AP Biology Course Syllabus 2012-2013

Instructional Setting
School

School X is a public high school (grades 7-12) in a middle/upper class suburban town. There are 75 full time teachers
and the student to teacher ratio is 9.7.

Student
Population

Enrollment of approximately 734 students in grades 7-12:

-77.5% Caucasian
-4.4% African American
-3.7% Asian
-13.8% Hispanic
Approximately 12% of the students are eligible for discounted/free lunch.

Instructional School X has an alternating A and B day schedule. AP Biology classes alternate between 40 minute and 80 minute
Time
class periods. On average, a total of 300 minutes per week will be spent with each class. Prior to the AP Biology
Exam, there are approximately 130 instructional and lab days combined, not including test days and exam review days.

Student
Evaluation

I will be teaching AP Biology to 42 students. There will be sophomores, juniors, and seniors in each section.
Evaluation of student comprehension of the material will be conducted in various manners throughout the academic
school year. Students will be completing Guided Reading Assignments for each of the assigned readings from the
textbook prior to the content being covered in class in order to promote participation throughout the year. Most in class
discussions will be geared towards teacher generated questions and student answering. All homework assignments
will be checked at the beginning of class. Homework that is handed in one day late will receive only half credit. Any
assignments turned in later than that will receive no credit. Students will be allowed one week to complete laboratory
experiment write-ups. Progress reports will be given to the students on to allow them to keep track of their progress
throughout each quarter.
Weighted Categories:
50% Tests
30% Labs
15% Quizzes
5% Homework/Classwork

Textbook,
Sadava, David E. Life: The Science of Biology. Sunderland, Mass: Sinauer Associated, 2011. [CR1]
Lab Manuals,
Additional
<www.thelifewire.com>(The website to accompany the main text provides animations, investigations, and other audioResources visual sources to enhance learning and instruction)
AP Biology Investigative Labs: An Inquiry-Based Approach. New York: The College Board, 2012.
AP Biology Lab Manual. New York: The College Board, 2001.
Course
My AP Biology course will be structured around the four big ideas, the enduring understandings within the big ideas and
Organization: the essential knowledge within the enduring understanding. [CR2]
The Big
Ideas
The Four Big Ideas are:
Big Idea 1: The process of evolution drives the diversity and unity of life.
Big Idea 2: Biological systems utilize free energy and molecular building blocks to grow, to reproduce and to
maintain dynamic homeostasis.
Big Idea 3: Living Systems store, retrieve, transmit and respond to information essential to life processes.
Big Idea 4: Biological Systems interact, and these systems and their interactions possess complex properties.
The four big ideas are greatly interrelated and cannot and will not be taught in isolation. Each unit of study will
encompass enduring understandings and learning objectives from at least two different big ideas. Students will be
provided with a copy of the enduring understandings for each unit to help them visualize the interactions between the
big ideas. [CR3], [CR4]

Examples
Illustrating
the types of
connections
to be made
throughout
the course:
[CR3]

1. Anaerobic and Aerobic Respiration: Students will participate in a discussion about the evolution of aerobically
respiring organisms from anaerobically respiring organisms. Students will compare the relative efficiencies of
both processes and make predictions about the significance of the evolution of this process. Through strategic
questioning, the students will discover that this evolutionary change paved the way for the development of
eukaryotic cells and eventually multicellular life. This activity connects Big Idea 1 (evolution) and enduring
understanding 1.B (common ancestry) with Big Idea 2 (cellular processes) [CR3a]
2. Evidence for Evolution: Students will participate in a stations activity where they utilize evidence from various
scientific fields (paleontology, archaeology, embryology, morphology, cytology, and biochemistry) to identify and
describe several different evidences of evolution. Students will answer several teacher-generated questions to
help them discover how each piece of evidence supports the theory of evolution. Going further, students will
create a phylogenetic tree based upon the similarities and differences in the cytochrome c amino acid
sequences of seven different organisms. This activity connects Big Idea 1 (evolution) and enduring
understanding 1.B (common ancestry) with Big Idea 3 (information). [CR3a]
3. Build-A-Membrane: http://learn.genetics.utah.edu/. Cut, fold, and paste biological molecules to create a three
dimensional cell membrane with embedded proteins, followed by a whole class discussion of membrane
structure and function. Students complete animations and activities from Amazing Cells page of this website.
This connects Big Idea 2 (cellular processes) and enduring understanding 2.B (internal and external
environments) and Big Idea 3 (information). [CR3b]
4. Material Cycles and Ecosystems: Students will observe the nutrient information for various fertilizers paying
attention to the varying N-P-K ratios between them. Students will form hypotheses about what a plant really
needs in order to survive. In small groups, students will discuss the roles and sources of water, nitrogen,
phosphorous, and potassium (and other nutrients) in the life cycle of a plant. A class discussion will follow to
discuss how the obtaining and utilization of these nutrients in plants are transferred between other organisms in
the. This connects Big Idea 2 (cellular processes) and enduring understanding 2.A (organisms must exchange
matter with the environment to grow, reproduce, and maintain organization) with Big Idea 4 (interactions).
[CR3b]
5. Operon Control in Bacteria: Students will participate in an activity to model how operons function in order to
control gene expression in bacteria. They will model both repressible and inducible operons. Students will be
required to make predictions about the evolutionary advantages of each component of both operons. This will
help to reinforce the relationship between proteins, DNA, transcription and translation. This activity connects
Big Idea 3 (information) and enduring understanding 3.B (gene expression) to Big Idea 1 (evolution). [CR3c]

Examples
Illustrating
the types of
connections
to be made
throughout
the course:
[CR3]

6. Mutations and Genetic Disorders: Students will research a genetic disorder that is discussed in the textbook
and report on the gene, type of mutation in the gene that causes the disease, describe the mutated gene
product(s) and the clinical presentation of the gene. They will also research the mode of inheritance and the
target population of the particular disorder (if applicable). A class discussion will follow that will require the
students to make predictions about how the frequencies of these genetic disorders will change in future
generations. This activity connects Big Idea 3 (information) and enduring understanding 3.C (imperfection of
processing genetic information) to Big Idea 2 (cellular processes) and Big Idea 1 (evolution). [CR3c]
7. Enzyme Activity: Students illustrate how polymers function in various biological processes and how abiotic
factors influence the function of polymeric molecules (ex: enzymes). Students will create and interpret graphs
from multiple data sets in order to make predictions about how and why enzyme activity is affected by various
abiotic factors including pH, temperature, enzyme concentration, and substrate concentration. This activity
connects Big Idea 4 (interactions) and enduring understanding 4.A (complex properties) to Big Idea 2 (cellular
processes) [CR3d]
8. Exponential Population Growth versus Logistic Population Growth: (from www.thelifewire.com) Students
will use a simple model to observe the differences between exponential population growth and logistic
population growth. Using this model they will be able to understand how to identify how limiting factors prevent a
population to grow infinitely. They will utilize the equations for exponential growth and logistic growth. They will
create graphs and analyze the data for both types of population growth. This activity connects Big Idea 4 and
enduring understanding 4.A (communities are composed of populations of organisms that interact in complex
ways) with Big Idea 2 (cellular processes) [CR3d]

Social and
Ethical
Concerns
[CR5]

This is not a complete listing of all possible links between the Big Ideas. This section provides you with a few examples
that will be used to show interconnectedness. These connections will be enforced throughout the year.
It is important that students are able to connect the knowledge learned in class to socially and ethically important
issues. One of my major goals as an AP Biology teacher is to help develop the scientific literacy skills of my students.
This will be accomplished in various forms throughout the duration of the school year [CR5].
Issues will be discussed both in class and electronically through a message board on my website. Students will be
required to read, summarize, and reflect on one recently published scientific article each quarter. Students will have
the ability to comment and respond on the articles summarized by other students.
Students will participate in a debate surrounding the social and ethical issues associated with the story of Henrietta
Lacks. This will be an activity modified from procedure 3 of the transitioned Mitosis and Meiosis Lab.
Students will participate in a second debate surrounding the social and ethical issues associated with genetic
engineering. This debate will take place at the end of the molecular genetics and DNA technology unit in December.

AP Biology The course is also structured around inquiry in the lab and the use of seven science practices throughout the course.
Laboratory Students will be engaged in student-directed laboratory activities throughout the academic year that will comprise a
Requirement minimum of 25% of instructional time [CR7]. At least two labs will be completed per big idea and additional labs will be
conducted to give the students the opportunity to reinforce newly learned material and to further incorporate hands-on,
discovery based activities in the classroom [CR6]. These laboratory investigations will help students to further develop
their science skills and understand major scientific concepts taught throughout the AP Biology course.
Students will maintain a laboratory notebook throughout the course that documents all of their laboratory investigations.
In addition, students will communicate to others in various formats including: group presentations, PowerPoint
presentations, poster sessions, and written reports. These activities will enable students to learn from each other and
become more confident in their understanding of the doing, analyzing, and reporting of science. [CR8]
The AP Labs that have been selected for each of the big ideas have been selected from both the New AP Laboratory
Manual and the Traditional AP Biology Laboratory Manual. The chosen labs for each of the four big ideas are as
follows [CR8]:
Big Idea 1:
1. Population Genetics and Evolution (2001)
2. Comparing DNA Sequences to Understand Evolutionary Relationships with BLAST (2012)
Big Idea 2:
1. Diffusion and Osmosis (2001;2012)
2. Photosynthesis (2001; 2012)
3. Cellular Respiration (2001; 2012)
Big Idea 3:
1. Cell Division: Mitosis and Meiosis (2001; 2012)
2. Biotechnology: Bacterial Transformation (2012)
3. Biotechnology: Restriction Enzyme Analysis of DNA (2012; Completed at Cold Spring Harbor DNA Learning Center)
Big Idea 4:
1. Transpiration (2012)
2. Animal Behavior (2001)
3. Dissolved Oxygen and Aquatic Primary Productivity (2001)

Application of the Science Practices:

Each of the selected laboratory activities will enable students to apply all of the seven science practices outlined in the new AP Biology
curriculum. Although some of the science practices will be applied in all of the laboratory investigations conducted throughout the year,
certain laboratory investigation may emphasize only a few of them. Those that are emphasized are indicated by an X in the table
LABORATORY

SP1

SP2

SP3

SP4

Population Genetics and Evolution: Hardy

Weinberg (2001)

BLAST (2012)

SP6

Diffusion and Osmosis (2001; 2012)

Photosynthesis (2001; 2012)

Cellular Respiration (2001; 2012)

Cell Division: Mitosis and Meiosis (2001; 2012)

Bacterial Transformation (2012)

Restriction Enzyme Analysis (2012)

Transpiration (2012)

Animal Behavior (2001)

Dissolved Oxygen and Aquatic Primary

Productivity (2001)

X
X

SP5

SP7
X

X
X

X
X

below. [CR6]

Additional Activities will be conducted throughout the year that apply the various science practices. (See
Weekly Syllabus)

Notes to Pacing Guide:

All Quizzes are in the form of short answer questions
Assigned Textbook Readings by Section (entire chapter is not necessarily read)
Ex: Chapter 2.2 represents Chapter 2, Section 2
Students will be provided with a Guided Reading Assignment for every textbook reading assignment
Correlation to Curriculum Framework:
Ex: 2.E.3 represents Big Idea #3, Enduring Understanding E., Essential Knowledge #3
Learning Objectives are abbreviated under the Learning Objectives column in the chart below
Ex: 1.15 represents Learning Objective 1.15 (Big Idea 1, Learning Objective 15)
Week
(Dates)

Major Topics and

Enduring
Understandings
[CR2]
August 30, What processes do all
2012
organisms share?
1.B.1

Learning
Objectives
[CR2]
1.15
1.16

Important Discussions, Laboratory Investigations,

Activities, and Quizzes
[CR4a-CR4d]
Introductions/Overview of the Course
Weekend HW: Chapter Activity: Review of Life Processes [CR3b]
2.4: What makes water
so important for life?

Week
(Dates)

Major Topics and

Enduring
Understandings
[CR2]
September Chapter 2: Small
4-7
Molecules and the
Chemistry of Life
Chapter 3: Proteins,
Carbohydrates, and
Lipids
Chapter 4: Nucleic
Acids and the Origin of
Life

Learning
Objectives
[CR2]
2.8
2.9
2.13
2.14
4.1
4.2
4.3
4.4
4.5
4.6

Chapter 35: Transport in

Plants
(Water Potential)

2.B.1
2.B.2

Introduction to
Scientific Inquiry

2.10
2.11

Activity: Properties of Water

-penny lab
-colored flowers

Lab Notebooks
HW: Chapter 3:

Discussion of how to keep a lab notebook/Introduction to

Scientific Inquiry

HW: Chapter 4.1:

Review: Macromolecules and their respective functions

HW: Chapter 5:

Activity: Using models to compare Prokaryotic and

Eukaryotic cells (SP1)

Weekend Homework
Chapter 6:

Chapter 5: Cells: The

Working Units of Life
2.A.3
2.B.3
4.A.2
4.A.1
September Chapter 6: Cell
10-14
Membranes

Important Discussions, Laboratory Investigations,

Activities, and Quizzes
[CR4a-CR4d]

Activity: Cell Organelles and the Importance of

Compartmentalization

HW: Chapter 6: Cell

Cell Membranes: Fluid Mosaic Model
Membranes, Diffusion
Modeling Modes of Transport (SP1)
HW: Building a
Membrane
AP Lab Investigation 1: Diffusion and Osmosis with
HW: Chapter 35.1
Inquiry Component (Traditional Lab Part 1A-D;
Transitioned Lab - Designing your Own Experiment to
Weekend Homework: Identify unknown concentrations of sucrose solutions
Surface Area to
Volume Calculations Quiz: Macromolecules, Cell Structures and Functions
(SP2)

Week
(Dates)

Major Topics and

Learning
Enduring
Objectives
Understandings
[CR2]
[CR2]
September Surface Area to Volume 2.6
Study for First Exam
19-21
Ratio
2.7
2.8
2.A.3
2.9
2.B.1
2.B.2

Important Discussions, Laboratory Investigations,

Activities, and Quizzes
[CR4a-CR4d]
AP Lab Investigation 1: Diffusion and Osmosis:
Transitioned Lab Procedure 1 -Surface Area and Cell Size
Activity: Connecting Surface Area, Cell Size, and Evolution

Activity: Putting it all together! (What molecules cells take

in and release - justification of why)
September 21: Test #1: Life Processes, Importance of Water, Cell Structures, Cell Membrane, and Diffusion/Osmosis

September Chapter 8: Energy,

24-28 (no Enzymes, and
school on Metabolism
September
26)

October
1-5

2.A.1
2.A.2
4.A.1
4.A.2
4.B.1
Introduction to T-test
Statistical Analysis

2.1
4.1
4.2
4.3

2.2
2.4
2.5
Chapter 10:
2.8
Photosynthesis: Energy 2.9
from Sunlight
2.13
4.5
2.A.1
4.6
2.A.2
2.A.3
4.A.2

HW: Read 8.1 and 8.2 Examining the ATP-ADP Cycle

HW: Read 8.3-8.5
Weekend HW: Begin
Reading Chapter
10.1-10.3

Activity: Determining if reactions are spontaneous or not;

Endergonic and Exergonic Reactions
Lab Activity: Factors that Affect Enzyme Activity - Data
Analysis - Students will create and interpret graphs from
multiple data sets in order to make predictions about how
and why enzyme activity is affected by various factors

Quiz: Energetics and Enzymes

HW: Chapter 10.1-10.3 Activity: T-test Analysis Using a Medicinal Example from a
Bio-Stat Textbook in order to help students better
Virtual Labs:
understand the purpose of this statistical test
Photosynthesis
Activity: Anatomy of the Chloroplast and how it makes
more photosynthesis efficient
Weekend HW:
Reinforcing
Photosynthesis

AP Lab Investigation 5: Photosynthesis: With Inquiry

Component (Students will learn the floating disc protocol
and design an experiment to test how a factor affects the
rate of photosynthesis in class. The experiment will be
completed the following week)

Week
(Dates)

October
9-12

October
15-19

Major Topics and

Enduring
Understandings
[CR2]
Chapter 9: Pathways
that Harvest Chemical
Energy (Cellular
Respiration)

2.A.1
2.A.2
2.A.3
4.A.2
Chapter 9: Pathways
that Harvest Chemical
Energy (Cellular
Respiration)

2.A.1
2.A.2
2.A.3
4.A.2

October 22 Chapters 8-10

Learning
Objectives
[CR2]
1.15
1.16
2.2
2.4
2.5
2.8
4.5
4.6

2.2
2.4
2.5
2.8
4.5
4.6

Important Discussions, Laboratory Investigations,

Activities, and Quizzes
[CR4a-CR4d]
HW: Make a miniposter to depict the
results from your
photosynthesis
experiment

AP Lab Investigation 5: Photosynthesis: With Inquiry

Component (Students will carry out their investigations,
collect, analyze, and interpret data; perform a t-test analysis
to determine if the results are statistically significant; They
will create mini-posters and share results with the class)

Practice Free
Quiz: Photosynthesis
Response Question:
1999; Photosynthesis Activity: Structure of the Mitochondria
HW: Chapter 9
HW: Practicing t-test
analysis

Begin Cell Respiration

Cell Respiration

AP Lab Investigation 6: Cellular Respiration (Students

HW: Study for Test #2 will learn the protocol for how to use the respirometer;
Students will design an experiment to test a question that
they have about respiration and describe the results they
would expect; Students will utilize t-test analysis from
previously collected data comparing respiration rates of
peas and corn)
Discussion: Evolution of Anaerobic to Aerobic Respiration Justify why anaerobically respiring organisms came into
existence first and explain the connection between the
evolution of aerobic respiration and multicellular life

Study

Activity: Comparing and Contrasting Cellular Respiration

and Photosynthesis - Group Activity
Activity: Connecting the Big Ideas - Exploring the
importance and the interdependence of these processes

October 23: Test #2 Energetics, Photosynthesis, Cellular Respiration

Week
(Dates)

October
24-26

Major Topics and

Enduring
Understandings
[CR2]
Chapter 11: The Cell
Cycle and Cell Division
(Mitosis)

3.A.2

Learning
Objectives
[CR2]
3.7
3.8
3.9
3.11

Important Discussions, Laboratory Investigations,

Activities, and Quizzes
[CR4a-CR4d]
HW: Chapter 11.1-11.2 The Cell Cycle and Cell Division
Weekend HW: Reading AP Lab Investigation 7: Cell Division: Mitosis and
about the Henrietta
Meiosis (Students will simulate mitosis using pop beads;
Lacks Story - Students Students will observe prepared slides of onion root cells and
will prepare to have a whitefish cells undergoing mitosis; Students will analyze
debate about various data about how lectin affects cell division)
ethical and social
issues about her story
(AP Transitioned Lab Cell Cycle Controls - Internal and External - What happens
Procedure 3)
when the control is lost?

Week
(Dates)

Major Topics and

Enduring
Understandings
[CR2]
October
Chapter 11: The Cell
29Cycle and Cell Division
November (Meiosis)
2
3.A.2
3.C.2

Learning
Objectives
[CR2]
3.7
3.8
3.9
3.10
3.11
3.12

Important Discussions, Laboratory Investigations,

Activities, and Quizzes
[CR4a-CR4d]
HW: Chapter 11.1,
11.4, 11.5

Activity: The Story of Henrietta Lacks Debate; Class

discussion about cancer [CR5]
Discuss the connection between mitosis and asexual
reproduction and meiosis and sexual reproduction;

HW: 11.5 (Meiotic

Errors)
Weekend HW: 12.1

Process of Meiosis
AP Lab Investigation 7: Cell Division: Mitosis and
Meiosis (Students will simulate Meiosis using pop-it beads Students will make predictions about the relationships
between crossing over and gene distance)
Discuss the importance of meiosis creating genetic variation
among sexually reproducing organisms
AP Lab Investigation 7: Cell Division: Mitosis and
Meiosis (Students will observe crossing over in Sordaria
using Wards prepared cards)
Quiz: Mitosis and Meiosis
What happens when there are errors in meiosis? - Activity:
Observing Karyotypes
Discussion about genetic screening - mini debate

Week
(Dates)

Major Topics and

Enduring
Understandings
[CR2]
November Introduction to Chi
5-9
Square Analysis

Learning
Objectives
[CR2]

3.14
3.15
3.16
Chapter 12: Inheritance, 3.17
Genes, and
Chromosome
3.A.2
3.A.3
3.A.4
4.C.2

November Chapter 12: Inheritance, 3.12

13-16
Genes, and
3.14
Chromosomes
3.15
3.16
3.17

Important Discussions, Laboratory Investigations,

Activities, and Quizzes
[CR4a-CR4d]
Practice Mendelian
Genetics Problems

Mendelian Genetics - Reviewing Mendels laws and

practicing monohybrid and dihybrid crosses

HW: Chapter 12.2-12.4 Lab Activity: Corn Genetics and Chi Square Statistical
(stop at Linkage is
Analysis
revealed by Studies of
the sex chromosomes) Going beyond Mendelian Genetics - Interaction of Alleles,
Codominance, Incomplete Dominance, Polygenic Traits,
Environmental Effect on Gene Expression
Gene Linkage
Activity: Observing Morgans Data - Chi Square Analysis Further exploration of gene linkage and genetic mapping on
Weekend HW: Practice autosomal chromosomes (use models/mathematics to show
Genetic Mapping
how genes located farther away from the centromere have a
Questions; Complete higher chance of crossing over compared to genes closer to
reading section 12.4
the centromere)
HW: 12.4-12.5
Activity: Sex Linked Genes - Morgans Experiments and
Data - Chi Square Analysis
STUDY

Activity: Pedigree Analysis - Using Pedigrees to determine

modes of inheritance and make predictions about future
generations- Autosomal Dominant or Recessive, Sex-Linked
- Students will make predictions about possible genotypes
and phenotypes of future offspring - Students will also
3.A.2
Weekend HW: Assign construct Pedigree Charts from a given set of information
3.A.3
Each student one
3.A.4
famous DNA
Traits resulting from nonnuclear inheritance
3.C.1
experiment to review
4.C.2
and summarize
Review for Exam
November 16: Test #3: Chapters 11-12: Cell Cycle, Cell Division, Inheritance, Genes, and Chromosomes

Week
(Dates)

Major Topics and

Learning
Enduring
Objectives
Understandings
[CR2]
[CR2]
November Chapter 13: DNA and Its 3.1
Chapter 13.1-13.2
19-21
Role in Heredity
3.2
3.3
3.A.1
3.A.2
4.A.1

Important Discussions, Laboratory Investigations,

Activities, and Quizzes
[CR4a-CR4d]
Activity: Reviewing Famous DNA Experiments - Separate
students into groups and assign each group a different
scientist/experiment and have them present the evidence to
the class - Have them present in order (Avery-MacLeod, and
McCarty; Hershey and Chase; Transfection in Eukaryotic
Cells; Watson, Crick, Wilkins, and Franklin)
Structure of DNA

Activity: Understanding The Meselson-Stahl Experiment

Modeling DNA Replication - Students will model DNA
Weekend HW:
replication in order to closely observe the semi-conservative
Compare and Contrast nature of DNA Replication
DNA and RNA
DNA Replication Up Close
Regulation of DNA Replication

November Chapter 14: From DNA 3.4

26-30
to Protein: Gene
3.6
Expression
3.24
3.25
Chapter 15: Gene
Mutation and Molecular
Medicine

3.A.1
3.C.1
4.A.1
4.A.2

Chapter 14.2-14.6:
Protein Synthesis

Quiz: DNA Structure and Replication

Overview of the Central Dogma

Activity: Students examine evidence that proves that genes

code for proteins (Beadle and Tatum Experiment) and Model
Chapter 15: 15.1, 15.3 Protein Synthesis
HW: Research a
Comparing transcription in prokaryotes and eukaryotes
specific Genetic
Disorder and complete Understanding Mutations - Causes and Possible Affects
part of a graphic
organizer
Activity: Understanding Gene Mutations and how they may
affect proteins - Students will share their research with each
other and complete a graphic organizer in a group - Class
Weekend HW:
Discussion to summarize the activity
16.1-16.2

Week
(Dates)

Major Topics and

Enduring
Understandings
[CR2]
December Chapter 16: Regulation
3-7
of Gene Expression

Learning
Objectives
[CR2]

3.18
3.19
3.20
Chapter 11: The Cell
3.21
Cycle and Cell Division 3.22
3.23
3.B.1
3.29
3.B.2
3.30
3.C.1
3.C.3
4.C.1

December Chapter 19: Differential 3.27

10-14
Gene Expression in
3.28
Development
3.29
3.30
Chapter 15: Mutations
and Medicine
3.B.1
3.B.2
4.A.3
December Chapter 18:
17-21
Recombinant DNA and
Biotechnology

Important Discussions, Laboratory Investigations,

Activities, and Quizzes
[CR4a-CR4d]
HW: Chapter 16.3,
16.5

Gene Regulation in Prokaryotes

Activity: Modeling Lac Operon

HW: Chapter 11.7

Gene Regulation in Eukaryotes

Weekend HW:
19.1-19.3

Making Connections between gene regulation in different

organisms
Viruses

HW: Chapter 19.4-19.5

Viruses
Chapter 15: 15.2, 15.5,
15.6
Gene Regulation in Development
Cell Differentiation
Preparation for Bacterial Transformation Lab

3.5

HW: Chapter 18.1-18.3 AP Lab Investigation 8: Bacterial Transformation (Data

Analysis and Final Discussion)
HW: Chapter 18.6
Debate on Genetic Engineering [CR5]
Study for Test

3.B.1
3.C.1
3.C.3
4.C.1
December 20: Test #4: Chapters 13, 14, 15, 16, 18, and 19 (only assigned sections): Molecular Genetics and DNA Technology

Week
(Dates)

Major Topics and

Enduring
Understandings
[CR2]

Learning
Objectives
[CR2]

December
24-28
January
2-4

HOLIDAY BREAK - NO SCHOOL

HW: Guided Reading for Chapter 21
Chapter 21: Evidence
and Mechanisms of
Evolution
1.A.1
1.A.2
1.A.4

January
7-11

Important Discussions, Laboratory Investigations,

Activities, and Quizzes
[CR4a-CR4d]

Chapter 21: Evidence

and Mechanisms of
Evolution
Chapter 23: Species
and Their Formation
1.A.1
1.A.2
1.A.3
1.A.4
1.C.1

1.9
1.10
1.12
1.13
1.19

Chapter 21

Activity: Early Theories of Evolution - Students will focus

pre-Darwinian ideas about evolution
Introduction to Darwins main ideas

Weekend HW: Chapter Activity: Evidence of Evolution (Stations Activity with guided
23.1-23.2
worksheet - Students will begin the activity in class and will
complete the assignment at home. Students will observe
evidence from various sources: fossils, comparative
anatomy, biochemistry, and embryology)

1.1
1.2
1.3
1.6
1.7
1.8
1.22
1.23
1.24

Introduction to Population Genetics

AP Traditional Lab Investigation 8: Population Genetics
and Hardy-Weinberg Equilibrium
HW: Chapter 23.3-23.4 AP Traditional Lab Investigation 8: Population Genetics
and Hardy-Weinberg Equilibrium
Virtual Lab: Simulating
Natural Selection
Quiz: Hardy-Weinberg Equilibrium
Weekend HW: Reading Natural Selection - Review
about Antibiotic
Resistance [CR5]
Factors that influence microevolution - genetic drift, bottle
neck effect, founder effect, gene flow
Activity: Types of Selection - Provide students with data
sets and have them create graphs to determine the mode of
selection, explain why it occurs, and come up with a realworld example of each mode of selection
Introduce Speciation

Week
(Dates)

January
14-18

Major Topics and

Enduring
Understandings
[CR2]
Microevolution
1.B.1
1.C.2

Learning
Objectives
[CR2]
1.23
1.24
1.25
1.26

Important Discussions, Laboratory Investigations,

Activities, and Quizzes
[CR4a-CR4d]
Reproductive Isolation
Midterm Studying

Speciation and Extinction

Activity: Modern Evolution - Antibiotic Resistance

One Day (40 minutes) of Midterm Review (All other

Midterm Reviews will be held before or after school)
Midterm Exam
(30% Evolution; 70% Previous Units)

January
21-25
January
Chapter 4: Nucleic
28Acids and the Origin of
February 1 Life

1.20
1.21

HW: Chapter 4.1-4.2

Activity: Investigating Stanley Millers Experiment and

origin of life on earth

Chapter 26: 26.1-26.3

Evaluating Different Theories of the Origin of Life On Earth

Chapter 26: Bacteria

and Achaea: The
Prokaryotic Domains

Chapter 27: 27.1-27.2

The New Tree of Life: Survey of the Diversity of Life
Prokaryotes

Chapter 27: The origin

and Diversification of
Eukaryotes

Endosymbiotic Theory - evaluating evidence

Protists

1.B.2
1.C.1
1.D.1
1.D.2

Activity: Microscopic Analysis of prokaryotes and protists

Week
(Dates)

February
4-8

Major Topics and

Enduring
Understandings
[CR2]
Chapter 28: Plants
without Seeds: From
Water to Land

Learning
Objectives
[CR2]

Important Discussions, Laboratory Investigations,

Activities, and Quizzes
[CR4a-CR4d]

1.9
1.10
1.14
1.15
Chapter 29: The
1.16
Evolution of Plants
2.25
2.26
Chapter 30: Recyclers, 2.27
Pathogens, Parasites,
and Plant Partners

Chapter 28:

The New Tree of Life: Survey of the Diversity of Life

discussions will be focused on the similarities and
Chapter 29:
differences of how each domain carries out the life functions
and how this reflects common ancestry. This will also show
Chapter 30: 30.1, 30.2 divergence.

Chapter 31: Animal

Origins and the
Evolution of Body Plans

Chapter 33: 33.1

Chapter 31: 31.1-31.2 Fungi

Chapter 32: 32.1 and
32.4

Plants
Animals
Activity: Interpreting and Constructing Phylogenetic Trees

HW: Chapter 22.1,

22.3, 22.4

Chapter 32: Protosome

Animals
Chapter 33:
Deuterostome Animals

February
11-12

1.C.3
2.C.2
2.D.1
Phylogenetics

AP Lab Investigation 3: Comparing DNA Sequences to

Understand Evolutionary Relationship with BLAST: Part
I

Long Term Assignment:

AP Lab Investigation
3: Using BLAST to
research a gene of
interest
1.17
1.18
1.19

AP Lab Investigation 3: Comparing DNA Sequences to

Understand Evolutionary Relationship with BLAST: Part
I

Test #5: February 12: Origin of Life, Survey of the Diversity of Life, and Phylogenetics

Week
(Dates)

February
13-15

Major Topics and

Enduring
Understandings
[CR2]
Chapter 34: The Plant
Body

Learning
Objectives
[CR2]

1.17
1.18
1.19
Chapter 35: Transport in 2.7
Plants
2.27
2.D.2
2.D.4
3.D.2
3.D.3
4.B.2

February
18-22

Important Discussions, Laboratory Investigations,

Activities, and Quizzes
[CR4a-CR4d]
Chapter 34: 34.1-34.3 AP Lab Investigation 3: Comparing DNA Sequences to
Understand Evolutionary Relationship with BLAST: Part
Chapter 35.1 and 35.3 I: Discussion of BLAST results
AP Laboratory Investigation 11: Transpiration (Protocol,
rate calculations)
Discussion - What factors may affect the transpiration rates
of plants? Students will make predictions and then analyze
given sets of data showing transpiration rates in various
species and lastly determine and explain the validity of their
predictions.
NO SCHOOL - PRESIDENTS WEEK

February Chapter 38: How do

2.30
25 - March angiosperms reproduce 2.35
1
sexually?
2.36
2.37
Chapter 39: Plant
2.38
Responses to
4.8
Environmental
4.9
Challenges
4.10
Chapter 40: Physiology,
Homeostasis, and
Temperature Regulation
2.E.1
2.E.2
4.A.3

HW: Chapter 40: 40.1, Plant Physiology

40.3, 40.4
Quiz: Plant Physiology
Weekend HW: Chapter
7
Activity: Exploring Temperature Regulation in Various
Organisms
Activity: Reviewing The Major Functions of Each Organ
System - Identifying their roles in the maintenance of
homeostasis
Quiz: Homeostasis

Week
(Dates)

Major Topics and

Enduring
Understandings
[CR2]
March 4-8 Chapter 7: Cell
Signaling and
Communication
Chapter 41: Animal
Hormones
2.C.1
2.E.2
3.D.1
3.D.2
3.D.3
3.D.4
4.A.4

Learning
Objectives
[CR2]
3.34
3.35
3.36
2.15
2.16
2.17
2.18
2.19
2.20
2.21

Important Discussions, Laboratory Investigations,

Activities, and Quizzes
[CR4a-CR4d]
HW: Chapter 41: 40.1, Activity: Modeling Cell Communication (Signal
40.3, 41.4
Transduction Pathway)
Weekend HW: 45.1

Endocrine System How it helps to maintain homeostasis

and connecting cell signaling to hormone function
Activity: Feedback Mechanisms Students will draw
models showing how both negative and positive feedback
mechanisms are utilized to regulate hormone concentrations
Research/Discussion of Malfunctions of the Endocrine
System and how they cause disrupt the maintenance of
homeostasis
Quiz: Endocrine System

March
11-15

Chapter 45: Neurons

and Nervous Systems
Chapter 47: The
Mammalian Nervous
System: Structure and
Higher Function
2.E.2
3.D.2
3.E.1
3.E.2

3.37
3.38
3.39
3.43
3.44
3.45
3.47
3.48
3.49
3.50

HW Chapter 45.2-45.3 Nervous System How it helps to maintain homeostasis

HW Chapter 47: 47.1

Nerve Signals Using Models to describe how they function

Weekend HW:
Lab: Nervous System Action and how drugs can affect
Influenza Pandemic of nervous system activity
1918 Reading and
Begin Reading Chapter Interactions between the nervous and endocrine systems
42
Quiz: Nervous System

Week
(Dates)

March
18-22

Major Topics and

Enduring
Understandings
[CR2]
Chapter 42:
Immunology: Animal
Defense Systems

Learning
Objectives
[CR2]
2.28
2.29
2.30

Important Discussions, Laboratory Investigations,

Activities, and Quizzes
[CR4a-CR4d]
HW: Chapter 42

Activity: Case Study on the 1918 Influenza Pandemic

What can we learn from this Pandemic? Connections to
genetic variations and evolution
Innate and Adaptive Immunity

2.D.4
2.E.2

HIV
Malfunctions of the Immune System

Test #7: Cell communication and animal systems

March 22: Test #7: Selections from Chapters 31, 32, 33, 40, 7, 41, 45, 47, and 42: Animal Evolution, Homeostasis, Cell
Communication, Endocrine, Nervous, and Immune Systems
March
25-29
April 1-5

SPRING VACATION - NO SCHOOL

Chapter 53: Animal
Behavior
3.E.1
4.A.5
4.A.6

2.38
2.39
3.40
3.41
3.42

HW: Chapter 53

Aspects of Animal Behavior

Human Behavior Activity

HW: Chapter 55:

55.2-55.3

AP Laboratory Investigation: Isopod Behavior

Inquiry Design (Students will design their own controlled
experiments to investigate a question they have about
animal behavior of isopods. Students will carry out their
controlled experiment and they will record their experimental
design, data, and analysis in their laboratory notebooks)

Week
(Dates)

Major Topics and

Learning
Enduring
Objectives
Understandings
[CR2]
[CR2]
April 8-12 Chapter 55: Population 2.40
HW Chapter 55:
Ecology
4.11
55.2-55.3
4.12
Chapter 56: Species
4.13
Activity: Exponential
Interactions and
4.14
Growth Versus Logistic
Coevolution
4.15
Growth
4.16
Chapter 57: Community 4.19
HW Chapter 56:
Interactions
56.1-56.4 (small
sections)
2.D.3
2.E.3
HW Chapter 57: 57.1,
3.E.1
57.4, 57.5
4.A.5
4.A.6
4.B.3
4.B.4
4.C.3
4.C.4

Important Discussions, Laboratory Investigations,

Activities, and Quizzes
[CR4a-CR4d]
Introduction to Ecology
Abiotic versus Biotic Factors
Population Growth Limiting Factors
Activity: Investigating species interactions and coevolution
(Students will be provided with several short readings
describe interactions between organisms Students will
have to determine which type of interaction is being
described and justify their answers using evidence from the
readings and their knowledge of biology).
Energy Dynamics

Week
(Dates)

Major Topics and

Enduring
Understandings
[CR2]
April 15-19 Chapter 58:
Ecosystems and Global
Ecology
Chapter 59:
Conservation Biology

2.D.3
2.E.3
3.E.1
4.A.5
4.A.6
4.B.3
4.B.4
4.C.3
4.C.4

Learning
Objectives
[CR2]
2.40
4.11
4.12
4.13
4.14
4.15
4.16
4.19

Important Discussions, Laboratory Investigations,

Activities, and Quizzes
[CR4a-CR4d]
HW Chapter 58: 58.1, AP Laboratory: NPP and GPP in an Aquatic
58.3
Environment (In pairs, students will learn how to measure
dissolved oxygen using the Winkler method. From the data
HW Chapter 59: 59.3, collected the students will calculate both gross and net
59.4
primary productivity and explain the significance of these
calculations. Next, students will work in teams of four to
Practice Free
write and conduct a controlled experiment to test the effect
Response Question: of a variable of their choice on primary productivity.)
2008 GPP and NPP
Quiz: Basic Ecology
Human Impact Research Activity:
Material Cycles: Carbon, Oxygen, Nitrogen, Phosphorous
Each group is
responsible for
Activity: Material Cycles and Ecosystems
researching a different Importance of Decomposers
human impact on the
environment and
Quiz: GPP and NPP
sharing with the class;
both positive and
negative impacts

Week
(Dates)

Major Topics and

Enduring
Understandings
[CR2]
April 22-26 Chapter 58:
Ecosystems and Global
Ecology

Learning
Objectives
[CR2]
2.28
4.20
4.21
4.27

Important Discussions, Laboratory Investigations,

Activities, and Quizzes
[CR4a-CR4d]
Chapters 58 and 59: Activity: Sharing Research about Human Impact
(abbreviated) Human
Impact on Ecosystems

Chapter 59:
Conservation Biology
2.D.3
2.E.3
3.E.1
4.A.5
4.A.6
4.B.3
4.B.4
4.C.3
4.C.4
Friday, April 26: Test #8: Ecology, and Human Impact
April 29 May 3
May 6-10

REVIEW

Full Length Practice AP Exam

REVIEW/AP Exams

May 13-17 Biology AP Exam

Fetal Pig Dissection

May 20-24

Fetal Pig Dissection

Create a Childrens Book for a biological concept
studied this year for my 7th grade accelerated Class

May 28-31

Cat Dissection

Week
(Dates)

June 3-7

Major Topics and

Enduring
Understandings
[CR2]

Learning
Objectives
[CR2]

Important Discussions, Laboratory Investigations,

Activities, and Quizzes
[CR4a-CR4d]
Childrens Book Completion and Sharing