Pacing+Guide

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 1  ||             1.04                     ||  Classroom expectations To introduce the teacher and students To establish rules for classroom management and consequences To introduce the course and criteria for earning credit Apply safety procedures in the laboratory and in field studies To recognize and avoid potential hazards To be able to safely manipulate materials and equipment need for scientific investigation ||

What are basic lab safety rules? Which safety equipment is used most often in biology lab and under what conditions? ||

__ Biology: the Dynamics of Life __ (Glencoe BDOL) CH 1 || Rules EOC letter to parents NCSCS brochure

Flinn Scientific Student Safety Contract

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SpongeBob Lab Safety Scenario Lab safety quiz Activity-identification of labor atory safety equipment ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 2  ||   1.02                               ||  Design and conduct scientific investigations to answer biological question. To comprehend the steps of the scientific method To be able to make observations, both quantitative and qualitative To identify the p  roblem to be addressed in an investigations To create a testable hypothesis To understand the components of Experimental Design To be able to identify independent variables and dependent variables in an investigation To identify and use a control or compar ison group when appropriate To understand the importance of maintaining constants in experimental design To be able to select and use appropriate measurement tools for investigation. || What is the sequence of steps that a scientist performs when conducting a scientific inquiry? What is a hypothesis, what purpose does it serve and how can you determine if it is testable? What is the purpose of an experiment? What are the constants in an experiment, and why is it important that these factors be held constant during an experiment? How can the independent and dependent variables of an experiment be defined? What is the control for an experiment; why is it important, and how does it differ from a constant? || Glencoe __BDOL__ CH 1 || __ Biology: Reviewing the Essentials __ (Medley) Ch. 1 || SpongeBob Controls and Variables

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Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 3  ||   1.02  1.03  1.01   ||  Design and conduct scientific investigations to answer biological question. To apply knowledge of experimental design to plan and execute an inquiry based activity Formulate and revise scientific explanations and models of biological phenomena using logic and evidence. To be able to explain observations made in nature and in the laboratory To make inferences and predictions

Identify biology questions and problems that can be answered through scientific investigation To be able to collect and record data To organize data into charts and graphs || How can an experiment be designed to test the reaction of a living thing to its environment?

How does a scientist select the controls, constants and variables to be tested? What is a reasonable prediction for the outcome of an investigation?

What is the difference between quantitative and qualitative data, which is most reliable and why? How can a data table be designed in order to communicate information in neatly organized rows and columns? When is appropriate to use an X-Y line graph, a bar graph or a pie graph? What are the rules for graphing data, and how does it improve understanding of experimental results? Where are the independent and dependent variables to be located on a graph? How can multiple sets of data be drawn on the same graph? || Glencoe __BDOL__ CH 1 ||  ||  Earthworm Habitat Selection Lab-observations, problem, research, hypothesis, experimental design

Graphing Acti vity-nutrition for fast food restaurants Compare and contrast--Quantitative and Qualitative data || Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 4  ||   1.02  1.05                  ||  Design and conduct scientific investigations to answer biological questions To be able to collect and record data To organize data in charts and graphs

Analyze reports of scientific investigation from an informed, scientifically literate viewpoint To be able to determine appropriate data —  sufficient, unbiased, number of trials To recognize whether experimental controls are adequate To comprehend the importance of being able to replicate findings To expres s alternate explanations of data || How can a data table be designed in order to communicate information in neatly organized rows and columns? When is appropriate to use an X-Y line graph, a bar graph or a pie graph? What are the rules for graphing data, and how does it improve understanding of experimental results? Where are the independent and dependent variables to be located on a graph? How can multiple sets of data be drawn on the same graph? How are data tables and graphs interpreted? How can the control, constants, independent variable, and dependent variables identified? How is tabular and graphical data read in order to make comparisons and to determine trends? || Glencoe __BDOL__ CH 1 ||

|| Graphing Activity-Plant growth in various col ors of light. Earthworm —  design a data table

Activity —  Data Interpretation

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Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 5  ||   1.02  1.04  1.05  1.03   || Design and conduct scientific investigations to answer biological questions To conduct a student-designed scientific i  nvestigation of a biological event Apply safety procedures in the laboratory and in field studies To recognize and avoid potential hazards To be able to safely manipulate materials and equipment need for scientific investigation Analyze reports of scientific investigation from an informed, scientifically literate viewpoint To be able to determine appropriate data —  sufficient, unbiased, number of trials To recognize whether experimental controls are adequate To comprehend the importance of being able to re  plicate findings To express alternate explanations of data Formulate and revise scientific explanations and models of biological phenomena using logic and evidence To understand the terms —  hypothesis, theory and scientific law To be able to draw conclusio ns based on scientific data || How do scientists apply safety and experimental design to conducting in investigation?

What are factors that scientists should consider when analyzing the validity of data? Why should an experiment include several trials and/or many specimen?

How does a scientist draw a conclusion based on the results of an investigation? What are the next logical steps a scientist would take if the hypothesis is not supported by the evidence? When does a hypothesis become a theory? How do theories and scientific laws differ? || Glencoe __BDOL__ CH 1 ||  ||  Earthworm Lab-conduct the student design and collect data

Earthworm Lab-analyze data and draw conclusions ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 6  ||   1.05  1.02   ||  Analyze reports of scientific investigations from an informed, scientifically-literate viewpoint To assess data to determine that there is appropriate sample To determine if an experimental investigation includes adequate controls To draw conclusions based on data To weigh the validity of altern ative interpretations of the data

Design and conduct scientific investigations to answer biological questions To clearly communicate findings of an investigation within the science community || What are factors that scientists should consider when analyzing the validity of data? Why should an experiment include several trials and/or many specimen? How are data tables and graphs interpreted? How can the control, constants, independent variable, and dependent variables identified? How is tabular and graphical data read in order to make comparisons and to determine trends?

Why is it important for scientists to publish the finding of their research? What are various media through which such discoveries can be communicated? || Glencoe __BDOL__ CH 1 || __ Reviewing Biology __ || Interpreting data-- __ Reviewing Biology  __--Laboratory skills questions pgs 115-119

Earthworm Lab report due —  report findings to class    ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 7  ||   1.01   ||  Identify biology questions and problems that can be answered through scientific investigations. To identify the properties of living things To recognize living and non-living things To identify specific fields of biological study To understand the relationship o  f biology to human life To identify local, state, national and global biological issues that can be addressed through scientific investigation To recognize medical and ecological issues that may affect human life || How is the study of biology defined? What are the identifying characteristics of living things? How do living thing and nonliving things compare and contrast? What are fields of biology, and how does biology relate to other courses of study? Why is biology important for all humans to understand? What are some current issues in the news that could be solved by biological investigation? What are world health and environmental issues that are important for humans to study? How might our future be affected by biological research? What are some potential moral and ethical repercussions to biological research? || Glencoe __BDOL__ CH 1 || __ Biology: Reviewing the Essentials __ (Medley) Ch.2 || Medley ’  s review book CH. 2 questions __ BDOL __  Reading Essentials 1.1 Venn diagram to compare and contrast living and non-living th  ings. Duco cement "  Creature   "   observation Seminar —  Ethics of Animal Use in Research BDOL 1.2 __ BDOL __  Reading Essentials 1.3 Sequencing the step of the scientific method race

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Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 8  ||   Goal 1 Goal 2 || The learner will develop abilities necessary to do and understand scientific inquiry

The learner will develop an understanding of the physical, chemical, and cellular basis of life. To identify the basic components of an atom To know the 10 most abundant elements in living things and their roles To develop an understanding of  how molecules form To understand different types of bonds

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What are the three subatomic particles of an atom? What are the identifying characteristics of protons, electrons and neutrons? How are electrons important in forming bonds? How do ionic and covalent bonds differ? What are the major ionic and covalent compounds that are biologically important? || Glencoe __BDOL__ CH 1

Glencoe __BDOL__ CH 6 ||

__ Reviewing Biology __ CH 6 || Test CH 1 and NCSCS Goal

Atom model

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Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 9  ||   Goal 2 4.02 4.03  2.05  5.01   ||  The learner will develop an understanding of the physical, chemical, and cellular basis of life. To develop an understanding of the importance of water and its properties to living things To establish the importance of water to the intern al environment of organisms To recognize the importance of water to the external environment of organisms Analyze the processes by which organisms accomplish essential life functions To determine the role of water in transport To establish the importance of water in thermoregulation Address, describe and explain adaptations affecting survival in plants To determine how water move up through a plant To understand the adaptations that had to occur for organisms to evolve from water to land dwelling Investigate and analyze the bioenergetic reactions To realize the role of water in photosynthesis and respiration Investigate and analyze the interrelationships among organisms and ecosystems To establish the role of water in forming a stable environment for aquatic organisms || How is the abundance of water on earth and in living things significant? What are the chemical and physical properties of water that cause it to be biologically important?

How do the following properties of water help in the regulation of internal and environmental temperature —  evaporative coolant, thermal conductivity, high specific heat, less dense as a solid? How do the following properties of water help in transport within an organism —  universal solvent and transpiration (adhesion and cohesion)? How is water involved in the processes of photosynthesis and respiration?

How does water provide a surface for organism habitats through cohesion and surface tension? || Glencoe __BDOL__ CH 6 ||  ||  Jigsaw —  Water properties and biological importance  ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 10  ||   Goal 2 2.01 4.02   ||  The learner will develop an understanding of the physical, and cellular basis of life. To identify the characteristics of inorganic and organic compounds To know the basic essential inorganic compounds that are needed for living things to function?

Compare and contrast the structure and functions of the following organic molecules-- carbohydrates, lipids, proteins, and nucleic acids To understand the unique properties of carbon that give it diversity in producin g a variety of organic compounds To have a general understanding of the structure and function of the four basic groups of organic compounds Analyze the processes by which organisms accomplish life functions To recognize the nutritional value of carbohyd rates, lipids, and proteins To identify dietary sources of carbohydrates, lipids, and proteins

|| What are similarities and differences between inorganic and organic compound? Why is water classified as an inorganic compound, and what is its role in life? What are salts, and what is their role in living systems? What are some of the essential minerals for good health?

Why does carbon form so many different types of compounds? How do carbohydrates, lipids, proteins, and nucleic acids differ structurally? How do carbohydrates, lipids, proteins, and nucleic acids differ functionally? What are some foods that contain large amount of carbohydrates, lipids, and proteins? ||  Glencoe __BDOL__ CH 6 ||  ||  Compare and constrast Inorganic and Organic compounds

Graphic organizer to compare carbohydrates, lipids, proteins, and nucleic acids Observation of food labels Jigsaw-Properties of the four organic compound groups ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 2.01 4.02   ||  Compare and contrast the structure and functions of the following organic molecules —  carbohydrates To identify the structure and specific functions of the various types of carbohydrates essential to life forms To understand the reversible processes by which simple and complex carbohydrates form

Analyze the processes by which organisms accomplish life functions To recognize the nutritional value of carbohydrates To identify dietary sources of carbohydrates || What are the monomers of carbohydrates? How do the chemical processes of condensation and hydrolysis produce simple and complex carbohydrates? How are sugar, starch, cellulose, glycogen and chitin structurally and functionally similar and different? What are monosaccharides and polysaccharides? How much energy in each gram of a carbohydrate? Where and with what chemicals in the digestive system are carbohydrates broken down for energy? Why are simple sugars bad for health and complex carbohydrates good for health? || CH 6 ||  ||  Identification of organic molecules by structural formula ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 2.01 4.02   ||  Compare and contrast the structure and functions of the following organic molecules —  lipids To identify the structure and specific functions of the various types of lipids essential to life forms To understand the reversible processes by which lipids form

Analyze the processes by which organisms accomplish life functions To recognize the nutritional value of lipids To identify dietary sources of lipids || What are the monomers of lipids? How do the chemical processes of condensation and hydrolysis produce and break down lipids? How are oil, fat, wax, structurally and functionally similar and different? What are monoglycerides, diglycerides and triglycerides? How do saturated and unsaturated fats differ? What are phospholipids and steroids and what role do they play in living things? How much energy in each gram of a lipid? Where and by what chemicals in the digestive system are lipids broken down lipids for energy? Why are saturated, hydrogenated and transfats bad for health? || CH 6 ||  ||  Identification of organic molecules b   y structural formula  ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 2.01 4.02   ||  Compare and contrast the structure and functions of the following organic molecules —  proteins To identify the structure and specific functions of the various types of proteins essential to life forms To understand the reversible processes by which proteins form

Analyze the processes by which organisms accomplish life functions To recognize the nutritional value of proteins To identify dietary sources of proteins To understand the importance of proteins in the regulation of life processes || What are the monomers of protein? How do the chemical processes of condensation and hydrolysis produce and break down proteins? How are linear and globular, structurally and functionally similar and different? What are some of the most important proteins in a living thing, and what are their functions? What are the levels of structure of proteins, and why is shape essential to proper function of proteins? How do saturated and unsaturated fats differ? What are phospholipids and steroids and what role do they play in living things? How much energy in each gram of a protein? Where and with what chemicals are proteins broken down in the digestive system? Why are some sources of protein healthier than others? How do proteins regulate biochemistry, cell transport, and cell recognition? || CH 6 ||  ||  Identification of organic molecules by structural formula ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 1.02 1.04  1.05  2.01   ||  Formulate and revise scientific explanations and models of biological phenomena using logic and evidence Apply safety procedures in the laboratory and in field studies Analyze reports of scientific investigations from an informed, scientifically literate sources Compare and contrast the structure and functions of the following organic molecules || What are the procedures for identifying reducing sugars, starch, lipids, and protein? What foods contain reducing sugars, starch, lipids, and protein? || CH 6 ||  ||  Lab-Identification of organic compounds ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 1  ||   ||   2.01  4.02  4.04   ||  Compare and contrast the structure and functions of the following organic molecules —  proteins To identify the structure and specific functions of the various types of organic compounds Analyze the processes by which organisms accomplish life functions To recognize the nutritional value of organic compounds To identify diet ary sources of organic compounds Analyze and explain the interactive role of internal and external factors in health and disease-nutrition || What foods contain carbohydrates, lipids, and protein in high amounts? How can people identify the nutrients and unhealthy aspects of foods by reading labels? Which foods contain saturated fats, hydrogenated oils and transfats? What foods are high in simple sugars? What foods might a vegetarian substitute for meat in order to meet their required protein needs? || CH 6 ||  ||  Label reading activity Identification of foods by nutrients activity ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 2.01 3.01  4.02          ||  Compare and contrast the structure and functions of the following organic molecules —  nucleic acids To identify the structure and specific functions of the various type s of nucleic acids essential to life forms To understand the reversible processes by which nucleic acids form Analyze the molecular basis of heredity Analyze the processes by which organisms accomplish life functions To recognize the reproductive importa nce of nucleic acids To understand the importance of nucleic acids in regulation of cell processes || What are the monomers of nucleic acids? How are DNA and RNA structurally and functionally similar and different?

How are nucleic acids passed to offspring? How are nucleic acids important to the synthesis of proteins? ||  ||   ||  Broken square || Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 13  ||   2.01  4.02  2.04    ||  Compare and contrast the structure and functions of the following organic molecules —  enzymes To identify the structure and specific functions of enzymes essential to life forms To understand the process by which enzymes catalyze reactions To recognize the importance of factors that affect the function of enzymes

Analyze the processes by which organisms accomplish life functions To recognize some of the most commonly encountered enzymes in living things Investigate and describe the structure and function of enzymes and explain their role in biological systems || What are enzymes, catalysts and substrates? How do enzymes acquire their shape? What is an active site? What is meant by a lock and key fit or specificity? How do temperature, pH and concentration of enzyme or substrate affect rates of reaction? Why are bacteria so sensitive to increased temperature? What are the primary enzymes needed for digestion, catalysis of peroxide, and DNA synthesis? How are enzymes essential to the regulation of biochemistry? || CH 6 ||  ||  Match the enzyme to the substrate activity Apple and lemon demonstration ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 14  ||   1.02  1.04  1.05  2.01  2.04   ||  Formulate and revise scientific explanations and models of biological phenomena using logic and evidence Apply safety procedures in the laboratory and in field studies Analyze reports of scientific investigations from an informed, scientifically literate sources Compare and contrast the structure and functions of the following organic molecules-enzymes Investigate and describe the structure and function of enzymes and explain their role in biological systems || Why do organs like the liver contain enzymes? How can a scientist perform tests for the products of a reaction? What would happen to living things without enzymes? || CH 6 ||  ||  Lab-Enzyme catalysis of peroxide by liver enzymes ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 2.01 2.04   ||  Compare and contrast the structure and functions of the following organic molecules-carbohydrates, lipids, proteins, and nucleic acids Investigate and describe the structure and function of enzymes and explain their role in biological systems ||  ||  CH 6 ||  ||  Test-Chapter 6-Biochemistry ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 16  ||   2.02   ||  Investigate and describe the structure and function of cell including Cell organelles Cell specialization Communication among cells within an organism || What are cells? How was the invention of the microscope essential to the discovery of cells? What are the different types of microscopes, how do they differ in magnification and the view of the cell they provide? What is the structure of the compound light microscope and the basic rules for its operation? Who are the key scientists involved in the discovery of cells, and what did they contribute? What is the cell theory? || CH 7 ||  ||  Label a scope Quiz on scope labeling Quiz on scope rules ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 17  ||   2.02   ||  Investigate and describe the structure and function of cells including the following organelles. Plasma membrane Cytoplasm Nucleus Nucleolus Mitochondrion Ribosomes Endoplasmic Reticulum Golgi Apparatus Lysosome Vacuole Cell Wall Chloroplast Centriole Flagella Cilia || What are organelles? What are the most important organelles found in most cells and what is their structure and function? How are the organelles of a cell interdependent? How do the organelles interact in order to create life? || CH 7 ||  ||  Organelle puzzle Organelle chart of structure and functions Draw and label a cell Model of a cell

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Curriculum Alignment and Pacing Guide Subject _____Biology____________ 10Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 18  ||   2.02   ||  Investigate and describe the structure and function of cells including the following organelles. Plasma membrane Cytoplasm Nucleus Nucleolus Mitochondrion Ribosomes Endoplasmic Reticulum Golgi Apparatus Lysosome Vacuole Cell Wall Chloroplast Centriole Flagella Cilia || How do the oganelles of a cell compare and contrast with a school, body, house, or city? || CH 7 ||  ||  Cell analogy project ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 19  ||   2.02   ||  Investigate and describe the structure and function of cells including the following organelles. Plasma membrane Cytoplasm Nucleus Nucleo lus Mitochondrion Ribosomes Endoplasmic Reticulum Golgi Apparatus Lysosome Vacuole Cell Wall Chloroplast Centriole Flagella Cilia || How do the oganelles of a cell compare and contrast with a school, body, house, or city? || CH 7 ||  ||  Cell analogy project ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 4.01 2.02   ||  Analyze the classification of organisms according to their evolutionary relationships Similarities and differences between prokaryotic and eukaryotic organisms Similarities and differences between plants and animals Investigate and describe the structure and function of cells including the following organelles. Plasma membrane Cytoplasm Nucleus Nucleolus Mitochondrion Ribosomes Endoplasmic Reticulum Golgi Apparatus Lysosome Vacuole Cell Wall Chloroplast Centriole Flagella Cilia || How are prokaryotic and eukaryotic cells alike? How are prokaryotic and eukaryotic cells different? What are the theories about the evolution of prokaryotic cells? What are examples of both types of cells living today? How are plant and animal cells alike? How are plant and animal cells different? Why do plant cells need large vacuoles, chloroplasts and cell walls, yet animal cells do not? || CH 7 ||  ||  Prokaryote and Eukaryote Venn Diagrams Plant and Animal Cell Venn Diagram Cell Organelle Chart Label a plant and animal cell ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 1.02 1.04  4.01  2.02   ||  Formulate and revise scientific explanations and models of biological phenomena using logic and evidence Apply safety procedures in the laboratory and in field studies Analyze the classification of organisms according to their evolutionary relationships Similarities and differences between prokaryotic and eukaryotic organisms Similarities and differences between plants and animals Investigate and describe the structure and function of cells including the following organelles. Plasma membrane C ytoplasm Nucleus Nucleolus Mitochondrion Ribosomes Endoplasmic Reticulum Golgi Apparatus Lysosome Vacuole Cell Wall Chloroplast Centriole Flagella Cilia || What is the proper use of a compound light microscope? How can prokaryotic and eukaryotic cells be identified under the light microscope? How can plant and animal cells be identified under the light microscope? What cell features can be seen under the light microscope, and why can ’  t some organelles be seen? || CH 7 ||  ||  Lab-Microscopy ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 2.02 4.01  4.04   ||  Investigate and describe the structure and function of cells including the following Cell organelles Cell specialization White blood cells Muscle cells Pancreas cells Gland cells Digestive cells Sperm Respiratory cells Neurons Plant leaf cells Plant stem cells Euglena

Analyze the classification of organisms according to their evolutionary relationships Similarities and differences between prokaryotic and eukaryotic organisms Similarities and differences between protists, fun gi, plants and animals Assess, describe and explain adaptations affecting survival and reproductive success Structural adaptation in plants and animals || Which organelles are more likely to be found in abundance in cells with unique functions such as, etc.? What are special organelles or structural features found only in specific cells due to the functions those cells perform? || CH 7 ||  ||  Flash Cards Why are they special? worksheet ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 2.02 4.01  4.04   ||  Investigate and describe the structure and function of cells including the following Cell organelles Cell specialization Analyze the classification of organisms according to their evolutionary relationships Similarities and differences between prokaryotic and eukaryotic organisms Similarities and differences betwee n protists, fungi, plants and animals Assess, describe and explain adaptations affecting survival and reproductive success Structural adaptation in plants and animals ||  ||  CH 7 ||  ||  Ch 7 test-Cell Structure and function ||

** Curriculum Alignment and Pacing Guide  ** Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 2.01 2.02  2.04   ||  REMEDIATION AND REVIEW

Compare and contrast the structure and functions of the following organic molecules-- carbohydrates, lipids, proteins, and nucleic acids Investigate and describe the structure and function of cells including the following Cell organelles Cell specializa tion Investigate and describe the structure and function of enzymes and explain their role in biological systems ||  ||  CH 6 & 7 ||  ||  Corrections of prior assignments Build a room-size cell Cell Bingo ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 20  ||   2.03  2.02  2.01   ||  Investigate and analyze the cell as a living system including maintenance of homeostasis Investigate and describe the structure and functions of cells including —  the plasma membrane Compare and contrast the structure and functions of  —   lipids and proteins  || What is the composition of the plasma membrane? Why is the membrane described as the lipid bilayer or the fluid mosaic model? How are the hydrophobic and hydrophilic ends of the phospholipids arranged to form a boundary between the cell and its environment? How does the lipid structure of the membrane control the movement of materials through the membrane? How do proteins regulate cellular transport? || CH 7 (7.1) ||  ||  Draw the bilipid membrane and lable its parts ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 21  ||   2.03  2.02  2.01    ||  Investigate and analyze the cell as a living system including maintenance of homeostasis Investigate and describe the structure and functions of cells including —  the plasma membrane Compare and contrast the structure and functions of  —   lipids and proteins  || How does the nature of the solute affect whether it can pass through a membrane easily or not? What factors affect permeability? What is a solution and its components? How do the terms hypertonic, hypotonic, and isotonic describe solutions? How does solute concentration relate to water concentration? How do temperature and concentration of solution affect the rate of solute movement? || CH 8 (8.1) ||  ||  Solutions worksheet Diffusion demonstration Lab-Egg Osmosis and Diffusion ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 22  ||   2.03  2.02  2.01  1.02  1.04   ||  Investigate and analyze the cell as a living system including maintenance of homeostasis Investigate and describe the structure and functions of cells including —  the plasma membrane Compare and contrast the structure and functions of  —   lipids and proteins Formulate and revise scientific explanations and models of biological phenomena using logic and evidence Apply safety procedures in the laboratory and in field studies || What is passive transport, and how does it differ from acti ve transport? What is diffusion, and what causes it to take place? What factors affect the rate of diffusion? At what point will a cell reach equilibrium? What is osmosis, and what causes it to take place? What factors affect the rate of osmosis? At what point will a cell reach equilibrium? How do osmosis affect plant and animal cells differently? What are cytolysis, plasmolysis, and turgor pressure? How do cells respond to being placed into hypertonic, hypotonic and isotonic solutions? || CH 7.2 and 8.1 ||  ||  Lab-Egg Osmosis and Diffusion ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 23  ||   2.03  2.02  1.02  1.04   ||  Investigate and analyze the cell as a living system including maintenance of homeostasis Investigate and describe the structure and functions of cells including —  the plasma membrane Formulate and revise scientific explanations and models of biological phenomena using logic and evidence Apply safety procedures in the laboratory and in field studies || How do cells respond to being placed into hypertonic, hypotonic and isotonic solutions? || CH 7.2 and 8.1 ||  ||  Lab-Egg Osmosis and Diffusion Lab-Dialysis tubing lab ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 24  ||   2.03  2.02  1.02  1.04   ||  Investigate and analyze the cell as a living system including maintenance of homeostasis Investigate and describe the structure and functions of cells including —  the plasma membrane Formulate and revise scientific explanations and models of biological phenomena using logic and evidence Apply safety procedures in the laboratory and in field studies || How do cells respond to being placed into hypertonic, hypotonic and isotonic solutions? How can you predict the respond of a cell placed in a specific solution concentration? || CH 7.2 and 8.1 ||  ||  Lab-Egg Osmosis and Diffusion Osmosis Problems ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 2.03 2.02  1.02  1.04      ||  Investigate and analyze the cell as a living system including maintenance of homeostasis Investigate and describe the structure and functions of cells including —  the plasma membrane Formulate and revise scientific explanations and models of biological phenomena using logic and evidence Apply safety procedures in the laboratory and in field studies || How do cells respond to being placed into hypertonic, hypotonic and isotonic solutions?

|| CH 7.2 and 8.1 ||  ||  Lab-Egg Osmosis and Diffusion Osmosis and diffusion problems ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 2.03 4.02   ||  Investigate and analyze the cell as a living system including maintenance of homeostasis To understand the energetic process of active transport To comprehend the need to move materials in and out of the cell Investigate and describe the structure and functions of cells To be aware of cell organelles that aid in active transport in cells To understand the mechanisms that have evolved in order for organisms to adapt to their environments Analyze and explain processes by which organisms accomplish essential life functions —  transport and excretion To unde rstand the basic methods of neural, kidney, white blood cell and small intestine function. || How do organisms that live in freshwater, salt water and on land regulate water gain and loss? What are contractile vacuoles, what cells might have them, where do they live, and how do contractile vacuoles help them to adapt to their environment? How do endocytosis, exocytosis, phagocytosis, and pinocytosis compare and contrast? How do unicellular organisms "  eat   "   and get rid of wastes? How do kidneys remove wastes from the blood and why is this important? Why is urine darker in the morning that during the day? How does the sodium-potassium pump work and why is it essential to life? How are nutrients absorbed in the small intestines? How do white blood cells remove pathogens from the body? || CH 7.2 and 8.1 ||  ||  Draw the stages of endocytosis Transport graphic organizer Cell specialization and transport worksheet Similarities and differences activity ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 2.2  ||  Investigate and analyze the cell as a living system Maintenance of homeostasis Movement of materials into and out of cells || How do various organisms control the movement of solutes and water into and out of their cells? How do cells react to being placed in solutions of differing concentration? Why is cellular transport essential to life? || CH 7.2 and 8.1 ||  ||  REVIEW Transport puzzles Homeostasis problems ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 2.2  ||  Investigate and analyze the cell as a living system Maintenance of homeostasis Movement of materials into and out of cel ls || How do various organisms control the movement of solutes and water into and out of their cells? How do cells react to being placed in solutions of differing concentration? Why is cellular transport essential to life? || CH 7.2 and 8.1 ||  ||  Test —  Homeostasis and Cellular Transport  ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 25  ||   2.03  2.05  5.02  2.01   ||  Investigate and analyze the cell as a living system To understand energy use and release in biochemical reactions To comprehend the Laws of Thermodynamics and how they apply to living systems To und erstand the concept of energy, potential energy and kinetic energy To differentiate between endothermic and exothermic reactions Investigate and analyze the bioenergetic reactions of photosynthesis and respiration Analyze the flow of energy and the cycling of matter in the ecosystem To understand and overview of photosynthesis and respiration as energy transfer processes. Trophic levels —  directions and efficiency of energy transfer. Compare and contrast the structure and function of organic molecules To u  nderstand that ATP is the only molecule that can be used by cells as an energy source for doing cell work  || What gives living things the ability to grow and do work? Why must living things continuously replenish their supply of energy? What is the difference between potential and kinetic energy, and how do organisms convert one to the other through the processes of photosynthesis and respiration? Why are plants essential to all life on earth? What is ATP and why is it so important to all living things? || CH 8 ||  ||  Energy worksheet ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 26  ||   4.02  2.05  4.03  2.02  2.03  2.01     ||  Analyze the processes by which plants accomplish nutrition and synthesis Investigate and analyze the bioenergetic reaction of photosynthesis Assess, describe and explain adaptations for survival To be able to identify the structural adaptations in plants that allow for photosynthesis —  leaf structure, roots, stems, stomates To be familiar with the various pigments in plants and their role in photosynthesis Investigate and describe the structure and functions of cells To understand the structure of a chloroplast and how it is essential to harvesting light for photosynthesis To comprehend how a cell acquires the materials needed for photosynthesis Investigate and analyze the cell as a living system To follow the biochemical processes of the light dependent and light independent reactions Compare and contrast the structure and functions of organic compounds To understand how glucose produced during photosynthesis can be converted t  o other organic compounds for cell use or energy storage  || What is the structure of a leaf and why is that structure essential to photosynthesis? How does a plant take in carbon dioxide and water? What materials does a plant cell need to carry out photosynthesis? What are the products made by a plant during photosynthesis? How does the membranous structure of the chloroplast assist in energy capture? What are the properties of light that stimulate photosynthesis? What other pigments are useful in photosynthesis? What are the best and worst colors of light for photosynthesis and why? Where in the chloroplast is the chlorophyll? Where in the chloroplast do the light dependent and independent reactions occur and why? How do plants generate oxygen during photosynthesis? How do cells and organisms use glucose? How do cells and organisms store excess glucose or convert it to other organic molecules? ||  ||   ||  Label and chloroplast by structure and function ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 27  ||   2.03  2.05  4.02  4.03  5.02   ||  Investigate and analyze the cell as a living system including energy use and release in biochemical reactions Investigate and analyze the bioenergetic reactions of photosynthesis Analyze the processes by which plants accomplish nutrition and synthesis Assess, describe and explain adaptations for survival To be able to explain how and why some plants perform the C  4  and CAM pathways as an alternative to the Calvin  ’   s Cycle Analyze the flow of energy and the cycling of matter in the ecosystem To follow the flow of carbon, hydrogen and oxygen through photosynthesis To follow the flow of energy through photosynthesis || Why must some plants obtain their CO2 at night? Where do these CAM plants live? How do stomates control the loss of water from plants? How does this alter the way CAM plants do photosynthesis? Why are some plants able to do photosynthesis faster than others? Where do these C4 plants live? How does this alter the way C4 plants do photosynthesis? How do plants function in the ecosystem as a source of materials and energy for other living things? ||  ||   ||   || Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 28  ||   2.03  2.05  4.03   ||  Investigate and analyze the cell as living system in energy use and release in biochemical reactions Investigate and analyze the bioenergetic reactions of photosynthesis

Assess, describe, and explain adaptations affecting survival such as in plants. || How do plants absorb the light needed for photosynthesis? What pigments are present in plants? Why are different pigments needed? How are pigments affected by the seasons of the year? How are plants affected by a lack of light? How can the rate of photosynthesis be measured in a lab? ||  ||   ||  Chromotography Lab Lab-The effect of light and dark on photosynthesis || Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 4.02 2.05  2.02  2.03  2.01     ||  Analyze the processes by which living things accomplish nutrition and respiration Investigate and analyze the bioenergetic reactions of aerobic respiration Investigate and describe the structure and functions of cells To understand the structure of a mitochondrion and how it is ess ential to respiration To comprehend how a cell acquires the materials needed for respiration Investigate and analyze the cell as a living system To follow the biochemical processes of aerobic respiration —  glycolysis, Kreb   ’   s cycle, and electron transport Compare and contrast the structure and functions of organic compounds To understand how other organic compounds can be converted into carbohydrate-like compounds as cell energy sources || What materials does a cell need to carry out aerobic respiration? What are the products made by aerobic respiration? How does the membranous structure of the mitochondrion assist in energy production? Where in the cell do glycolysis, Kreb ’  s and electron transport ccur and why? How do cells and organisms use ATP? How do living things acquire energy if there is not sufficient glucose available? What other organic molecules can be broken down to make ATP for cell use? ||  ||   ||   || Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 2.03 2.05  4.02  4.03  5.02   ||  Investigate and analyze the cell as a living system including energy use and release in biochemical reactions Investigate and analyze the bioenergetic reactions of anaerobic respiration Analyze the processes by which living things accomplish nutrition and respiration Assess, describe and explain adaptations for survival To be able to explain under what conditions, how and why some living things perform anaerobic respiration To understand the processes of alcohol and lactic acid fermentation Analyze the flow of energy and the cycling of matter in the ecosystem To follow the flow of  carbon, hydrogen and oxygen through respiration To follow the flow of energy through respiration || When must organisms perform anaerobic respiration? What are examples of organisms that perform alcohol fermentation and under what conditions? How do yeasts make bread rise? What are examples of organisms that perform lactic acid fermentation and under what conditions? How do the processes of aerobic and anaerobic respiration compare and contrast? How does repiration function in the ecosystem as a source of materials and energy for other living things? ||  ||   ||   || Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 5.02  ||  Analyze the flow of energy and the cycling of matter in the ecosystem To understand the interdependence of organisms in the ecosystem To follow the flow of carbon, hydrogen and oxygen through the processes of photosynthesis and respiration To follow the flow of en  ergy through photosynthesis and respiration  || How are photosynthesis and respiration reverse processes? Why must materials be recycled through the ecosystem? Why can ’  t energy be recycled in nature? Why must there be a continuous addition of new energy to a food chain? What is the ultimate source of all energy for life on earth? ||  ||   ||   ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 2.03 2.05  4.02       ||  Investigate and analyze the cell as living system in energy use and release in biochemical reactions Investigate and analyze the bioenergetic reactions of photosynthesis Analyze the processes by which organisms accomplish the life functions of respiration and nutrition To understand the effects of exercise on energy use and carbon dioxide production To demonstrate the use of glucose for energy by means of carbon di  oxide production  || How does the body respond to the increased need for energy and oxygen during exercise? How does exercise affect carbon dioxide production? How can the rate of respiration be measured? ||  ||   ||  Lab —  Getting Blown Away Lab —  Yeast in Anaerobic respiration  ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 2.03 2.05   ||  Investigate and analyze the cell as a living system including energy use and release in biochemical reactions. Investigate and analyze the bioenergetic reactions of photosynthesis and respiration ||  ||   ||   ||  Chapter Test ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 29  ||   2.02  4.01  2.01  3.01    ||  Investigate and describe the structure and function of cells including cell organelles —  nucleus, nucleolus, ribosomes To know the location of the genetic material of a cell Analyze the classification of organisms according to their evolutionary relationship To comprehend how mitochondrial DNA is evidence of eukaryotic cell evolution from endosymbiosis of prokaryotic cells Compare and contrast the structure and function of the following organic molecules —  nucleic acids, proteins Analyze the molecular basis of heredity To identify the chemical structure of the DNA molecule through pictures, model, etc. To be able to produce a structural representation of DNA || Where in the cell is the DNA found? How is mitochondrial DNA inherited differently from nuclear DNA? How is mitochondrial DNA evidence of how eukaryotic cells evolved? What are the monomer units that comprise a nucleotide? What are the four nitrogen bases found in DNA, and how are they similar and different? How are the monomers of sugar, phosphate and nitrogen bases arranged to form a nucleotide? How do nucleotides bond to form a chain known as a nucleic acid? How do the nucleotides of DNA form complimentary base pairs? How are the two strands of DNA held together? Why are the nicknames "  the double helix   "   and   "   the twisted ladder   "   appropriate descriptions of DNA? ||  ||   ||   ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 30  ||   2.02  2.01  3.01  2.04   ||  Investigate and describe the structure and function of cells including cell organelles —  nucleus, nucleolus, ribosomes To know the role of the nucleolus Compare and contrast the structure and function of the following organic molecules —  nucleic acids, proteins To compare and contrast the the structure of DNA and RNA Analyze the molecular basis of heredity To trace the steps in replication of DNA To trace the steps o  f transcription of RNA Investigate and describe the structure and function of enzymes To understand the role of enzymes in DNA replication To understand the role of enzymes in the transcription of RNA || When does replication take place during the cell cycle? How are the two strands of DNA separated in order to copy DNA? Why is the process of copying DNA called replication? How do enzymes assist in DNA replication? How do the two strands of newly formed DNA end up being exact copies of each other and of the original strand? How are the two identical copies of DNA related to chromosome structure? Where does RNA transcription occur in the cell? How are DNA and RNA similar and different? How are the processes of replication and transcription similar and different? ||  ||   ||   ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 31  ||   2.02  2.01  3.01      ||  Investigate and describe the structure and function of cells including cell organelles —  nucleus, nucleolus, ribosomes To know the role of ribosomes in protein synthesis Compare and contrast the structure and function of the following organic molecules —  nucleic acids, proteins To compare and contrast the the structure and function of the three types of RNA —  mRNA, tRNA, rRNA To be familiar with amino acids as the subunits of protein Analyze the molecular basis of heredity To know how c  odons and anticodons carry the information for synthesizing proteins To trace the steps of protein synthesis —  translation To understand the relationship between DNA structure, RNA structure, protein structure, traits, genes, and chromosomes || How are mRNA, tRNA, and rRNA similar and different both in structure and function? What are amino acids and how many are there? What is translation? What is the sequence of events that occurs as mRNA is used as a pattern for making a protein? How does the ribosome "  know   "   which amino acids to place into a protein and in what order? How do codons and anticodons work together? What special kind of bond holds the amino acids together in the protein chain? How does the synthesis of a protein compare to the construction of a building such as a house? How are proteins related to genetic traits we inherit from our parents? How can a gene be defined using the terms DNA, proteins and traits? How can a chromosome be defined using the terms genes and DNA? ||  ||   ||   ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 32  ||   2.02  2.01  3.01   ||  Investigate and describe the structure and function of cells including cell organelles —  nucleus, nucleolus, ribosomes Compare and contrast the structure and function of the following organic molecules —  nucleic acids, proteins Analyze the molecular basis of heredity To sequence the events of replication To sequence the events of transcription To sequence the events of translation To understand the basics concepts of gene regulation and differentiation || Given an original DNA strand as a template, produce a replicated copy; transcribe it into RNA and translate it into a protein. Why aren ’  t all genes   "   turned on   "   all the time? What are some examples of genes that turn on and off daily in your body and why? What are some examples of genes that turn on and off over a period of months or years in your body and why? How are the genes in your skin cells and nerve cells similar and different? What causes the cells of our bodies to have different structures and functions even though they have the exact same genes? ||  ||   ||  Replication, Transcription, Translation dry lab ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 33  ||   3.01  2.01   ||  Analyze the molecular basis of heredity Compare and contrast the structure and functions of organic molecules —  nucleic acids and proteins  ||   ||   ||   || Chapter test ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 34  ||   4.02  2.02           ||  Analyze the processes by which organisms accomplish essential life functions including reproduction and development. To follow the cell through its life cycle To understand that all cells do not go through their life cycles at the same rate To know the importance of DNA replication during inte rphase To understand the reasons why cells divide Investigate and describe the structure and function of cells including cell differentiation To understand how the cell cycle differs based on the type or functions of the cell || What are the phases of the cell cycle and what events occur during each phase? Why must the chromosomes replicate during the cell cycle? Why do some cells go through the cell cycle rapidly and others more slowly? How do the cell cycles of bacteria, skin cells, blood cells and nerve cells compare and contrast? How do environmental factors such as temperature, nutrition, moisture, and stress affect the rate of the cell cycle? ||  ||   ||  Lab —  Surface area to volume ratio of potato cube vs. diffusion  ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 35  ||   2.02  2.01  4.02  3.02   ||  Investigate and describe the structure and function of cells including cell organelles —  nucleus, centrioles To identify the cellular structures involved in cell reproduction and the roles they play Compare and contrast the structure and function of the following organic molecules —  nucleic acids To identify the similarities and differences between DNA, genes, chromosomes, chromatin, and chromatids To discern the varying states of genetic material during the phases of the ce  ll cycle Analyze the processes by which organisms accomplish essential life functions including reproduction and development. To compare and contrast the how plant and animal cells reproduce Compare and contrast the characteristics of asexual and sexual reproduction. To follow the events that occur during mitosis To understand how cells divide but maintain the same amount of genetic information || What role does the nucleus play in cell division? How does the nucleus change during cell division? What is the relationship between DNA, gene, and chromosomes? How do chromosomes and chromatin differ? What are the differences between a replicated and non-replicated chromosome? How do chromosomes and chromatids differ? What are the phases of mitosis and what events occur in each phase? What are sister chromatids? How is it possible for cells to divide and yet maintain their number of chromosomes? What is cytokinesis and how does it differ in plant and animal cells? Why? How does the reproduction of plant and animal cells compare and contrast? ||  ||   ||   ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 36  ||   4.02  3.02  3.03  4.03   ||  Analyze the processes by which organisms accomplish essential life functions including reproduction and development. To differentiate between mitosis for the purpose of growth and repair versus that done for asexual reproduction Compare and contrast the characteristics of asexual and sexual reproduction. To understand when and why cells perform mitosis versus meiosis To distinguish the similarities and differences between the e  vents of mitosis and meiosis To understand how mitosis results in clones To comprehend the advantages and disadvantages of mitosis and meiosis To know various types of asexual reproduction Interpret and predict patterns of inheritance To understand the im  portance of meiosis in creating genetic diversity Assess, describe and explain adaptations affecting survival and reproductive success

|| What types of cells perform mitosis and why? What type of cells perform meiosis and why? How do mitosis and meiosis compare in the following ways —  purpose, number of phases, ploidy, number of daughter cells produced, how chromosomes line up in metaphase? How does meiosis affect the amount of genetic information in the resulting cells? How does meiosis create genetic diversity and why is that important to the survival of a species? Why is it important for meiosis to occur during sexual reproduction before fertilization? What are gametes? How do eggs and sperm compare and contrast? What is the relationship between mitosis, meiosis, sexual and asexual reproduction? What are types of asexual reproduction such as binary fission, vegetative propagation, etc? ||   ||   ||   ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 37  ||   3.02  2.01  4.02  3.02   ||  Investigate and describe the structure and function of cells including cell organelles —  nucleus, centrioles Compare and contrast the structure and function of the following organic molecules —  nucleic acids Analyze the processes by which organisms accomplish essential life functions including reproduction and development. Compare and contrast the characteristics of asexual and sexual reproduction.

|| Which phases of mitosis last longest and why? How can counting the number of cells found in a phases help determine the length of the phase? ||  ||   ||  Lab-Mitosis of Allium Root Tips Chapter test || Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 2.01 3.02  4.02  4.03  5.01  3.03   ||  Compare and contrast the structure and function of the following organic molecules —  nucleic acids, proteins To understand the relationship between DNA, genes, proteins and the expression of traits Compare and contrast the characteristics of asexual and sexual reproduction To be able to relate the process of meiosis to the production of gametes and to how parents pass genes to offspring Analyze the processes by which organisms accomplish reproduction To be aware of the process of fertilization/pollination as it a means of both parents contributing genetic material to offspring as it occurs in various organisms Assess, describe and explain adaptations affecting survival and reproductive success. To compr ehend the relationship between flower, pollen, and insect anatomy and wind as it relates to reproductive success of plants Investigate and analyze the interrelationships among organisms To understand the relationship between insects as pollinators and pla nts as a source of food Interpret and predict patterns of inheritance. To understand Mendels ’  s principles of basic inheritance of traits To understand the terminology of genetics, and how they are applied Gene Allele Dominant Recessive Homozygous Heterozygous Genotype Phenotype To be able to use a Punnett square to predict offspring of a monohybrid cross between two parents || Who was Mendel, what did he study, and what did he discover? What is Mendel ’  s first law of heritance? How does the concept that a trait is controlled by a pair of genes relate to homologous chromosome pairs? How do various organisms such as plants and animals reproduce sexually? What is pollination, and how does it make insects and plants interdependent? What is the relationship between a gene, an allele and a trait? What is Mendel ’  s Law of Dominance and Recessiveness? What does it mean for one gene to be dominant and another to be recessive? What is Mendel ’  s Law of Segregation? How are segregation of genes and meiosis related? What is a monohybrid cross and how can the offspring of two parents be predicted?

||  ||   ||   || Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 38  ||   3.03   ||  Interpret and predict patterns of inheritance. To understand Mendels ’  s principles of basic inheritance of traits To understand the terminology of genetics, and how they are applie d Gene Allele Dominant Recessive Homozygous Heterozygous Genotype Phenotype Probablity Frequency To be able to use a Punnett square to predict offspring of a monohybrid cross between two parents To be able to use a Punnett square to predict offspring of a   monohybrid cross between two parents  || What is the Law of Independent Assortment, and how does it apply to formation of gametes? How can the FOIL method from algebra be used to determine the combination of genes in a gamete? How does the manner in which chromosome line up during metaphase I of meiosis relate to the genetic diversity of gametes and offspring? ||  ||   ||   || Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 39  ||   3.03  2.01  4.04   ||  Interpret and predict patterns of inheritance. To analyze special forms of inheritance that do not adhere strictly to Me  ndel   ’   s four laws such as Polygenic traits Multiple allele traits Codominance Incomplete dominance Sex linked traits To apply the laws of genetics, exceptions to the rules and Punnett squares to predicting the offspring of two parents Compare and contrast the structure and function of proteins To understand how genes determine protein structure and how this relates to blood type Analyze and explain the interactive role of internal and external factors in health and disease To understand the importance of  blood typing before giving transfusions  || How do normal inheritance patterns that follow Mendel ’  s laws differ from traits that are controlled by polygenic inheritance or multiple alleles? Why do polygenic and multiple allele traits exhibit more diversity in expression? What are some examples of polygenic and multiple allele traits? How is blood type inherited? How is blood type related to protein structure? How do normal inheritance patterns that follow Mendel ’  s laws differ from traits that show codominance or incomplete dominance? Why do codominant and incomplete dominant traits exhibit more diversity in expression? What are some examples of codominant and incomplete dominance traits? How is sex inherited? Which parent determines the sex of offspring? What is the probability of having a male or female child? How do normal inheritance patterns that follow Mendel ’  s laws differ from traits that are sex-linked? How were sex-linked traits discovered? What are some examples of sex-linked traits? Why do sex-linked traits occur more often in males than females? What are some examples of polygenic traits? How do normal inheritance patterns that follow Mendel ’  s laws differ from traits that are controlled by more than one pair of genes? Why do polygenic traits exhibit more diversity in expression? What are some examples of polygenic traits? ||  ||   ||   ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 40  ||   3.03   ||  Interpret and predict patterns of inheritance. To apply the rules of inheritance to producing an offspring To demonstrate the diversity of gene combinations possible in the offspring of two parents || How are tossing a coin and inheriting a gene from a heteroygous parent comparable? How do the rules of inheritance and probability apply to producing offspring? How can such diverse offspring result from the same two parents? ||  ||   ||  Baby Face Lab ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 10/21/08  ||   41   ||   3.03  2.01  4.04   ||  Interpret and predict patterns of inheritance. To analyze special forms of inheritance that do not adhere strictly to Mendel ’  s four laws such as   Polygenic traits Multiple allele traits Codominance Incomplete dominance Sex linked traits To apply the laws of genetics, exceptions to the rules and P  unnett squares to predicting the offspring of two parents Compare and contrast the structure and function of proteins To understand how genes determine protein structure and how this relates to blood type Analyze and explain the interactive role of internal and external factors in health and disease To understand the importance of blood typing before giving transfusions || How do normal inheritance patterns that follow Mendel ’  s laws differ from traits that are controlled by polygenic inheritance or multiple alleles? Why do polygenic and multiple allele traits exhibit more diversity in expression? What are some examples of polygenic and multiple allele traits? How is blood type inherited? How is blood type related to protein structure? How do normal inheritance patterns that follow Mendel ’  s laws differ from traits that show codominance or incomplete dominance? Why do codominant and incomplete dominant traits exhibit more diversity in expression? What are some examples of codominant and incomplete dominance traits? How is sex inherited? Which parent determines the sex of offspring? What is the probability of having a male or female child? How do normal inheritance patterns that follow Mendel ’  s laws differ from traits that are sex-linked? How were sex-linked traits discovered? What are some examples of sex-linked traits? Why do sex-linked traits occur more often in males than females? What are some examples of polygenic traits? How do normal inheritance patterns that follow Mendel ’  s laws differ from traits that are controlled by more than one pair of genes? Why do polygenic traits exhibit more diversity in expression? What are some examples of polygenic traits? ||  ||   ||   ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 42  ||   3.03  4.03   ||  To interpret and predict patterns of inheritance To use Punnett Squares to predict the potential offspring of traits that show intermediate expression such as codominant and incomplete dominant triats To understand how intermediate inheritance increases genetic diversity within a species Assess, describe and explain adaptations affecting survival and reproductive success To understand the relationship between diversity and survival of a species || How to complete dominance traits and intermediate expression traits compare and contrast? How are incomplete dominance and codominant traits similar and different? How do intermediate expression traits increase diversity, and why is that important to survival of a species? How can you apply Punnett Squares to predicting the offspring of a codominant trait? How can you apply Punnett Squares to predicting the offspring of an incomplete dominant trait? ||  ||   ||   ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 3.03 4.03   ||  To interpret and predict patterns of inheritance To use Punnett Squares to predict the potential offspring of multiple allele traits and polygenic inheritance To understand how multiple allele traits and polygenic traits create increased genetic diversity within a species Assess, describe and explain adaptations affecting survival and reproductive success To understand the relationship between diversity and survival of a species || How are multiple allele traits and polygenic traits exceptions to Mendelian genetics? How are multiple allele traits and polygenic traits similar and different? How do multiple allele traits and polygenic traits increase diversity, and why is that important to survival of a species? How can you apply Punnett Squares to predicting the offspring of a multiple allele trait? What causes blood types, how are blood types determines and how are blood types inherited? ||  ||   ||   ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 3.03           ||  To interpret and predict patterns of inheritance To use Punnett Squares to predict the potential offspring of sex-linked traits To understand how intermediate inheritance increases genetic diversity within a species || How is the sex of an organism determined or inherited? Which parent determines the sex of the offspring? How do autosomally inherited traits compare and contrast to sex-linked traits? Which parent determines the inheritance of a sex-linked trait in male offspring? Which parent determines the inheritance of a sex-linked trait in female offspring? What are some examples of human sex-linked traits? ||  ||   ||   ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 3.03            ||  To interpret and predict patterns of inheritance To use a test cross to determine the genotype of an organisms expressing a dominant trait —  to determine if the organism is homozygous dominant or heterozygous  || Why might a test cross be performed? If an organism displays the dominant form of a trait, why isn ’  t the organism   ’   s genotype apparent? Why must an organism showing the recessive trait be used in a test cross? ||  ||   ||  Test —  Monohybrid, Dihybrid, Codominant, Incomplete dominant, Sex-linked and test crosses  ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 43  ||   3.01  3.02  3.03  4.03   ||  Analyze the molecular basis of heredity To develop an understanding of the relationships between DNA, chromosomes, and genes Compare and contrast the characteristics of asexual and sexual reproduction Interpret and predict patterns of inheritance To develop an understanding of the relationships between meiosis, Mendels Laws of inheritance and the ability to predict offspring using Punnett Squares To formulate pedigrees to demonstrate inheritance patterns Assess, describe, and explain adaptations affecting survival and reproductive success To understand the importance of genetic diversity to survival of species || What is the relationship between DNA, a chromosome and genes? Why must DNA be copied during the S phase of the cell cycle? How does the separation of chromosomes during meiosis explain the variety of gene combinations possible in gametes and offspring? Why is diversity important to species survival? How are probability and frequency different? How are familial relationships demonstrated in a pedigree? How are dominant, recessive, and sex-linked traits illustrated differently in a pedigree? ||  ||   ||   || Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 44  ||   3.04  3.01  2.04  1.01   ||  Assess the impact of advances in genomics on individuals and society To comprehend that processes and goals of the Human Genome Project To understand the processes involved in biotechnology Analyze the molecular basis of heredity To show how the structure of DNA can be altered to recreate transgenic organisms Investigate and describe the stracuter and function of enxymes and expleain the role in biological system To understand the role of enzymes in genetic biotechnology Identify biological questions and problems that can be answered through scientific investigation To identify potential uses of genetic technology in treating diseases To identify potential uses of genetic technology in solving world problems such as   food production  || How was the Human Genome Project carried out? Why is this project important? How can DNA be chemically altered to combine the genes of two organisms? How do enzymes cut DNA? How can DNA be spliced together to create recombinant DNA? What is a transgenic organism? What are some diseases that might one day be treated through gene therapy? How might world food production be improved by genetically engineered organisms? ||  ||   ||   ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 45  ||   3.04  3.01  2.04  1.01   ||  Assess the impact of advances in genomics on individuals and society To comprehend that processes and goals of the Human Genome Project To understand the processes involved in biotechnology Analyze the molecular basis of heredity To show how the structure of DNA can be altered to recreate transgenic organi sms Investigate and describe the structure and function of enzymes and explain the role in biological system To understand the role of enzymes in genetic biotechnology Identify biological questions and problems that can be answered through scientific investigation To identify potential uses of genetic technology in treating diseases To identify potential uses of genetic technology in solving world problems such as To discovery the ethical, political, and economic potential, controversy and ramifications of genetic technology || What are some of the ethical issues of genetic engineering? How far should scientists be allowed to go in genetically engineering organisms? Why should the public be informed about the advantages and disadvantages of biotechnology? || GATTACA ||  ||   ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 46  ||   3.04  2.04  1.01   ||  Assess the impact of advances in genomics on individuals and society To comprehend that processes and goals of the Human Genome Project To understand the processes involved in biotechnolog y such as recombinant DNA and cloning Investigate and describe the stracuter and function of enxymes and expleain the role in biological system To understand the role of enzymes in genetic biotechnology Identify biological questions and problems that can be answered through scientific investigation To identify potential uses of genetic technology in treating diseases To identify potential uses of genetic technology in solving world problems such as To discovery the ethical, political, and economic potential, controversy and ramifications of g  enetic technology  || What are some of the ethical issues of genetic engineering? How far should scientists be allowed to go in genetically engineering organisms? Why should the public be informed about the advantages and disadvantages of biotechnology? ||  ||  GATTACA ||  ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 47  ||   ||   ||   ||   ||   ||   ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 48  ||   3.05   ||  Examine the development of the theory of evolution by natural selection To understand the historical events in the development of modern evolutionary theory To understand the theories of how the earth and life on earth came into being To be aware of the fossil and biochemical evidences of evolution || What were some of the early theories about how life evolved on earth? How have some theories been disproved? Who is the father of modern genetic theory? Where and how did he make his discoveries? How are fossils an evidence of evolution? What are other evidences of evolution? How are vestigial organs, homologous organs and similar biochemistry evidence of evolution? How does the high degree of similarity between different species support evolutionary kinship? ||  ||   ||   ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 75  ||   3.05  3.01        ||  Examine the development of the theory of evolution by natural selection To understand Darwinian evolution To understand the historical events in the development of modern evolutionary theory To understand the mechanisms of evolution Analyze the molecular basis of heredity To recognize the impact of mutations of DNA as a driving force of evolution || What is natural selection? How does Darwin explain his theory about how so many different life forms have evolved? What are the driving forces of evolution? How do stabilizing, directional, divergent and sexual selection occur? According to Hardy-Weinberg, under what conditions is there no evolution —  what are the 5 forces that cause evolution? ||  ||   ||   ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 76  ||   3.05  1.03  3.01  4.03   ||  Examine the development of the theory of evolution by natural selection To understand Darwinian evolution To understand the historical events in the development of modern evolutionary theory To understand the mechanisms of evolution Formulate and revise scientific explanations and models of biological phenomena, logic and evidence Analyze the molecular basis of heredity To recognize the impact of mutations of DNA as a driving force of evolution Assess, describe and explain adaptations affecting survival and reproductive success. To be ab  le to identify adaptations in organisms that have allowed them to survive in a changing environment To identify adaptations that allowed plants and animals to evolve into land-dwellers || What is natural selection? How does Darwin explain his theory about how so many different life forms have evolved? What are the driving forces of evolution? How do stabilizing, directional, divergent and sexual selection occur? According to Hardy-Weinberg, under what conditions is there no evolution —  what are the 5 forces that cause evolution? What dilemmas did plants face in adapting to land? How did plants evolve structurally to live on land? What dilemmas did animals face in adapting to land? How did animals evolve structurally to live on land? ||  ||   ||   ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 77  ||   4.01  3.04  1.03   ||  Analyze the classification organisms according to their evolutionary relationships To be aware of the history of classification systems To know similarities and differences between the kingdoms of eukaryotes To identify organisms belonging to the kingdoms a  nd major phyla To be able to classify organism s using dichotomous keys Assess the impact of advances in genomics on society To apply biotechnology to identifying genetic and evolutionary relationships between organisms Formulate and revise scientific explanations and models of biological phenomena, logic and evidence || How are phylogenetic trees designed to illustrate genetic and evolutionary relatedness? What is a dichotomous key, and how is it used to identify and name organisms? How can DNA analysis by gel electrophoresis be used to determine the how closely related organisms are? Which came first, the chicken or the egg? ||  ||   ||   ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 78  ||   4.01  3.04         ||  Analyze the classification organisms according to their evolutionary relationships To be aware of the history of classification systems To know similarities and differences between the kingdoms of eukaryotes To identify organisms belong ing to the kingdoms and major phyla To be able to classify organism using dichotomous keys Assess the impact of advances in genomics on society To apply biotechnology to identifying genetic and evolutionary relationships between organisms || How are phylogenetic trees designed to illustrate genetic and evolutionary relatedness? What is a dichotomous key, and how is it used to identify and name organisms? How can DNA analysis by gel electrophoresis be used to determine the how closely related organisms are? Which came first, the chicken or the egg? ||  ||   ||   ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 79  ||   4.02  4.03   ||   ||   ||   ||   ||   ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 80  ||   4.02  4.03   ||   ||   ||   ||   ||   ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 81  ||   4.02  4.03   ||   ||   ||   ||   ||   ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 82  ||   4.04   ||   ||   ||   ||   ||   ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 83  ||   4.05   ||   ||   ||   ||   ||   ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 84  ||   5.01   ||   ||   ||   ||   ||   ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 85  ||   5.02   ||   ||   ||   ||   ||   ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 86  ||   5.03   ||   ||   ||   ||   ||   ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 87  ||   ||  EOC Exams ||  ||   ||   ||   ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 88  ||   ||  EOC Exams ||  ||   ||   ||   ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 89  ||   ||  EOC Exams ||  ||   ||   ||   ||

Curriculum Alignment and Pacing Guide Subject _____Biology____________ Date ||  Day ||  Objective Number(s) (NC DPI) ||  Objective/Focus Lesson || Daily Essential Question ||||  Lesson Resource Text Other ||  Formal and Informal Assessment || 90  ||   ||  EOC Exams ||  ||   ||   ||   || 5   ||   1.01, 1.05, 3.03   ||  Atomic Structure Ionic v. Covalent bonding || Identify the location and the role of the subatomic particles of an atom? How are electrons important in forming bonds? Compare and contrast ionic and covalent bonding. ||  6.1(glencoe) Medley ’  s Ch. 6 ||   Atomic Model ||  Atomic model || 6  ||   1.01, 1.05   ||  Organic compounds Structure and composition of lipids, carbohydrates, proteins, and nucleic acid. || What element is found in organic compounds? Identify the four types of organic compounds. What are the monomers of each type of organic compound? What is the major role of each type of organic compound in living things? ||  6.3 in Glencoe Raab ’  s Reviewing Biology resource book pp. 7-9 Biochemistry  || Foldable ||  || 7   ||   1.01, 1.05   ||  Compare and contrast organic and inorganic molecules. || Compare and contrast organic and inorganic compounds. What tests are used to identify organic substances? What are proper lab procedures used collecting data? ||  6.3 in Glencoe Enzymes in Raab ’  s review book pp.9 -12  || Organic Compounds lab with reagents ||  Lab analysis questions || 8  ||   1.01, 1.05   ||  Enzyme function || What is the structure of an enzyme? Explain the role of enzymes during condensation and hydrolysis. Explain what factors cause denaturation of enzymes. ||  6.3   ||  Enzyme Lab with celery and hydrogen peroxide ||  Lab observations and analysis questions. || 9  ||   1.01, 1.05, 3.03   ||  Importance of water to living things || What are the characteristics of water? What is the chemical structure of water? Why is the water molecule polar? How does polarity contribute to the properties of water such as capillary action and surface tension? In what way is water important to living things? What causes capillary action? What causes surface tension? ||  6.2   ||   Water Drop Lab ||  Lab || 10  ||   ||  Biochemistry Test ||  ||   ||   ||   Test || 11  ||   1.02,1.03   ||  Prokaryote v. Eukaryote || What is the difference between prokaryotes and eukaryotes? What structures do prokaryotes and eukaryotes have in common? What structures do bacteria have in common with eukaryotic cells? ||  "    From Atoms to Cells   "   Reviewing the living Environment by Hallman 7.1 video,Journey into the cell Part 1 ||  Bacterial Research Project Splat Worksheet Venn Diagram ||  Venn Diagram || 12  ||   1.02,1.03, 3.01, 3.02   ||  Discovery of the cell Cell Theory Methods for exploring cells || Explain the parts of the cell theory and the methods used to explore cells. ||  7.1   ||   Foldable Pro and Eukaryotic drawing ||  || 13   ||   1.02,1.03, 1.05   ||  Structure and functions of the major cell organelles

Plasma membrane Cell Wall || What are the levels of organization? Distinguish between unticellular organisms and multicellular organisms. What is the structure and function of the plasma membrane? Why is the plasma membrane referred to a fluid mosaic model? Wh How does the function of the channel and transport proteins maintain homeostasis in a cell? ||  7.2, 7.3  Cell Structure and Function(ch. 8 in Reviewing the Essentials) || Draw and label organelles listed. Make chart listing organelle and function ||    || 14   ||   1.02,1.03, 1.05   ||  Structure and functions of the major cell organelles: Nucleus Mitochondria Vacuole Chloroplast Ribosome || Understand the roles that the different organelles play in the cell. What does the nucleus contain that makes the ribosomes? Why is the nucleus the control center of the cell? How are the mitochondria and chloroplasts similar in function? What is the function of the vacuole in endocytosis and excocytosis? ||  7.2, 7.3  Cell Parts(color the parts) || Group organelle by their function. Use analogy to describe function (poster or PowerPoint). Color coded review sheet ||  Analogy poster. || 15  ||   1.02, 1.03, 3.03, 3.04   ||  Cell Specialization The organization levels in multicellular organisms. Plant v. animal Asexual v. sexual reproduction || Explain cell specialization. What are levels of organization. What type of reproduction involves only one parent? What type of reproduction involves 2 parents? ||  7.3   ||  Match pictures with level of organization. ||    || 16   ||   1.02, 1.03, 1.04,1.05   ||  Cellular Transport Structure of plasma membrane Function of plasma membrane || Why is cellular transport important to cells? How does the structure of the plasma membrane allow for cellular transport? ||  ||   ||   || 17   ||   1.02, 1.03, 1.04, 1.05   ||  Cellular Transport Plasma membrane Diffusion v. Osmosis Concentration Gradient || What materials diffuse through the plasma membrane? What is concentration gradient? How do particle move in diffusion? How is osmosis different than diffusion? || 6.2, 7.2  ||  Egg Demo –  syrup, vinegar. Plasmolosis of plant cell and reverse plasmolosis –  microscope demo Iodine starch in dialysis tubing ||  || 18   ||   1.02, 1.03, 1.04, 1.05   ||  Cellular Transport Facilitated Diffusion Passive v. Active Transport Hypotonic, Hypertonic, and Isotonic Solutions || What is active and passive transport? ||  6.2, 7.2, 8.1  Cells and their environment review sheet. || Egg lab (diffusion of solution) Venn Diagram for active and passive transport . ||   || 19   ||   ||  Cellular Transport Osmosis of cells in hypotonic, hypertonic, and isotonic solutions || Predict the movement of different concentration of solutions in different concentration of solutions. ||  ||  Dialysis tubing activity. || LAB QUESTIONS Test || 20  ||   1.04, 1.06   ||  Cell Energy ATP-ADP Cycle || How do particles disperse throughout an area? What is active and passive transport? Given solutions of different concentrations, can you predict changes? What is the role and function of ATP? How is ATP like rechargeable battery? ||  9.1  Medley ch. 10  ||   Vocabulary Review sheet Draw a model of ATP ||  || 21   ||   ||  Cellular transport test ||  ||   ||   ||   test || 22  ||   1.02, 1.03, 1.06, 3.01, 3.03   ||  Cell Energy Photosynthesis Chloroplast || Can you write chemical equation for photosynthesis? What is the source of energy of photosynthesis? What organelle is used for photosynthesis? What are the two phases of photosynthesis? Where do the light and dark reactions occur in the chloroplast? Where does photosynthesis occur? ||  9.2  Ch. 23 Ch. 7 Flow of Energy packet || Draw and label leaf illustrating the productsand reactants of photosynthesis. ||  || 23   ||   ||  Photosynthesis Leaf Structure Palisade layer Mesophyll layer Stomates Chemosynthesis || What organ produces photosynthesis? How do gases move in and out of the leaf? ||  ||   ||   || 24   ||   1.02, 1.03, 1.06, 3.01, 3.03   ||   Cell Energy Cellular Respiration Mitochondria || Can you write chemical equation for respiration? What role does mitochondria play in respiration ||  9.2, 9.3 in Glencoe text Ch. 10 in Medley Review book || Relate to respiration –  O CO2 Transfer. model/ Lab ||  || 25   ||   1.02, 1.03, 1.06, 3.01, 3.03   ||  Cell Energy Aerobic v. Anaerobic Fermentation Review || Do you understand the difference between aerobic and anaerobic respiration? What are the two types of fermentation? What anaerobic process occurs in both types of fermentation? What are the reactants and products of lactic acid fermentation? What are the reactants and products of alcoholic fermentation? ||  9.3  Concept Map of Photosynthesis Reinforcement sheet of ATP formation and breakdown || Yeast in apple juice. Muscle fatigue lab. ||  || 26   ||   ||  Cell Energy/Photosynthesis &Respiration Test ||  ||   ||   ||   Test || 27  ||   1.01, 1.05, 1.06, 2.02   ||  Mitosis Chromosomes, Chromatin, Sister Chromatid, and Centromere || What are chromosomes? What molecule makes up chromosomes? Where are chromosomes located? When do chromosomes become chromatids? What is the structure of chromatids? When do chromosomes become chromatin? How many chromosomes are in the human? ||  Journey into the Cell video part 2 || Draw and label the structure of a chromatid. ||  || 28   ||   2.02   ||  Mitosis Chromosomes, Chromatin, Sister Chromatid, and Centromere Centrioles and spindle fiber Names of phases || Can you describe the relationship of chromosomes, chromatin, sister chromatid, and centromere? What is the relationship between centrioles and spindle fibers? Can you name and put the phases of Mitosis in order? ||  10.2  Raab Chapter 5 reproduction || Make a mitosis flip book. Foldable ||  || 29   ||   2.02, 3.04   ||  Mitosis Somatic cells Diploid cells (2n) Ase xual v. Sexual Reproduction || What is the difference between Somatic and gamete cells? What is the difference between haploid and diploid cells? Which cell types are used in reproduction? ||  10.2   ||  Asexual/mitosis worksheet. ||  || 30   ||   1.01, 1.02, 1.03, 1.04, 1.05, 1.06, 2.02, 2.01   ||  Mitosis Test DNA Double Helix A,T,G,C code Nucleotide base pairing || What did Watson and Crick accomplish? What is the molecular basis of DNA? How does DNA carry on life? ||  Ch.11 p.280-284 || Biodigest ||  Mitosis Test || 31  ||   1.01, 1.05, 2.01   ||  DNA Structure Double Helix A,T,G,C code Base Pairng || How is DNA built? What is a nucleotide? How are nitrogen bases paired? What bonds the nitrogen bases together? ||  Ch.11 p.280-284 || Candy Model of DNA to introduce replication. Reinforcement and study guide 11.1 Diagram of cell showing chromosomes. || DNA model || 32  ||   1.01, 1.02, 1.05, 2.01, 2.02   ||  DNA Replication Link to Mitosis Process of replication Enzymes || How does DNA replicate? What is the role of polymerase in replication? Why is DNA replication conservative? ||  Ch 11 p. 284-287 || DNA extraction lab.Use model to show replication. DNA structure and function review. Sec. Assessment p 287 Basic concepts worksheet 11.1 Edible model of DNA and DNA replication ||  DNA Paper model showing replication || 33  ||   1.02, 1.03, 1.05, 2.01   ||  DNA to Proteins DNA to RNA (transcription) || What are the three types of RNA? What is transcription? ||  Ch 11 p. 288-295 || Venn diagram (RNA) Refer to willie wonka chocolate factory analogy. ||  DNA and RNA paper model showing transcription || 34  ||   1.02, 1.03, 1.05, 2.01   ||  DNA to Proteins RNA to Proteins (translation) || What is translation? What is protein synthesis? ||  Ch 11 p. 288-295 || Codon chart Mini lab 11.2 Draw and label model of protein synthesis || Codon chart showing correct protein || 35  ||   1.02, 1.03, 1.05, 2.01   ||  DNA and Protein Synthesis Review Test || Can you explain the steps of DNA replication and Protein synthesis? Can you draw and label a DNA molecule? ||  Ch 11 || Review game. Dominoes Bingo game ||  Test || 36  ||   2.01, 2.02   ||  Gene Mutations Point Frameshift Chromosomal Mutations Deletion Inversion Insertion Translocation || Distinguish between point and frameshift mutations. Identify the 4 types of chromosomal mutations. ||  Ch. 11  ||  Expert groups for cooperative learning activity/chromosome mutations. ||    Jigsaw cooperative learning || 37  ||   2.02, 3.03   ||  Meiosis Homologous Chromosomes Somatic v. Gamete Diploid v. Haploid Asexual (mitosis) v sexual (meiosis) || Do you understand asexual and sexual reproduction? What are homologous chromosomes? What are diploid and haploid cells? What are the differences between meiosis and mitosis? ||  Ch 10 p. 263-266 Table 10.1 Figure 10.10 Figure 10.11    ||  PSL 10.2 Genetics how and why. Expected and observed results Clay model of homologous chromosomes. ||  || 38   ||   2.02, 3.03   ||  Meiosis Tetrad formation Crossing over Anaphase I  Compare meiosis with mitosis. || Do you understand the sequence of meiosis? What are the differences between meiosis and mitosis? What are tetrads? ||  Ch 10 p. 267 Figure 10.12 Analogy p. 267 TE  || Play dough lab (in book) . ||   Clay model showing crossing over. || 39  ||   2.02, 3.03   ||  Meiosis Crossing over Random assortment Nondisjunction Karyotype

|| How does meiosis produce variation? How are chromosome abnormalities produced? Describe the process of nondisjunction. Identify genetic disorders by analyzing a karyotype? How are chromosomes collected for a karyotype? ||  Ch. 10 p. 269-273 || Chapter assessment p. 278 Internet: karyotypeaanalysis Karyotype activity-Cut out homologous pairs of chromosomes, analyze data, and determine sex and type of disorder. ||        Karyotype and analysis questions. || 40  ||   2.03   ||  Genetics Pea plant experiments Mendel ’  s laws Flower/reproductive organs. || What were Mendel ’  s contributions to the study of genetics? What are the plant structures in which gametes are produced? What role does pollination play in Mendel ’  s experiment? ||  Ch. 10 p. 253-262 || Foldable p. 253 (Mendel   ’   s Laws) Genetics quiz Fast plants ||  || 41   ||   2.02, 2.03, 3.04   ||  Genetics Punnett squares Monohybrid crosses Genotype Phenotype Dominant Recessive alleles Mendel ’  s Law of Dominance Law of  Segregation Probability || Can you solve Punnett squares involving one trait? What is the difference between a phenotype and a genotype? What is the phenotypic ratio of a monohybrid cross? What is the genotypic ratio of a monohybrid cross? ||  Ch 10 p. 253-262 || Reading essential workbook ch 10 section 1. Punnett Square Practice Problems Flip coins in determing dominant and recessive traits. ||  || 42   ||   2.02, 2.03, 3.04   ||  Genetics Dihybrid Crosses FOIL method Law of independent assortment. Quiz on monohybrid and dihybrid crosses. || Can you solve Punnett squares involving 2 traits? What is the phenotypic ratio of a dihybrid cross of heterozygous parents? How does the dihybrid cross show Mendel ’  s law of independent assortment? ||  Ch 10 p. 253-262 || Practice Dihybrid Punnett square Activity-determining dihybrid genotypes ||   Quiz on predicting probability of monohybrid and dihybrid crosses. || 43  ||   2.02, 2.03,2.04   ||  Genetics Dominant traits Recessive traits Polygenic traits Sex Determination || Which chromosomes determine the sex of a child? What are the genotypes of a male and female? What is the probability of having a girl or a boy? Which human traits are dominant? Which human traits are recessive? Which human traits are polygenic? Why should close relatives not marry and have children? ||  ||  Baby Face Lab ||        Baby Face Lab questions || 44  ||   2.02, 2.03, 3.04   ||  Genetics Sex chromosomes Probability of offspring being a male or female Fruit flies (Thomas Hunt Morgan ||  What determines the sex of a child? What are sex linked traits  ||   Ch 12   ||  Sex determining Punnett squares Sex linked traits. Study Guide sheets (red green color blindness and hemophilia Non-Mendelian Inheritance worksheet ||  || 45   ||   2.02, 2.03, 3.04   ||  Genetics Codominance Sickle Cell Anemia Incomplete dominance || What is codominance, incomplete dominance, and multiple alleles? What are the effects of sickle cell anemia of a carrier compared to one who has the disease? What are the probable phenotypes of the F1 generation of a cross between homozygous parents that show codominance? …  that show incomplete dominance? What are the probable phenotypes of the offspring from a cross between heterozygote parents showing incomplete dominance? ||  Ch 12 p. 315-317 || PSL 12.2 Study guide sheets. Non-Mendelian Inheritance worksheet ||                || 46   ||   ||  Multiple Alleles ABO Blood Groups || How are traits governed by multiple alleles different than those governed by polygenic traits? What are the 4 blood groups? What are antigens? Which blood type is the universal donor? Which blood type is the universal recipient? What are Charles Drew ’  s accomplishments? ||  ||  Blood Typing Activity-Determining who is not the father. ||  || 47   ||   2.03   || Human Pedigrees Sex Linked Colorblindness Hemolphilia || How are pedigrees used to show inherited recessive disorders? Identify the symbols that are used in analyzing a pedigree. ||  Ch 13 || Internet: Queen Victoria ’  s pedigree of the   "   Royal Disease   "  ||   || 48  ||   2.03   ||  Recessive traits Cystic Fibrosis Tay Sachs PKU Dominant traits Huntingtons Karyotypes ||  ||   Ch 10, 12, 13. || Pedigrees for analysis Make own pedigree. PTC paper ||  || 49   ||   2.03   ||  Review /Genetics test ||  ||     ||  Broken Square for review ||  Test || 50  ||   2.04, 2.05   ||  Biotechnology Crime Scene and pharmaceutical applications || What are current biotechnology processes? ||  Ch 13. p. 337-348 || CSI scenarios. Fly for prosecution . Movie GATTACA ||   || 51  ||   2.04, 2.05   ||  Biotechnology Methods for screening for genetic disorders (amniocentesis, etc  )  || What are some methods for testing for genetic disorders? ||  Ch 13. p. 337-348 Article from Technology Teacher Apr ’  07 edition vol. 66 #7 "   Designer Babies   "  || GATTACA ||  || 52   ||   2.04, 2.05   ||  Biotechnology Genetic Engineering applications Gene therapy Gel electrophore sis || How are we using gene modification for our benefit? ||  Ch 13 p. 337-348 Medley Reviewingthe Essentials, Ch. 16 page 111 –  116.  ||  Genetic Disease Project Analysis of DNA gels. ||             || 53   ||   2.04, 2.05   ||  Biotechnology Transgenic organisms and cloning Ethical issues Test || What are some ethical issues surrounding biotechnology? ||  Ch 13 p. 349-356 || Ethical scenarios Activity: recombinant DNA/plasmid in bacteria model Sequence steps in recombinant DNA sentence strips. Human Growth Hormone video.(60 min.) Clone Video ||     Test || 54  ||   2.06, 3.01, 5.05   ||  Evolution Evidence of Evolution Geologic Time Origins of Life Endosymbiont theory || Using fossils, identify evidence showing that species have changed over geologic time. Summarize the major events of the geologic time scale. Analyze the experiments of Redi, Pasteur, and Miller and Urey that support the concept of biogenesis. How did prokaryotic cells evolve into eukaryotic cells> ||  15   ||  Timeline lab. Camouflage activity ||  || 55   ||   2.06, 3.01, 5.05   ||      Charles Darwin ’  s ideas Evidence of  evolution      || Describe Darwin ’  s theory of evolution by Natural Selection. Explain how the structural and physiological adaptations of organisms relate to natural selection. How can mimicry and camouflage cause populations to change over time? How is the development of bacterial resistance to antibiotics direct evidence for evolution? How are homologous, analogous and vestigial structures evidence of evolution? ||  15   ||  Internet- vestigial structures ||  Darwin video "   Darwin   ’   s Dangerous Idea   "  || 56   ||   2.06, 3.01, 5.05   ||  Natural Selection Speciation Mechanisms of Evolution || Summarize the effects of the different types of natural selection on speciation. Relate changes in genetic equilibrium to mechanisms of speciation. How does geographic and reproductive isolation lead to speciation? ||  14  Glencoe Reading Essentials Ch. 14, 15 pp.151-174 || Graphs of types of speciation. ||  || 57    ||   2.06, 3.01, 5.05   ||  Evolution Patterns of Evolution Test || Explain the role of natural selection in convergent and divergent evolution. ||  14 and 15 || Reviewing Biology Ch. 7 p89-97 (46 questions) ||     Test || 58  ||   3.01, 3.02   ||  Classification system Binomial Nomenclature Modern Classification Cladogram Phylogeny Six kingdoms Dichotomous key || What is a cladogram? Why is phylogeny useful? What are the six kingdoms? How is a dichotomous key used in identifying an organism? What is the modern system of classification? What is binominal nomenclature and how is it useful? ||  17   ||  Identifying closely related species using cladograms. Silly Science activity-dichotomous key Poster of 6 kingdoms(cut out pictures) ||  || 59   ||   3.02   ||  Taxonomy of Viruses structure lysogenic v. lytic cycles diseases caused living v. nonlining || What is the difference and similarities between viruses and living things? What is the difference and similarities between the lysogenic and lytic cycle? ||  18   ||  Basic Concepts virus structure Lytic and lysogenic cycles worksheets Master 28 reteachinskillsViruses and Bacteria ||  || 60   ||   ||  Taxonomy of Bacteria archaebacteria v. eubacteria typical bacterial anatomy Major characteris tics Replication (binary fission v. conjugation ||  Can you describe the characteristics of archaebacteria and eubacteria? What is the difference between binary fission and conjugation?  ||   18   ||  Intimate strangers video, Vol. 3 Worksheet 27 bacterial structure Master 44 Importance of Bacteria Textbook sexual vs.asexual replication Growth of bacteria on agar plates Womansday article dated 1/3/07 on    "   how germ-phobic should you be?   "   Ch. 18 critical thinkingworksheet    "   Some bacterial diseases   "  ||   || 61   ||   ||    Taxonomy of Protist Major phyla Examples of each phyla Importance to the Earth and life  ||  What is the definition of protists? How are protists important to life?  ||      19   ||     Look at preserved specimens, pond water and prepare slides.   ||   || 62   ||   ||  Taxonomy of Fungi Major phyla of   Fungi   Examples of each Basic Fungal anatomy  ||  What are the major phyla of Fungi? What is basic fungal anatomy? ||  20   ||  Observe mushrooms and shelf fungi. Draw and label a mushroom. ||  || 63   ||   3.03, 3.04, 3.05, 5.02   ||  Viruses, Bacteria, Protist, and Fungi Test

Plants Introduction Major adaptations in the evolution of plants Non-seed v. seed plants Major phyla || What are the structural adaptations of plants to their land environments? What are the plant kingdom divisions? ||  21   ||  Make a Venn diagram of seed plants with non-seed plants. Complete a chart of the major divisions of plants. ||  Test || 64  ||   3.03, 3.04, 3.05, 5.02   ||  Plants Non vascular v. vascular Non seed v seed plants Monocots v dicots || What are the differences between vascular and nonvascular plants? Compare seed producing plants with nonseed producing plants. What are the differences seeds,stems,and roots of monocot and dicot plants? ||  22   ||  Observe celery in food coloring. Observe seeds, stems, and roots of monocot and dicot plants. Keep a journal of seed germination. ||  || 65   ||   3.03, 3.04, 3.05, 5.02   ||  Plants Types of plant cells Types of plant tissue Characteristics of roots, stems, and leaves Flower structure Transpiration Plant hormones Tropism Nastic movement || What are the major phyla of plants? What are the functions of major structures-leaves, etc. Can you relate these structures to the processes of regulation, nutrition, internal transport, reproduction, and support? What environmental factors influence growth? ||  23   ||  Observe stomata under a microscope. Observe plasmolysis of leaves and relate to transpiration. Record observations of roots, stems, and leaves of germinating plants. . ||   || 66   ||   ||  Plants Hormones Tropisms Nastic movement || What are tropisms? Compare phototropism, gravitropism, and thigmotropism. How do plant hormones affect the growth of plants? How does the Venus Fly trap respond to touch? ||  ||  Investigate phototropism and geotropism ||  || 67   ||   3.03, 3.04, 3.05   ||  Animals Invertebrates overview Life cycles, reproduction, growth, and development || What are invertebrates? Compare the physical characteristics that distinguish the invertebrates from one another. Compare the life cycles, forms of reproduction and the growth and development of each major phyla. ||  26  27  28   ||  Major phyla chart. ||  || 68   ||   3.03, 3.04, 3.05   ||  Animals Vertebrates overview L ife cycles, reproduction, growth, and development || What are the major characteristics of the vertebrates? What are the distinguishing characteristics of each phyla of vertebrates? What are each group ’  s methods of regulation, nutrition, transport, reproduction and movement? ||  30  31  32    ||   ||   || 69   ||   5.01, 5.03, 5.04, 5.05   ||  Animal Behavior Innate v. learned behavior Automatic responses Instinctive behavior || What is instinct and learned behavior? Whateare some examples of adaptive responses to environmental pressures? What are patterns and rhythm ’  s? What are biological clocks? ||  33   ||  Trials of Life video Content Mastery Animal Behavior Reinforcement Worksheets: Innate and Learned Behavior ||  || 70   ||   5.01, 5.03, 5.04, 5.05   ||  Animal Behavior Habituation Imprinting Classical condition ing Insight Communication || Can you explain the differences between habituation, imprinting, classical conditioning, insight, and communication? Can you give examples of animals representing each type of behavior? ||  33   ||  Reference Books ||  || 71   ||   ||  Animal Behavior ||  ||   ||  Presentation of animal behavior ||  || 72   ||   ||  Animal Behavior ||  ||   ||   ||   test || 73  ||   3.03   ||  Human Body Main characteristics of body covering, cardiovascular, digestive, endocrine and excretory systems || Identify different organ systems found in the human body. List main characteristics of the body covering, cardiovascular, digestive,endocrine,and excretory systems. ||  Glencoe 34,35, 36, 37, 38 Medley, Reviewing the Essentials, pp. 186-251 || Paper Model of Human Body ||  || 74   ||   ||  Human Body Main characteristics of immune, muscular, nervous, reproductive, and respiratory support system || List main characteristics of the immune, muscular, nervous, reproductive, and respiratory systems ||  ||   ||   || 75   ||   ||  Human Body ||  ||   ||  Group Presentations on body systems ||  presentation || 76  ||    4.01   ||   Principles of Ecology Abiotic vs. biotic patterns Interrelationships of organisms, populations, communities, ecosystems, biomes. || What are the levels of organization? What is the importance of abiotic and biotic factors? What is the relationship among organisms, populations, communities, ecosytems, and biomes?

||   GlencoeCh. 2, 3 Raab, Reviewing Biology, Ch. 7 Reading Essentials Workbook ||  Content Mastery Ch. 3 Study Guide Mastery,principles of ecology Internet,parasites ||  || 77   ||   4.01   ||  Interrelationships of biomes || What are aquatic and terrestrial biomes? Can you identify the abiotic and biotic factors of the different biomes? ||  ||  Biome map study guide, Where Am I? Biome Post Cards ||  || 78   ||   ||  Symbiosis ||  ||   ||  Internet research; develop powerpoint ||  || 79   ||   ||  Symbiosis || Compare the types of symbiotic relationships? ||  ||  Present symbiotic relationship poster or powerpoint. ||  Symbiotic relationship || 80  ||   4.03   ||  Energy Flow Flow of energy through ecosystems. || How would you explain the flow of nutrients and energy flow through ecosystems? What is the difference between and food chain and a food web? What does the pyramid of numbers, biomass and energy show? ||  2   ||  Creating and analyzing food Creating and analyzing pyramids webs. ||    Food webs || 81 ||   4.02   ||  Cycles Cycling of matter: water, carbon, and nitrogen in systems || Do you understand the cycling of matter: water, carbon, and nitrogen in systems Do you understand the importance of nitrogen fixing bacteria? ||  2   ||  Prepare posters of cycles. ||  posters || 82  ||   4.04   ||  Succession Primary and secondary succession. || What is the difference between a pioneer community and a climax community? ||  3   ||  Venn diagram of succession. Walk around school to observe succession ||  || 83   ||   4.05   ||  Population Ecology Exponential growth Linear growth || What is carrying capacity? What are limiting factors? Why doesn ’  t bacteria cover the world if reproduces every 20 minutes? ||  4   ||  Video Cycles of Life Analyze graphs of exponential growth ||  || 84   ||   4.05   ||  How humans affect the environment Global warming Pesticides Human population growth

|| What are the effects human population growth on ecosytems? What are the effects of global warming and use of pesticides on the environment? ||  ||  Collect digital photos of human impact around school. ||  || 85   ||   ||  Human Impact ||  ||   ||  Presentation on how human activities affect the environment ||  presentation || 86  ||   ||  Ecology Test ||  ||   ||   ||   || 6/4   ||   87   ||   ||  EOC test ||  ||   ||  EOC sample tests from ncpublicschools.org ||  || 6/5   ||   88   ||   ||  EOC test ||  ||   ||   ||   || 6/6   ||   89   ||   ||  EOC test ||  ||   ||   ||   || 6/7   ||   90   ||   ||  EOC test ||  ||   ||   ||   ||