.1, 2.A.2; 2.B.2; 2.C.1-2; 2.D.1-4; 2.E.1-3 3.B.1-2; 3.D.1-4; 3.E.1-2 4.A.3-4, 4.A.6; 4.B.1-3

Readings Selected Systems (human and animal), chapters 29-40

Lecture Topics Tissue types – Epithelial, Connective, Muscle and Nervous Basic principles of anatomy, with an emphasis on mammalian systems Nervous system: CNS and PNS, plan of the nervous system, neuron structure, reflex

arc, transmission of nerve impulse, sensory reception and cell communication Endocrine system: homeostasis, sugar and calcium control, review of sexual

hormones and cell communication Lymphatic and Immune systems and cell communication

Labs and Activities Immune Response Simulation: students play roles of immune system cells. Using

name tags, labels, and paper crowns, students act out/simulate various immune responses. (SP 1.1-5)

ELISA Lab: http://www.hhmi.org/biointeractive/vlabs/ Class discussion – Design an experiment to determine why there is an inverse

relationship between body size and metabolism. (SP 3.1-3; SP 4.1-2, 4.4; SP 5.1-3; SP 6.2, 6.4; SP 7.1-2)

Unit 5. Biochemistry & Delta G Free Energy (need to change) Enduring understandings and essential knowledge

1.D.1-2 2.B.1-3; 2.C.2; 2.D.1 3.A.1 4.A.1-3; 4.B.1-2; 4.C.1

Readings

Chemical basis of life, protein and enzymes, chapters 2-3 Lecture Topics

Elementary principles of inorganic chemistry (eg. atoms, molecules, etc.) Roles of water (its properties), acids, bases and buffers and their biological

importance Roles of carbon and the functional groups Macromolecules: carbohydrates, lipids, proteins, nucleic acids Proteins and enzymes (structure and function) The closing lecture is a demonstration of the food tests used to identify the different

organic compounds Labs and Activities

AP Lab 2: Enzyme catalysis~ Students design an experiment to measure catalase activity as a result of manipulated environmental conditions (pH, temperature of substrate or enzyme, concentration of substrate or enzyme). Students will collect data, calculate rates and analyze class data for catalase reactions to determine optimal conditions. (SP 2.1, 2.2, 2.3; SP 4.1, 4.2, 4.3, 4.4; SP 5.1, 5.2, 5.3; SP 7.2)

The origins of life~ Approximately 45 minutes are spent tracing the historical development of ideas concerning the origin of life and current views of the origin of life and the experimental evidence that supports these views. Students learn more about the origins of life by reading the chapter in their textbook and answering guided questions. This independent class work appears 10 weeks into the first semester because it is at this point that students have an understanding of organic molecules and can appreciate the molecular evolution concepts that are used to explain the origin of life.

Unit 8. Cells, Cell Functions, & Cell Communication (2 weeks) Enduring understandings and essential knowledge

1.B.,11.B.2 2.A.1-3; 2.B.1-3; 2.C.1-2; 2.D.1-3 3.A.1-3 4.A.2-3; 4.C.1

Readings Architecture of cells chapters 4 Cellular transport, chapters 5

Lecture Topics Evolution/architecture of prokaryotes to eukaryotes, comparison of plant and

animal cells Cell wall of bacteria and plants Organelles; emphasis on mitochondria and chloroplasts (DNA) Bacteria reproduction and nutritional modes Bacteria: classification and their roles, both harmful and beneficial Membrane structure and function; transport across the membrane

Labs and Activities Cell Type Survey Lab: plants vs animals, protist, fungi, bacteria comparisons (SP

1.1-4) AP Lab 1: Diffusion/Osmosis~ calculations of rates and osmotic potential (SP 1.1-5;

SP 2.1-3; SP 4.3; SP 5.1-3; SP 6.2, 6.4; SP 7.1-2) AP Lab: MItosis

Reading and video on bacteria, antibiotic development and resistance (SP 3.1-3; SP 4.4; SP 6.1-5)

Discussion – What characteristics of cells provides evidence of a common origin? (SP 3.1-3; SP 6.3-5)

Unit 9. Photosynthesis and Respiration Enduring understandings and essential knowledge

1.B.1 2.A.1-3; 2.B.3; 2.D.1-4; 2.E.2-3

Readings Photosynthesis and respiration, chapters 6

Lecture Topics Angiosperm leaf anatomy Chloroplast structure and function Light reactions/light-dependent reactions, Light-independent reactions/Calvin

Cycle C3 and C4 cycles, evolution of strategies to avoid photorespiration (CAM, C4 plants) Chemiosmosis in respiration and photosynthesis The role of photosynthesis and respiration in global warming

Labs and Activities Photosynthesis Manipulatives Practice~ Students use oversized chloroplasts and

various molecules to simulate the events of photosynthesis and answer questions. (SP 1.4, 1.5)

AP Lab 4: Plant pigments / photosynthesis. (SP 2.1-3; SP 3.2-3; SP 4.1, 4.3-4; SP 5.1, 5.2; SP 7.1)

AP Lab 5: Cellular Respiration (SP 2.1-3; SP 3.2-3; SP 4.1, 4.3-4; SP 5.1-2; SP 7.1)

Unit 10. Cellular Respiration Enduring understandings and essential knowledge

1.B.1 2.A.1-3; 2.B.3; 2.D.1-4; 2.E.2-3

Readings Respiration, chapters 6, 37

Lecture Topics Overview of aerobic and anaerobic respiration Mitochondrion structure Glycolysis/Krebs Cycle Chemiosmosis in respiration and photosynthesis The role of photosynthesis and respiration in global warming

Labs and Activities

Respiration Manipulatives Practice~ Students use oversized mitochondria and various molecules to simulate the events of respiration and answer questions. (SP 1.4, 1.5)

Flow Chart Challenge~ students use bolt paper, post-its, markers, construction paper, etc to build a concept map showing the flow of energy and compounds in a cell (specifically between chloroplast & mitochondrion). Students rotate to groups evaluating and adding to flow charts. (SP 1.-3, 1.5)

Unit 11. Cellular Reproduction and DNA Replication (1-2 weeks) Enduring understandings and essential knowledge

1.A.3-4; 1.B.1 2.C.1-2; 2.E.1-3 3.A.1-2; 3.C.3; 3.D.1 4.A.1-2; 4.B.1-2

Readings Reproduction: mitosis and meiosis, chapters 7

Lecture Topics Significance of mitosis and meiosis Cell cycle Mitosis in plants and animals Meiosis in plants and animals Chromosomal abnormalities due to nondisjunction Cancer

Labs and Activities Mitosis On-line Activity from www.biology.arizona.edu AP Lab 3: Mitosis and meiosis, including calculation of cell cycle phases (SP 2.1-3) Cancer Research and Discussion: Students will be divided into groups to research

and answer 1-2 questions related to cancer. (ex. What are theories regarding where/how cancer originated? What is the difference between the theoretical origins of skin or lung cancer vs ovarian or breast cancer? Can cancer be treated with gene therapy?) Groups will then present their assigned questions and researched answers. The class will discuss relationships between (1) cancer and evolution, (2) treatment options and ethics, and (3) hypothetical genetic cure and impacts on society. (SP 3.1-3; SP 6.3-5)

Unit 12. Protein Synthesis & Gene Regulation Unit 13. Biotechnology & Electrophoresis (4 weeks) Enduring understandings and essential knowledge

1.A.2-4; 1.B.1-2 3.A.3-4 4.A.1-4; 4.B.1-2; 4.C.1-2

Readings DNA history, structure, replication, protein synthesis, chapters 9-11 Biotechnology, chapters 13

Lecture Topics DNA historical background, experimental evidence DNA structure and replication in detail Protein synthesis: transcription and translation, control of gene expression

(operons) Biotechnology techniques and ethical issues: cloning, PCR, principles of

electrophoresis, RFLP analysis, Viruses: basic virus structure, viral replication (lytic and lysogenic cycles,

retroviruses)

AIDS and other important viruses Viroids, prions, emerging viruses

Labs and Activities DNA Profiling simulation – “Where’s the CAT” (SP 1.1, 1.4; SP 2.1-3) AP Lab 6: DNA extraction, transformation, and electrophoresis (SP 2.1-3; SP 3.1-3;

SP 4.1-4; SP 5.1-3; SP 6.1-5; SP 7.1-2) Simulation of spread of AIDS through classroom population using phenolthalein ,

NaOH solution and body fluid “swapping” (SP 1.5; SP 2.3; SP 3.1-2; SP 4.3-4; SP 5.1; SP 6.4; SP 7.1-2)

Class Discussion – Should employers have the right to discriminate against people based on genetic information that could be provided to them? Should insurance and other health care related companies have the right to screen and discriminate based on the presence or absence of potentially disorder-producing or disease-causing genes in their clients? (SP 3.1-3; SP 4.4)

DNA Technology Current Events Article Project – independently, students find 4 articles since 2002 relating to one of the following topics: (1) DNA technology in the news, related to human genetics, wildlife biology, human genome project, (2) release of genetically modified organisms into the wild (plant, animal, bacteria, etc) (3) genetically modified foods and its impact on genetic diversity of those particular crops. (4) DNA profiling and social/ethical impacts. Students complete a 2-3 page paper with proper citations. (2 weeks) (SP 3.1-3; SP 4.4; SP 5.3; SP 6.1-5; SP 7.1-2)

Video on viruses

Unit 14. Meiosis and Genetics (2-3 weeks) Enduring understandings and essential knowledge

1.A.2-4; 1.B.1; 1.C.3 3.A.1-4; 3.B.2; 3.C.1-2 4.A.3; 4.C.2-3

Readings Genetics, chapters 10, 12, and 14

Lecture Topics Mendelian genetics, probability, segregation, independent assortment Non-Mendelian patterns, codominance, polygeny, blood typing, incomplete

dominance Human genetics, pedigree analysis, karyotyping Sex linkage, autosomal linkage, linkage maps Drosophila genetics, setting up a cross Control of gene expression, Lac and Trp Operons

Labs and Activities Students solve problems from the text for homework to be reviewed in class (SP

2.1-3; SP 4.1, 4.3-4; SP 5.1-3; SP 6.1-5) AP Lab 7: Drosophila. Including Chi 2 problems. (SP 2.1-3; SP 4.1, 4.3-4; SP 5.1-3; SP

6.1-5) Transgenic Fly Lab: http://www.hhmi.org/biointeractive/vlabs/ (SP 1.1, 1.3-4; SP

2.1-3; SP 4.1, 4.3-4; SP 5.1-3; SP 6.1-5) Web Karyotyping activity – www.biology.arizona.edu (SP 1.1, 1.3-4; SP 4.1, 4.3-4;

SP 5.1-3; SP 6.1-5) Genetic Disorder Research assignment on inherited diseases. (SP 7.1-2)

Unit 15. Review (1 – 2 weeks) Review for AP Exam Students will build their own concept maps connecting Big Ideas to each other with

specific content and activities. Quick Reference Guides: Students will make a 5x7 notecard for each of the labs.

Notecards should show title, purpose, IV, DV, Control, Constants, brief procedure (especially if it was complicated), calculations used, results, conclusion, and any curriculum connections to the 4 Big Ideas.

Unit 16. Prior knowledge-Pre-AP (end of year 1)

Availability of resources for students available in the spring prior to the course and through the summer with support.

Classification & Survey of Animals/Protists/Fungi Enduring understandings and essential knowledge

1.B.1-2; 1.C.1-3 2.C.1-2; 2.D.2; 2.E.3 3.C.1-2; 3.D.1 4.C.1-3

Readings Animal survey and classification, selected readings from chapters 19-23

Lecture Topics Review terms: prokaryotic/eukaryotic and autotroph/heterotroph, and terms used in

classification and the formation of phylogenetic trees like symmetry and types of coelom

Outline notes and guidance on the textbook readings and the major phyla Labs and Activities

Microscope Lab~ use and measurement of cellular structures (this lab can be found in most lab manuals) Pond Life Lab~ students will observe and record the diversity of life and composite

gases (CO2 & O2) found in samples of 3 different ponds’ water (using modified procedures from AP lab 12). Students will analyze their findings and report on the health of those ecosystems based on diversity, productivity, and predicted stability. (SP 1.1-2, 1.4; SP 3.3; SP 4.3; SP 5.1-3; SP 6.2, 6.4; SP 7.2)

Phylogeny Challenge~ Observe preserved specimens and accurately place the organisms on phylogenetic trees. (SP 1.1, 1.3)

Animal Structure & Function (8 weeks) Enduring understandings and essential knowledge

2.A.1, 2.A.2; 2.B.2; 2.C.1-2; 2.D.1-4; 2.E.1-3 3.B.1-2; 3.D.1-4; 3.E.1-2 4.A.3-4, 4.A.6; 4.B.1-3

Readings All systems (human and animal), chapters 29-40

Lecture Topics Tissue types – Epithelial, Connective, Muscle and Nervous

Basic principles of anatomy, with an emphasis on mammalian systems Nervous system: CNS and PNS, plan of the nervous system, neuron structure, reflex

arc, transmission of nerve impulse, sensory reception Endocrine system: homeostasis, sugar and calcium control, review of sexual

hormones Digestive system structure and function Excretory system, with emphasis on maintaining homeostasis (Osmoregulation) Respiratory system Heart and circulatory system Lymphatic and Immune systems Muscular system: voluntary and involuntary muscles, muscular contraction, muscle

cell structure Review of human reproduction and embryology (development), menstrual cycle,

fertilization, and formation of the embryo and birth., comparison of developmental stages in echinoderm, frog, chicken, and human, extra embryonic membranes in chicken and human, and their importance

Labs and Activities My Plate Food Lab – Students track food/drink intake for weekend and compare

them to the current My Plate to assess if their diet fits the USDA suggestions. Students calculate their BMI. http://www.choosemyplate.gov/tipsresources/printmaterials.html (SP 1.1-5; SP 2.1-3; SP 4.3-4; SP 5.1-3)

Lung Capacity Lab – students measure tidal volume, inspiratory reserve, expiratory reserve and residual volume using a spirometer and compare these values for athletes vs. non-athletes in the classroom or instrument players vs. non-instrument players. (SP 2.2-3; SP 4.3; SP 5.1, 5.3; SP 7.1-2 )

AP Lab 10 – Part A Blood Pressure and Pulse Lab (SP 2.2-3; SP 4.3-4; SP 5.1-3; SP 7.1-2)

Cardiology Lab: http://www.hhmi.org/biointeractive/vlabs/ Blood typing lab using simulated blood- students use simulated blood samples to

test for agglutination when mixed and determine blood types from the results (SP 1.4; SP 4.3; SP 5.1; SP 6.4)

Immune Response Simulation: students play roles of immune system cells. Using name tags, labels, and paper crowns, students act out/simulate various immune responses. (SP 1.1-5)

ELISA Lab: http://www.hhmi.org/biointeractive/vlabs/ Neurophysiology Lab: http://www.hhmi.org/biointeractive/vlabs/ Class discussion – Design an experiment to determine why there is an inverse

relationship between body size and metabolism. (SP 3.1-3; SP 4.1-2, 4.4; SP 5.1-3; SP 6.2, 6.4; SP 7.1-2)

In the Womb~ Students watch a National Geographic video on mammal development.