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Biology 1 CP

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 252 Energy Transfer 103 Heredity – Inheritance and Variation of Traits 204 Biological Evolution – Unity and Diversity 165 Ecosystem Dynamics 12

Post EOCEP/Review 2**Based on 90 semester

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Biology 1 CP 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 Water2-3 – Carbon Compounds

Chapter Mystery: The Ghostly Fish p. 33,37,42, 53, & 56Quick Lab: Model an Ionic Compound p. 36Quick Lab: Acidic and Basic Foods p. 43Analyzing Data: Comparing Fatty Acids p. 48Lab: Identifying Organic Compounds

Foldable: Organic Molecules of Life Pop-Up Book Gizmos – Identifying Nutrients http://www.explorelearning.com/Video: National Geographic Video - Life in the Freezer Video: Untamed Science Video p. 33 – Properties of WaterDemos: Properties of Water – Biology: A Demo A Day Lab: Calorimetry lab

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 & EnzymesLab: Liver or potato enzyme lab

Lab: Toothpickase lab 2

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http://www.explorelearning.com/

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.



Core Activities Optional Activities Pacing

H.B.2B.1 Develop and use models to explain how specialized structures within cells (including the nucleus, chromosomes, cytoskeleton, endoplasmic reticulum, ribosomes and Golgi complex) interact to produce, modify, and transport proteins. Models should compare and contrast how prokaryotic cells meet the same life needs as eukaryotic cells without similar structures.

7-1 – Cell Discovery and Theory 7-2 – Structures and Organelles

Chapter Mystery: Death by …Water p. 189, 193, 208, & 220Quick Lab: Making a Model of a Cell p. 203Model: Cell Model AnalogyLab: Plant and Animal Cells

Project: Cell travel brochure or poem/cell model project

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 Organelles20-2 – Prokaryotes21-4 – Fungi

Lab: Cell Theory Microscope lab (comparing different types of cells)Quick Lab: What is a Cell p. 193Lab: Manual A – Using a MicroscopeLab: Plant and Animal Cell Lab include yeast & bacteriaLab: Cell Survey

Webquest: Cells Alive ActivityDrawings:Draw and label a plant & animal cellDrawings:Draw and label prokaryotic and eukaryotic cell.Worksheet: Prokaryotic vs. EukaryoticLab: Prokaryotes

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 (Prions)

Chapter Mystery: The Mad Cows p. 573, 574, 579, 586, 592, & 596Case Study: AIDS/common cold/other virus case studyQuick Lab: How do Viruses Differ in Structure p. 575Viral Structure Worksheet

Research paper: different types of virusesAnalyzing Data: MRSA – Fighting Back p. 591Model: Build a Virus ActivityGizmos – Virus Lytic Cycle http://www.explorelearning.com/

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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.




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 DemoModel: 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 DiffusionLab: Potato Core Lab

Lab Demo: Iodine/starch transportLab: Egg osmosis lab

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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

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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.




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 Growth10-2 – Process of Cell Division10-4 – Cell Differentiation13-4 – Gene Regulation & Expression

Chapter Mystery: Pet Shop Accident pp. 273,278,284,287,294,300Quick Lab: Surface Area vs. Volume p. 275Demo: Cell Size Limits

Posters: Cell cycleLab: 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 Growth10-2 – Process of Cell Division10-3 – Cell Cycle and Regulation

Quick Lab: Mitosis in Action p. 283Model: Pipe Cleaner Simulation of MitosisLab: Onion Root Mitosis

Model: mitosis with Play-DohGame: Control of the Cell Cycle Gamehttp://www.nobelprize.org/educational/medicine/2001/cellcycle.html

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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. 288Mitosis 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 and10-4 – Cell Differentiation15-4 – Ethics & Impacts of Biotechnology

Analyzing Data: Cellular Differentiation of C. Elegans p. 294Webquest: Stem Cells in the Spotlight http://teach.genetics.utah.edu/content/tech/stemcells/Stem%20Cells%20Web%20Quest.pdf

Socratic seminarArticle or video: from Baylor University’s stemcellcite..comhttp://www.stemcellcite.com?Slide set: from Baylor’s BioEd onlinehttp://www.bioedonline.org/slides/content-slides/

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http://www.bioedonline.org/slides/content-slides/cells/stem-cells/


http://www.stemcellcite.com/



http://teach.genetics.utah.edu/content/tech/stemcells/Stem%20Cells%20Web%20Quest.pdf



http://www.jogtheweb.com/run/Huk4LCHEsbzv/Mitosis-and-Cell-Cycle-Activities#1



http://www.nobelprize.org/educational/medicine/2001/cellcycle.html



cells/stem-cells/?

Biology 1 CP 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.




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. 225,228,232,239,244ATP Activity

Model: Build a three-dimensional model of ATP with marshmallows, etc.ATP to piñata comparisonVideo: 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 Overview8-3 – The Process of Photosynthesis

Quick Lab: Waste Material Produced during Photosynthesis p. 234Lab: Manual A – Plant Pigments & PhotosynthesisQuick Lab: ElodeaLab: Spinach Discs Lab

Lab: Photosynthetic Pigments Electromagnetic Spectrum – http://www.lon-capa.org/~mmp/applist/Spectrum/s.htmDiffraction 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.

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http://www.lon-capa.org/~mmp/applist/Spectrum/s.htm

http://www.lon-capa.org/~mmp/applist/Spectrum/s.htm


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 Overview8-3 – The Process of Photosynthesis

Analyzing Data: Rates of Photosynthesis p. 240

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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 Respiration9-2 – The Process of Cellular Respiration9-3 - Fermentation

Chapter Mystery: Diving without a Breath pp. 249,252,256,265,268Analyzing Data: You are What you Eat p. 251Cellular Respiration Lab – Activity B-3.1aLab: Anaerobic cellular respirationActivity: Clothespin Lactic Acid Lab: Seed Respiration

Lab/Demo: Yeast fermentation Gizmos – Cell Energy Cycle http://www.explorelearning.com/

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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 Respiration9-2 – The Process of Cellular Respiration9-3 - Fermentation

Quick Lab: Exercise and Cellular Respiration p. 264Lab: Manual A – Comparing Fermentation Rates of Sugars

Lab: Alcoholic Fermentation in Yeast 1

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Biology 1 CP 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.




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 Genes13-2 – Ribosomes & Protein Synthesis10-2 – Process of Cell Division

Chapter Mystery: UV Light p. 337Lab: Manual A – Extracting DNAModel: Paper Nucleotides

Model: DNA, RNA models: DNA origami (DNAi.org)Model: DNA ProjectConstruction of Paper Nucleotides Biology: A Demo A Day

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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 DNA12-3 – DNA Replication10-2 – Process of Cell Division

Quick Lab: Modeling DNA Replication p. 352Model: DNA Replication Paper Activity Model: DNA Paper Clips Activity

BBC Movie: The Double Helix

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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.




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 DNA13-1 – RNA13-2 – Ribosomes & Protein Synthesis13-4 – Gene Regulation & Expression

Chapter Mystery: Mouse-Eyed Fly p. 361,370,379,382,386Analyzing Data: Base Percentages p. 345Quick Lab: Cell Interpret Codons p. 367Lab: Manual A – From DNA to Protein SynthesisComparison: DNA and RNAVideo: DNA transcription/translation from PBShttp://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/

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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 Technology15-1 – Selective Breeding15-2 – Recombinant DNA15-3 – Applications of Genetic Engineering15-4 – Ethics & Impacts of Biotechnology

Chapter Mystery: A Case of Mistaken Identity pp. 417,421,434,437,442Quick Lab: Inserting Genetic Markers p. 425Analyzing Data: Genetically Modified Crops in US p. 429

Gizmos – DNA Fingerprint Analysishttp://www.explorelearning.com/ Schedule the Gene Machine to come to your school by contacting the Greenwood

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http://www.dnai.org/d/

Quick Lab: Gel Electrophoresis ModelLab: Manual A – Using DNA to Solve Crimes

Genetics CenterA chimera readingQuick 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.

Biology 1 CPHEREDITY – INHERITANCE AND VARIATION OF TRAITS (continued)

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.

Performance Indicators: Students who demonstrate this understanding can: Performance Indicators Textbook: Pearson Biology

(Miller & Levine), SC Edition


H.B.4C.1 Develop and use models of sex cell formation (meiosis) to explain why the DNA of the daughter cells is different from the DNA of the parent cell.

11-4 – Meiosis Chapter Mystery: Green Parakeets pp. 307,310,320,329,332Analyzing Data: Haploid & Diploid Numbers p. 327Worksheet - "Serendipity"

Drawing: stages of Meiosis 2

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H.B.4C.2 Analyze data on the variation of traits among individual organisms within a population to explain patterns in the data in the context of transmission of genetic information.

11-1 – The Work of Gregor Mendel11-2 – Applying Mendel’s Principles11-3 – Other Patterns of Inheritance14-1 – Human Chromosomes14-2 – Human Genetic Disorders

Quick Lab: Classroom Variation p. 311Quick Lab: Dimple Inheritance p. 315Analyzing Data: Human Blood Types p. 320Lab: Manual A – Using DNA to Identify Human RemainsActivity: Face Lab/ Making a BabyActivity: Dragon GeneticsGenetics Worksheet - "Serendipity"

Video: Lorenzo’s Oil & Worksheets Gizmos – Mouse Genetics (One Trait), Mouse Genetics (Two Traits), and Inheritance http://www.explorelearning.com/

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H.B.4C.3 Construct explanations for how meiosis followed by fertilization ensures genetic variation among offspring within the same family and genetic diversity within populations of sexually reproducing organisms.

11-4 – Meiosis11-1 – Basic Patterns of Human Inheritance11-2 – Complex Patterns of Inheritance11-4 – Chromosomes and Human Heredity14-2 – Human Genetic Disorders

Chapter Mystery: The Crooked Cell pp. 391,395,399,407,412Quick Lab: Colorblindness p. 395Analyzing Data: Geography of Malaria p. 400Lab: Manual A – Modeling MeiosisActivity: KaryotypeActivity: Practicing PedigreesInquiry Activity: Does Sexual Reproduction change genotype ratios?

Dragon Genetics & Mendelian Peas – http://biologica.concord.org/webtest1/web_labs.htm Guest Speaker: Genetic Counselor – MUSCActivity: PTC Test- Tasters vs. NontastersRecovering the Romanovs http://www.dnai.org/d/ Modeling: DNA ProbesGizmos – Human Karyotyping http://www.explorelearning.com/Autosomal disorders in humans research paper

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http://www.dnai.org/d/

http://biologica.concord.org/webtest1/web_labs.htm




H.B.4D. Conceptual Understanding: Imperfect transmission of genetic information may have positive, negative, or no consequences to the organism. DNA replication is tightly regulated and remarkably accurate, but errors do occur and result in mutations which (rarely) are a source of genetic variation.




H.B.4D.1 Develop and use models to explain how mutations in DNA that occur during replication (1) can affect the proteins that are produced or the traits that result and (2) may or may not be inherited.

13-3 – Mutations Quick Lab: Modeling Mutations p. 374Activity: Dragon Genetics & Mendelian Peas – http://biologica.concord.org/ webtest1/web_labs.htm

Model: mutations in DNA with DNA with paper modelsActivity: Chromosomal mutations

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Biology 1 CPBIOLOGICAL EVOLUTION – UNITY AND DIVERSITY (Standard B 5 from 2005 standards)

Standard B-5: The student will demonstrate an understanding of biological evolution and the diversity of life.

Indicators: Students who demonstrate this understanding can: Performance Indicators Textbook:

Pearson Biology (Miller & Levine),

SC Edition


B-5.1 Summarize the process of natural selection.

16-3 – Darwin Presents his Case16-4 Evidence of Evolution17-2 – Evolution as Genetic Change in Populations

Chapter Mystery: Such Varied Honeycreepers pp. 449,452,463,465,476Quick Lab: Darwin’s Voyage p. 451Quick Lab: Variation in Peppers p. 457Analyzing Data: Allele Frequency p. 491Activity: Natural Selection with Teddy

Film: “Exploring The Galapagos Islands”Film: Human Population Video

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GrahamsActivity: Natural Selection - Spoons and Beans

B-5.2 Explain how genetic processes result in the continuity of life-forms over time.

17-1 – Genes and Variation

Chapter Mystery: Epidemic pp. 481,484,488,494,504

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B-5.3 Explain how diversity within a species increases the chances of its survival.

17-1 – Genes and Variation17-2 – Evolution as Genetic Change in Populations17-3 – The Process of Speciation

Lab: Manual A – Competing for ResourcesActivity: Peppered moth simulationActivity: Finch beak simulationActivity: Breeding bunnies labActivity: Flashy Fish: Sex and the Single Guppy:http://www.pbs.org/wgbh/evolution/educators/lessons/lesson4/activity2.html

Gizmos – Natural Selection, Evolution: Mutation and Natural Selection & Rainfall and Bird Beaks http://www.explorelearning.com/

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B-5.4 Explain how genetic variability and environmental factors lead to biological evolution.

17-1 – Genes and Variation17-2 – Evolution as Genetic Change in Populations17-3 – The Process of Speciation

Lab: Half Life Lab - M&MsGizmos – Microevolution http://www.explorelearning.com/

Reproductive Isolation: Have students create a chart listing the five mechanisms that may contribute to the reproductive isolation of a population.Project: Allopatric/sympatric speciationResearch: Genetic Mutations – Have students research different genetic mutations found in nature and explain how the phenotype is either favorable or unfavorable in a given environment for the individual.

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B-5.5 Exemplify scientific evidence in the fields of anatomy, embryology, biochemistry, and paleontology that underlies the theory of biological evolution.

16-4 – Evidence of Evolution17-4 – Molecular Evolution18-2 – Modern

Analyzing Data: Molucular Homology in Hoxc8 p. 470Lab: Manual A – Amino Acid Sequences: Indicators of EvolutionActivity: Evolution by Natural

Lab: Half Life with TwizzlersActivity: Half-Life with m&msGizmos – Evolution: Natural and Artificial Selection http://www.explorelearning.com/

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http://staff.fcps.net/jswango/unit2/nuclear_chem/Half-life%20lab.pdf

http://www.darylscience.com/Demos/Half-LifeTwizzlers.html



http://www.pbs.org/wgbh/evolution/

Evolutionary Classification

Selection Alternative Assessment:Have students create a brochure with the title “Why Are Darwin’s Ideas Now Widely Accepted?” Should include scientific evidence used by the scientific community.Film: “Darwin’s Dangerous Idea”Film: “Galapagos-Beyond Darwin”Film: What Darwin Never Knew - With Video Questions

B-5.6 Summarize ways that scientists use data from a variety of sources to investigate and critically analyze aspects of evolutionary theory.

16-4 – Evidence of Evolution17-3 – The Process of Speciation17-4 – Molecular Evolution

Analyzing Data: Fishes in Two Lakes p. 500Video: Coevolution of Toxic Newt https://www.youtube.com/watch?v=-bVowxq8IVM

Activity: on pbs website -http://www.pbs.org/wgbh/evolution/Research:Find out what types of methods, other than dichotomous keys, are used to identify organisms.

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B-5.7 Use a phylogenetic tree to identify the evolutionary relationships among different group of organisms.

18-2 – Modern Evolutionary Classification18-3 – Building the Tree of Life

Chapter Mystery: Grin and Bear It pp. 509,512,522,532Quick Lab: Classifying Fruits p. 513Quick Lab: Constructing a Cladogram p. 520Analyzing Data: Comparing the Domains p. 524Lab: Manual A – Dichotomous KeysDichotomous Keyshttp://www.biologycorner.com/worksheets/dichoto.htmlWebquest: Cladogramshttp://www.amnh.org/ology/features/treeoflife/pages/cladogram.php

Nova Activities:http://www.pbs.org/wgbh/nova/education/resources/subj_06_03.html.#life_65Activity: Make a Tree of Life Poster adding images of representative organisms, along with labels. Include all domains and kingdoms as well as at least three major taxa within each kingdom.

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http://www.pbs.org/wgbh/nova/

http://www.amnh.org/ology/features/

http://www.biologycorner.com/

http://www.pbs.org/wgbh/evolution/

https://www.youtube.com/watch?v=-bVowxq8IVM

https://www.youtube.com/watch?v=-bVowxq8IVM

Biology 1 CP ECOSYSTEM DYNAMICS Standard H.B.6: The student will demonstrate an understanding that ecosystems are complex, interactive systems that include both biological communities and physical components of the environment. H.B.6A. Conceptual Understanding: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. Limiting factors include the availability of biotic and abiotic resources and challenges such as predation, competition, and disease.




H.B.6A.1 Analyze and interpret data that depict changes in the abiotic and biotic components of an ecosystem over time or space (such as percent change, average change, correlation and proportionality) and propose hypotheses about possible relationships between the changes in the abiotic components and the biotic components of the environment.

3-1 – What is Ecology4-2 – Niches & Community Interactions5-1 – How Populations Grow

Chapter Mystery: Changes in the Bay pp. 63,67,72,76,84,90Quick Lab: Abotic Factors p. 67Analyzing Data: Multiplying Rabbits p. 135Lab: Manual A – The Effect of Fertilizer on Algae

Activity: The Bottled Ecosystemhttp://extension.uga.edu/k12/science-behind-our-food/lesson-plans/BottledEcosystem.pdfLab: Manual A – Abiotic Factors & Plant Selection

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http://extension.uga.edu/k12/science-behind-our-food/lesson-plans/BottledEcosystem.pdf



Lab: Population Ecologyhttp://www.lessonplansinc.com/lessonplans/population_ecology_lab.pdf

H.B.6A.2 Use mathematical and computational thinking to support claims that limiting factors affect the number of individuals that an ecosystem can support.

3-4 – Cycles of Matter4-2 – Niches & Community Interactions5-2 – Limits to Growth5-3 – Human Population Growth

Quick Lab: Different Types of Consumers p. 72Analyzing Data: The 10 Percent Rule p. 77Quick Lab: Competition Affect Growth p. 138Lab: Manual A – The Growth Cycle of YeastLab: Fox and Rabbit: Limits to Population growthhttp://hsbc.burlington-nj.net/ourpages/auto/2012/11/30/50345877/Fox%20and%20Rabbit%20Lab-%20Limits%20to%20Population%20Growth.pdf

Activity: Energy flow using marshmallowsLab: Oh Deer Lab Film: Nova "World in Balance" Video & Worksheet Gizmos – Food Chain http://www.explorelearning.com/Activity: Human Population Growth Worksheet:http://www.biologycorner.com/worksheets/humanpop_graph.html

2

H.B.6B. Conceptual Understanding: Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged between the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes.




H.B.6B.1 Develop and use models of the carbon cycle, which include the interactions between photosynthesis, cellular respiration and other processes that release carbon dioxide, to evaluate the effects of increasing atmospheric carbon dioxide on natural and agricultural ecosystems.

3-2 – Energy, Producers, & Consumers3-3 – Energy Flow in Ecosystems3-4 – Cycles of Matter6-1 – A Changing Landscapes6-2 – Using Resources Wisely6-3 – Biodiversity6-4 – Meeting Ecological

Activity: Carbon Through The Seasons http://www.epa.gov/climatechange/students/documents/carbon-through-the-seasons.pdfQuick Lab:The Carbon Cycle

Gizmos: Plants and Snails http://www.explorelearning.com/

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http://www.epa.gov/climatechange/students/documents/carbon-through-the-seasons.pdf



http://www.biologycorner.com/worksheets/humanpop_graph.html





http://hsbc.burlington-nj.net/ourpages/auto/2012/11/30/50345877/Fox%20and%20Rabbit%20Lab-%20Limits%20to%20Population%20Growth.pdf



http://www.lessonplansinc.com/lessonplans/population_ecology_lab.pdf



ChallengesH.B.6B.2 Analyze and interpret quantitative data to construct an explanation for the effects of greenhouse gases (such as carbon dioxide and methane) on the carbon cycle and global climate.

4-1 – Climate6-4 – Meeting Ecological Challenges

Chapter Mystery: The Wolf Effect pp. 95,103,116,118,124Analyzing Data: Air Pollution Trends p. 164Lab: Manual A – Acid Rain & SeedsLab: Modeling The Greenhouse Effecthttp://www.esrl.noaa.gov/gmd/infodata/lesson_plans/Modeling%20the%20Greenhouse%20Effect.pdf

Gizmos – Greenhouse Effect http://www.explorelearning.com/

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Biology 1 CP ECOSYSTEM DYNAMICS (continued)

H.B.6C. Conceptual Understanding: A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively stable over long periods of time. Fluctuations in conditions can challenge the functioning of ecosystems in terms of resource and habitat availability.




H.B.6C.1 Construct scientific arguments to support claims that the changes in the biotic and abiotic components of various ecosystems over time affect the ability of an ecosystem to maintain homeostasis.

4-2 – Niches & Community Interactions4-3 – Succession6-3 – Biodiversity

Analyzing Data: Predator-Prey Dynamics p. 102Quick Lab: Successful Succession p. 108Project: Have students work in groups. Each group

Gizmos – Prairie Ecosystem , Forest Ecosystem , & Water Pollution http://www.explorelearning.com/

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http://www.esrl.noaa.gov/gmd/infodata/lesson_plans/Modeling%20the%20Greenhouse%20Effect.pdf



picks one topic from the list of Environmental Learning Projects. Completes the project and presents it to the class relating this project to an ecosystems’ ability to maintain homeostasis. http://wwf.panda.org/about_our_earth/teacher_resources/project_ideas/

H.B.6D. Conceptual Understanding: Sustaining biodiversity maintains ecosystem functioning and productivity which are essential to supporting and enhancing life on Earth. Humans depend on the living world for the resources and other benefits provided by biodiversity. Human activity can impact biodiversity.




H.B.6D.1 Design solutions to reduce the impact of human activity on the biodiversity of an ecosystem.

5-3 – Human Population Growth6-3 – Biodiversity

Chapter Mystery: A Plague of Rabbits pp. 129,132,140,148Chapter Mystery: Moving the Moai pp. 153,154,159,168,169,182Quick Lab: Reduce, Reuse, Recycle p. 155Analyzing Data: Saving the Golden Lion Tamarin p. 172

World Population Video with Associated Activitieswww.zpg.org.education

Gizmos – Household Energy Usage http://www.explorelearning.com/Project: Educating the Public - Have students

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http://www.zpg.org.education/

http://wwf.panda.org/about_our_earth/teacher_resources/project_ideas/



Case Studies: 1-3 pp. 175-179Project: Ecology Issueshttp://www.biologycorner.com/projects/ecoproject/index.html

design educational flyers titled “Energy Conservation: What’s Your Contribution?” to distribute to Classes in the school.

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http://www.biologycorner.com/projects/ecoproject/index.html



· web viewsex cells are formed by a process of cell division in which the number of...

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