elysciencecenter.comelysciencecenter.com/.../assets/...2013.105105223.docx · Web viewStudents also discuss and take notes on the classification of organisms via instructor created

Spring 2013Blanche Ely High School

Biology II/AP BiologyWeek of January 21st 2013

MONDAY TUESDAY WEDNESDAY THURSDAY FRIDAY

LEARNING GOAL(S)/OBJECTIVE(S):





No Classes.Martin Luther King Day.

Describe the natural function of restriction enzymes and explain how they are used in

recombinant DNA technology.

Define and distinguish between genomic

libraries using plasmids, phages, and cDNA.

Describe two techniques to introduce

recombinant DNA into eukaryotic cells.

Describe the polymerase chain reaction (PCR) and explain the advantages and limitations of this

procedure.

Describe and distinguish between the three basic

cell types of plant tissues.

Identify and describe the functions of connective

tissue, muscle tissue, nervous tissue and

epithelial tissue.

ACTIVITIES/AGENDA ACTIVITIES/AGENDA ACTIVITIES/AGENDA ACTIVITIES/AGENDA ACTIVITIES/AGENDA

Building of background knowledge:


Students complete quiz assessment on genes and

development.Students are asked to

determine a relationship between enzymes and

DNA—not related to DNA replication.


Students are asked to discuss what they know

about the laboratory seen on CSI.


Students are asked the question, “Do plants have

tissue?” Additionally if the plants have tissue,

what type(s) of tissue?”


Students are asked to indicate the types of

tissue found in animals/humans.

Presentation of content

Presentation of contentStudents view a video

animation that illustrates the use of restriction enzymes.Students view, and

discuss, the power point presentation that covers

restriction enzymes.Students compile notes during this time period.


animation that illustrates the sequence

of events that occur during the polymerase

chain reaction.Instructor leads the

discussion of an instructor developed

power point presentation about the

use of PCR and gel electrophoresis.

Presentation of contentStudents view instructor

created power point presentation on the

different types of plant tissue.

Students compile notes during presentation.



different types of animal tissue.

Students compile notes during presentation.

Assessment, Practice and Feedback:


Students start lab exercise where

restriction enzymes are used to cleave and insert

DNA into a bacterial genome.


Students compare finalized bacterial

genome from previous’ day lab exercise.


Students create maps that illustrate the

different types of plant tissue and the cells that compose those types of

tissue.


Students create maps that illustrate the

different types of animal tissue and the cells that compose those types of

tissue.

End of Lesson Review:

End of Lesson Review: Students begin

comparison of new sequence of bacterial

genome.

End of Lesson Review: Students review the use

of biotechnology.

End of Lesson Review: Students show maps, and relationships within the maps, that they created.

End of Lesson Review: Students show maps, and relationships within the maps, that they created.

HOMEWORK HOMEWORK HOMEWORK HOMEWORK HOMEWORK

Students are to complete lab exercise at home.

Students are to continue their preparation for their comprehensive written assessment

scheduled in two days.

Students are to complete any unfinished maps.

Students are to complete their preparation for

written assessment, an examination, which

would be evaluated the following school day.

Students are to complete any unfinished maps.

ESE & ESOL ESE & ESOL ESE & ESOL ESE & ESOL ESE & ESOL

Activating prior knowledge




Semantic mapping/Pictures





Biology II/AP BiologyGroup Assignments Group Assignments Group Assignments Group Assignments

Demonstrations Demonstrations Demonstrations

Note Taking Note Taking Note Taking Note Taking

Repeat/Paraphrase Repeat/Paraphrase Repeat/Paraphrase Repeat/Paraphrase

Common Core Reading COMMON CORE READING COMMON CORE READING COMMON CORE READING COMMON CORE READING

Textual Evidence Textual Evidence Textual Evidence Textual Evidence

Main Idea Main Idea Main Idea Main Idea

Word & Phase Meaning Word & Phase Meaning Word & Phase Meaning Word & Phase Meaning

Point of View Point of View Point of View Point of View

Non-Fiction Text Complexity




Common Core Writing COMMON CORE WRITING COMMON CORE WRITING COMMON CORE WRITING COMMON CORE WRITING

Write Arguments Write Arguments Write Arguments Write ArgumentsWrite

Informative/explanatory text

Write Informative/explanatory

text


text


textProduce Clear &

Coherent WritingProduce Clear &



Coherent WritingDevelop & Strengthen

WritingDevelop & Strengthen



Writing

Use of Technology Use of Technology Use of Technology Use of Technology

Gather Info From Multiple Print and Digital Resources




Draw Evidence to Support




Common Core Speaking & Listening

COMMON CORE SPEAKING & LISTENING




Collaborative Discussion Collaborative Discussion Collaborative Discussion Collaborative DiscussionUse of Diverse Media or

FormatsUse of Diverse Media or



FormatsEvaluate Speakers Point

of ViewEvaluate Speakers Point



of ViewPresent Findings &

Supporting EvidencePresent Findings &



Supporting Evidence

NGSSS NGSSS NGSSS NGSSS NGSSS


Biology II/AP BiologyWeek of January 28th 2013







EXAMINATION #8Determine the student’s

mastery on the topics ranging from gen regulation to DNA

technology.Students complete

written assessment that covers material from

gene regulation to DNA technology.

Describe and compare the three basic organs of

vascular plants. Explain the phenomenon

of apical dominance.

Describe in detail the primary and secondary

growth of roots and shoots.

Describe the major organs found in higher ordered animals and

their functions.

Describe the potential and limits of root

pressure to move xylem sap.

Relate the structure of sieve-tube cells, vessel cells and tracheids to

their functions in bulk flow.

Define and describe the process of translocation.Describe the process of

sugar loading and unloading.



N/A


Students are asked the question, “Do plants have

organs?”


Students are asked to describe what they

observe when a tree is growing.

Students are asked to list and describe the

function of organs in the human body.


Students are asked, as a review, how osmotic pressure aids in the movement of water.


Students are asked to determine where sugar

is made and stored in the sugar cane plant.

Presentation of contentN/A


created power point presentation on the organs of vascular

plants.Students compile notes

while discussing presentation.

Presentation of contentStudents discuss, and

take notes on, instructor created power point

presentation on primary and secondary plant

growth and organs found in higher ordered

animals.


animation that illustrates process of

bulk flow.Instructor leads the


power point presentation about bulk flow and it’s relationship

to osmosis.


animation that illustrates the processes of translocation, sugar loading and unloading.

Instructor leads the discussion of these

processes.


Students complete written assessment

based on DNA technology, bacterial replication and gene expression control.


Students devise a map that illustrates the

organs and functions of the organs found within

plants.


Students compare and contrast the differences

between primary and secondary plant growth.Students within groups, are to derive a scenario that illustrates how the organs found in animals

work concurrently.


Students investigate, in more detail, the

relationship between osmosis and bulk flow.


Students develop a “bus travel” analogy that

adequately illustrates the sequence of events within phloem loading

and translocation.

End of Lesson Review: Students review their

responses on the assessment.

End of Lesson Review: Students compare maps.

End of Lesson Review: Students, within groups,

discuss their findings and present them to the

class.

End of Lesson Review: Students present their

findings on the comparisons.

End of Lesson Review: Students critique the

student generated analogies.


N/A

Students are to develop questions and answers,

based on plant organs, at Bloom’s taxonomy levels

5 & 6.

Students are to create maps that show the

relationship between plants and primary and

secondary growth.Students are to create a list of all animal organs

and their functions.

Students are to develop questions and answers, based on bulk flow, at

Bloom’s taxonomy levels 5 & 6.

Students are to develop questions and answers, based on translocation and phloem loading, at

Bloom’s taxonomy levels 5 & 6.








Biology II/AP BiologySemantic

mapping/PicturesSemantic

mapping/PicturesPictures Pictures Pictures

Group Assignments Group Assignments Group Assignments Group Assignments

Demonstrations


Repeat/Paraphrase Repeat/Paraphrase Repeat/Paraphrase Repeat/Paraphrase Repeat/Paraphrase

COMMON CORE READING COMMON CORE READING COMMON CORE READING COMMON CORE READING COMMON CORE READING

Textual Evidence Textual Evidence Textual Evidence Textual Evidence Textual Evidence

Main Idea Main Idea Main Idea Main Idea Main Idea

Word & Phase Meaning Word & Phase Meaning Word & Phase Meaning Word & Phase Meaning Word & Phase Meaning

Point of View Point of View Point of View Point of View Point of View

Multiple Media






COMMON CORE WRITING COMMON CORE WRITING COMMON CORE WRITING COMMON CORE WRITING COMMON CORE WRITING

Write Arguments Write Arguments Write Arguments Write Arguments Write ArgumentsWrite



text


text


text


textProduce Clear &










Writing

Use of Technology Use of Technology Use of Technology Use of Technology Use of Technology


























Supporting Evidence



Biology II/AP BiologyWeek of February 4th 2013







List the three major classes of molecules that function as hormones in

vertebrates.Explain how the

hypothalamus and pituitary glands interact and how the coordinate the endocrine system.

Describe the location of the pituitary gland. List

and explain the functions of the hormones

released from the anterior and posterior

lobes.

List the hormones of the

thyroid gland and explain their roles in

development and metabolism.

Explain the causes of hyperthyroidism,

hypothroidism and goiter.

Define circadian rhythm and explain what happens when an

organism is artificially maintained in a constant

environment.

List six classes of plant hormones, describe their

major functions, and note where they are

produced in the plant.Explain how a hormone may cause its effect on

plant growth and development.



Discuss how and why different target cells exposed to the same

hormone may respond in different ways.


Discuss potential medical disorders that

may result from a deficiency in hormones.


Ask students of they know what a goiter is.


Discuss the daily routine that causes one to

awaken in the daylight hours.


Students are asked to discuss whether

hormones would be useful if they were in

plants.

Presentation of contentStudents view video

animation on hormonal pathways found in

humans.Students view and

discuss teacher created power point

presentation on the human endocrine

system.

Presentation of contentStudents view and


presentation on the human endocrine system and also discuss medical

disorders that result from deficiencies of certain hormones.

Presentation of contentStudents view and


presentation on the human endocrine system and also discuss medical

disorders that result from deficiencies of certain hormones.

Presentation of contentSee above.

Presentation of contentStudents view, discuss

and take notes on instructor created power

point and video animation that describes the role of hormones in

plants and how they affect plant growth.


Students are to create a map of animal glands

and a list of the hormones that they

produce.


Students are to crate a map of animal hormones and their impacts within

the human body (if applicable).


Students are to crate a map of animal hormones and their impacts within

the human body (if applicable).


Students discuss the relationship between

circadian rhythms and hormones within the

body.


Students are to create a map of plant hormones

and their functions.

End of Lesson Review: Students compare maps that they have produced and make changes where

appropriate.


appropriate.


appropriate.

End of Lesson Review: Students provide other

examples where circadian rhythms may be observed in nature.

End of Lesson Review: Compare how hormones

in plants and animals may be similar or

dissimilar to each other.


Research medical disorders that may result

from malfunctioning glands.

Determine the impacts of hormones, produced by

glands, on organs.

Determine the impacts of hormones, produced by

glands, on organs.

Determine whether there are any glands

found in plants.

Determine whether how a lack of hormones may

impact plants growth and structure.












Group Assignments

Demonstrations

Note Taking Note Taking Note Taking Note Taking Note Taking




Biology II/AP BiologyTextual Evidence Textual Evidence Textual Evidence Textual Evidence Textual Evidence













text


text


text


textProduce Clear &










Writing

















Collaborative Discussion Collaborative Discussion Collaborative Discussion Collaborative Discussion Collaborative DiscussionUse of Diverse Media or















Supporting Evidence










EXAMINATION #9Determine the student’s

mastery on topics ranging from plant tissue

to hormones in plants and animals.

EXAMINATION #9Students complete an all

essay written assessment on material

covered from plant tissue to hormones

found in both plants and animals.

Explain the mechanism for evolutionary change

proposed by Charles Darwin in “The Origin of

Species.”List the five conditions that must be met for a

population to remain in Hardy-Weinberg

equilibrium.

Write the Hardy-Weinberg equation. Use the equation to calculate

allele frequencies.Explain how genetic drift, the bottleneck

effect, the founder effect and gene flow can impact

genetic differences within and among

populations.

Distinguish between prezygotic and

postzygotic isolating mechanisms.

Distinguish between allopatric and sympatric

speciation.Define adaptive

radiation and describe the circumstances under which adaptive radiation

may occur.ACTIVITIES/AGENDA ACTIVITIES/AGENDA ACTIVITIES/AGENDA ACTIVITIES/AGENDA ACTIVITIES/AGENDA


Students were to have prepared for assessment via review of animations

and notes.


Students were to have prepared for assessment via review of animations

and notes.


Students are asked whether it changes in

species can be determined over a

specified period of time.


Discuss the events of Hurricane Wilma and

how it impacted species within the Everglades.


Discuss why organisms of different species are

unable to mate together.

Presentation of contentSee objective above.

Presentation of contentSee objective above


power point presentation that

describes Darwin’s studies and introduces

the Hardy Weinberg equation.


animation that illustrates the movement of alleles due to genetic

drift.Students view, and

discuss, the power point presentation that

investigates ways in which allele frequencies

are changed.

Presentation of contentStudents view power point presentation on the different modes of

speciation.


Students complete written multiple choice

assessment.


Students complete written essay assessment.


Students complete practice Hardy Weinberg

equations


Students create maps that illustrate the ways

in which gene frequencies change.


Students observe organisms on the

outdoors in an attempt to determine if

speciation is taking place.

End of Lesson Review: Students review

responses provided on assessment for accuracy

and observation of mistakes made on the

assessment.

End of Lesson Review: Students review

instructor responses to essay questions for comparison means.

End of Lesson Review Students compare

answers from mathematical Hardy Weinberg problems.

End of Lesson Review: Students compare maps

for accuracy.

End of Lesson Review: Students present their findings from their out

door research.


Students are to prepare for 2nd half of the exam.

Students are to preview the topic of Hardy

Weinberg.

Students are to continue working on the Hardy Weinberg problems.

Students are to continue completion of their

maps.

Students are to create questions and answers,

based on Bloom’s taxonomy levels 5 & 6,

for the topics of speciation, gene flow and

requirements for the Hardy Weinberg

principle to be in effect.









PicturesSemantic

mapping/PicturesPictures

Group Assignments Group Assignments


Biology II/AP Biology

Note Taking Note Taking Note Taking







Multiple Media Multiple Media










text


text


text


textProduce Clear &










Writing













Collaborative Discussion Collaborative Discussion Collaborative DiscussionUse of Diverse Media or









Supporting Evidence










No Classes.Holiday

Explain the experiment that is used as the foundation for the

evolutionist theory on the origin of life.

Distinguish between phylogeny and

systematics.Explain the

characteristics of Linnaean system of

classification.

EXAMINATION #10Determine the mastery of the students on the

topics of Darwinian evolution, phylogeny and

systematics.

Describe the structure of prokaryotic organisms.

State the functions of various structures found

on prokaryotic organisms.

Describe how eukaryotic organisms “evolved.”

Explain why kingdom protista is no longer

considered a legitimate taxonomic group.

Describe the different nutritional strategies of

protists.Describe the three

ecological categories of protists.




Students are asked the question, “How are all

these millions of organisms are

organized?”


Students are to have previously prepared for

written assessment.


Discuss the features of prokaryotic cells which comprise prokaryotic

organisms.


Discuss the cause of malaria.


Presentation of contentStudents view instructor created power point and video animation on the topics of systematic and phylogeny. Students also

discuss and take notes on the classification of

organisms via instructor created power point.




characteristics of prokaryotic organisms.

Students view video animation on the

endosymbiont theory upon which it is theorized that

eukaryotic organisms are derived. Students

discuss, with instructor, and take notes.



characteristics of protists.

Students view video animation on the

reproductive cycle of plasmodium falciparum

—the organism responsible for malaria.

Students discuss, with instructor, and take

notes.



Students develop a phylogenic map based on the student population of Blanche Ely High School.


Students complete written comprehensive

assessment.


Students are to create maps that compare and contrast prokaryotes to

eukaryotes.


Students are to devise a real scenario that

illustrates the life cycle of plasmodium

falciparum and how malaria is spread.

End of Lesson Review: End of Lesson Review: Students review and

compare maps of their peers.

End of Lesson Review: Students are permitted and are able to review their responses on the

written assessment and determine areas where

improvements can e made.

End of Lesson Review: Students compare maps

amongst themselves.

End of Lesson Review: Students critique

scenarios formulated.


Students are to complete preparation for

comprehensive written assessment to occur on

the following day.

Students are to preview the various kingdoms.

Students are to start making plans for

completion of project assignment that investigates how

different groups of organisms from

Kingdom Plantae reproduce.

Students are to work on, and complete,

educational video assignment requires identifying different

phyla of plants and how they reproduce.







Biology II/AP BiologySemantic




mapping/Pictures

Group Assignments Group Assignments Group Assignments


Note Taking Note Taking Note Taking



Textual Evidence Textual Evidence Textual Evidence Textual Evidence




Multiple Media









text


text


textProduce Clear &








Writing






















Supporting Evidence










List, and describe, the characteristics that

distinguish fungi from members of other

multicellular kingdoms.Describe the roles of fungi in ecosystems.

Describe the life cycle of fungal organisms.

Describe four shared derived homologies that link charophyceans and

land plants.Describe five

characteristics that distinguish land plants

from charophycean algae.

List and distinguish the different phyla of

bryophytes. Briefly describe the

characteristics of each group.

Diagram the life cycle of a bryophyte and clearly

determine the gametophyte and

sporophyte generations.

Describe the traits that characterize modern

vascular plants.Distinguish between

microphylls and megaphylls.

Distinguish between homosporous and

heterosporous conditions.

Explain how vascular plants differ from

brophytes.

Describe the production and dispersal of fern

spores.Describe the

reproductive cycle of ferns.



Based on the student videos, students are to

discuss how fungal organisms reproduce.


Students are asked to list adaptations that plants on land may have over

plants in the oceans.


Based on the student videos, students are to discuss how seedless non-vascular plants

reproduce.


Students are to discuss the terms homo vs.

hetero.


Based on the student videos, students are to discuss how seedless

vascular plants reproduce.


animation that illustrates the sequence of events that occur at the life cycle of fungi.Instructor leads the


power point presentation about

characteristics of fungi and the their life cycle. Students compile notes

during both presentations.

Presentation of contentStudents view, discuss

and take notes on instructor created power

point that investigates land plants and the

relationship between land plants and green

algae.


animation that provides a brief overview of the

life cycle of bryophytes.Students discuss the

steps with the assistance of an instructor created

power point presentation.

Presentation of contentStudents view instructor created power point that investigates the traits of modern vascular plants.


animation that illustrates the sequence of events that occur at the life cycle of ferns.Instructor leads the



characteristics of ferns, seedless vascular plants,

and the their life cycle. Students compile notes

during both presentations.


Students are asked to develop a map that

illustrates the life cycle of fungi.


Students, within groups, are asked to create maps

that illustrate the link between algae and land

plants.


Students are asked to develop a real life

scenario, using each other as props, which

illustrate the life cycle of bryophytes.


Students are asked to create maps that

compare and contrast the differences

microphylls and megaphylls and between

homosporous and heterosporous

conditions.


Students are asked to compare the information

provided in class to the content in their

previously created video in regards to the

reproductive cycle of ferns.

End of Lesson Review: Students are asked to describe the benefit of

fungi to ecological balance.

End of Lesson Review: Students are asked to compare maps among

each other before departure.

End of Lesson Review: Students critique other groups life scenario for

areas of improvement to better illustrate the life cycle of seedless non-

vascular plants.

End of Lesson Review: Students are asked to compare maps before

their departure.

End of Lesson Review: Students provide insight into areas in which their

created videos could have been improved.


Students are asked to continue and finish

development of maps.

Students are asked to develop questions and

answers, based on Bloom’s taxonomy levels

5 & 6.

Students are to develop sequence map that

illustrates the life cycle of seedless non-vascular

plants.

Students are asked to develop questions and

answers, based on Bloom’s taxonomy levels

5 & 6.

Students are asked to compare all of the plant life cycles covered thus

far in the course.


Biology II/AP BiologyESE & ESOL ESE & ESOL ESE & ESOL ESE & ESOL ESE & ESOL












Demonstrations

















text


text


text


textProduce Clear &










Writing
































Supporting Evidence



Biology II/AP BiologyWeek of March 4th 2013







Describe the terrestrial adaptations that

contributed to the success of seed bearing

plants.Compare spores with

seeds as dispersal stages in plant life cycles.

List and distinguish among the four phyla of

gymnosperms.Describe the life cycle of

a cone and indicate which structures are

parts of the gametophye and sporophyte

generations.

Describe the structure of a seed.

Describe the process of how seeds germinate.

Identify the floral structures and describe

the functions of each.Define the different categories of fruit.

Explain how fruits may be adapted to allow

better seed dispersal.

TRANSPIRATION LABDetermine how to use a

simple photometer to study transpiration.

TRANSPIRATION LABDetermine how to make

sections of stem and observe the water

conducting tissues.

Diagram, and describe, the generalized life cycle

of an angiosperm.Describe the role of the generative cell and the

tube cell within the angiosperm pollen grain.

Explain the process of double fertilization.



Based on the videos created by the students,

they are asked to describe how pine cones

reproduce.


Students are asked to describe what they have

observed when they have observed a pea

growing. Students are also asked to describe the various

fruits that they have come across in the

supermarket.


Students are asked to define what

transpiration is.


Students are asked whether they have

observed plants taking up water.


Students are asked to discuss the role of

flowers in the reproductive process of

plants.



of events that occur during the reproductive

cycle of pine cones.Students view, and

discuss, the power point presentation that covers

the steps of pine cone reproduction.

Presentation of contentStudents view instructor created power point on the structure of seeds, seed germination and the different classes of

fruit.Students compile notes

during the presentation.


animation that illustrates the steps of

the lab exercise.


animation that illustrates the steps of

the lab exercise.



of events that occur reproduction of

angiosperms.Instructor leads the



angiosperms and how they reproduce.


Students compare the information compiled in

their created video segment on

gymnosperms to material received in

class.


Students compile maps that illustrate the

different classes of fruit and their characteristics.


Students complete lab exercise while gathering

data.


Students complete lab exercise while gathering

data.


Students compare the information compiled in

their created video segment on angiosperms

to material received in class.

End of Lesson Review: Students indicate areas

in their videos where improvements could

have been made in their description of the

reproductive cycles.


End of Lesson Review: Students are to rewrite

data in more legible form.

End of Lesson Review: Students are able to

review their responses on the assessment.

End of Lesson Review: Students indicate areas

in their videos where improvements could

have been made in their description of the



Students are create maps that illustrate the reproduction of gymnosperms.

Students are to review transpiration in

preparation for lab exercise.

Students are to rewrite data in more legible

form.

Students are compile data and create a lab

report.

Students are to review all notes, illustrations and maps created in

preparation for comprehensive midterm

examination.


Biology II/AP BiologyStudents are to complete

video assignment.







PicturesSemantic

mapping/PicturesPictures


Pictures









Point of View Point of View Point of View










text


text


text


textProduce Clear &










WritingUse of Technology Use of Technology Use of Technology Use of Technology Use of Technology

Research Projects Research ProjectsGather Info From

Multiple Print and Digital Resources










Write Routinely Write Routinely

















Supporting Evidence



Biology II/AP BiologyWeek of March 11th 2013







EXAMINATION #11Determine the level of

mastery of Kingdom Archaebacteria through

Kingdom Plantae

List the five characteristics that combine to define

animals.Distinguish between radial and bilateral

symmetry. Explain how animal symmetry may

match the animal’s way of life.

Distinguish among the acoelomate,

pseudocoelomate, and coelomate grades.

Explain the functions of a body cavity.

List and describe major phyla of the

invertebrates of Kingdom Animalia.

Distinguish between the phyla of deuterostomes.

Describe the four derived traits that define

the phylum Chordata. Distinguish among the three subphyla of the phylum Chordata and give examples of each.

Vertebrate Lab Investigation

Explain the fate of the neural crest cells in

craniate development.Describe the way of life

and unique characters of the lamprey.

List the shared, derived characters that

characterize gnathostomes.

Define and distinguish between gnathostomes, tetrapods, and amniotes.Explain why the reptile

clade includes birds.



Students are to have prepared for written

assessment.


Students are asked to provide five

characteristics that separate plants from

animals.


Students are asked to describe the differences and similarities between

vertebrates and invertebrates.


Students are asked to recall the differences

between vertebrates and invertebrates.


Students are asked to recall the genes involved in development of an organism.

Presentation of contentSee objective above



different characteristics that define animals and place them into various

groups.



different phyla of Kingdom Animalia.

Presentation of contentStudents are provided

with a brief rundown of the lab exercise.


created power point presentation.


Students complete written assessment.


Students start the process of developing

concept maps that illustrate the different

characteristics of animals.


Students are to create an “evolutionary” chart that shows the progression of

different appendages within Kingdom

Animalia.


Students complete lab exercise that investigates the vertebrate anatomy.


Students, in groups, discuss the development

of organisms found within Kingdom

Animalia.



End of Lesson Review: Students are to compare

concept maps among their peers.

End of Lesson Review: Students are to compare

evolutionary charts within groups.

End of Lesson Review: Students are asked to

compare data collected prior to departure.

End of Lesson Review: Groups provide major

discrepancies and findings to the

remainder of the class.


Students are to review maps created in class in

preparation for Midterm Examination #2.

Students are asked to preview, in advance, the

similarities and differences between

vertebrates and invertebrates.

Students are to preview lab materials in

preparation for lab exercise.

Students are to complete data and analysis in lab

notebook for presentation.

Students are to continue creating their charts for

review.












Demonstrations Demonstrations


Biology II/AP BiologyNote Taking Note Taking Note Taking Note Taking Note Taking

Repeat/Paraphrase Repeat/Paraphrase Repeat/Paraphrase






Multiple Media










text


text


text


textProduce Clear &










Writing


Research Projects









Write Routinely
















Supporting Evidence



Biology II/AP BiologyWeek of Monday March 18th 2013







EXAMINATION #12Describe and

characterize organisms from various phyla of

Kingdom Animalia.

Flower & Seed Dissection and Fruit Lab.

Investigate the structures of flowers,

seeds and fruit.

Determine the mastery of student knowledge for content covered during

quarter.Cumulative Examination

#3Part I

Determine the mastery of student knowledge for content covered during

quarter.Cumulative Examination

#3Part II

No Classes.Planning Day




assessment.


Students are asked to recall the structure of

flowers, seeds and fruits.

Building of background knowledge:See above

Building of background knowledge:See above



Presentation of contentInstructor provides brief preview of lab exercise.

Presentation of contentSee above

Presentation of contentSee above



Students complete written assessment that

covers Kingdom Animalia.


Students complete lab exercise that investigates flowers, seeds and fruit.


Students complete written assessment that determines their level of

mastery.


Students complete written assessment that determines their level of

mastery.


End of Lesson Review: Students view and

compare responses from examination.

End of Lesson Review: Students compare data

to their peers.







Students are to start comprehensive review of

charts of AP Biology examination.

Students are to develop lab report that is derived

from dataStudents are to make final preparations for Midterm Examination.

Students are to start the review process for the

AP Biology examination.

Students are to start the review process for the

AP Biology examination.










Group Assignments

Demonstrations

Note Taking

Repeat/Paraphrase Repeat/Paraphrase Repeat/Paraphrase



Biology II/AP BiologyTextual Evidence Textual Evidence Textual Evidence Textual Evidence



Point of View Point of View Point of View

Multiple Media Multiple Media Multiple Media









text


text


textProduce Clear &








Writing


Research Projects

Gather Info From Multiple Print and Digital ResourcesDraw Evidence to

SupportWrite Routinely






Collaborative DiscussionUse of Diverse Media or

Formats



Biology II/AP BiologyWeek of April 1st 2013







EXAMINATION #12Describe and

characterize organisms from various phyla of

Kingdom Animalia.

Define ecology. Identify the two features of

organisms studied by ecologists. Describe the

relationship between ecology and evolutionary

biology.Distinguish between

abiotic and biotic components of the

environment. Distinguish among

organismal ecology, population ecology, community ecology,

ecosystem ecology, and landscape ecology.

Distinguish between density and dispersion of

a population.Describe the

characteristics of populations that exhibit Type I, Type II, and Type III survivorship curves.

Compare the exponential model of population

growth with the logistic model.

Distinguish between r-selected populations and K-selected populations.

Explain how density-dependent factors affect

population growth.Define the demographic

transition.

DISSOLVED OXYGEN LABMeasure dissolved

oxygen in a water sample using the Winkler

method.Measure primary

productivity.Investigate some factors

that can affect the primary productivity of a

system.

Describe the characteristics of the

major aquatic biomes: lakes, wetlands, streams,

rivers, estuaries, intertidal biomes,

oceanic pelagic biomes, coral reefs, and marine

benthic biomes.Describe the

characteristics of the major terrestrial biomes:

tropical forest, desert, savanna, chaparral,

temperate grassland, coniferous forest,

temperate broadleaf forest, and tundra.

Define behavior and imprinting.

Explain how genes and environment contribute

to behavior. Explain what is unique about

innate behavior.ACTIVITIES/AGENDA ACTIVITIES/AGENDA ACTIVITIES/AGENDA ACTIVITIES/AGENDA ACTIVITIES/AGENDA



assessment.


Students are asked to describe what they know

about the ecosystem found in South Florida.


Students are asked to state their observations

of human population growth.


Students are asked to recall the topics of

metabolism, catabolism and anabolism.


Students are asked to list the different types of

ecosystems that they are aware of.




fields of ecology.


created power point presentation on the types of growth and survivorship curves. Students view video

animation on the types of populations.

Presentation of contentStudents view brief instructor created

presentation for lab procedures.


animation that illustrates, and describes

the land biomes. Students view instructor


aquatic biomes.


Students complete written assessment that

covers Kingdom Animalia.


Students are asked to design an original ecosystem while

identifying the major traits.


Students compare and contrast k and r

strategists within groups.


Students complete lab exercise that measures the amount of oxygen consumed by various

organisms and the environmental impacts.


Students create a world model and illustrate where the different biomes are located

across the globe.

End of Lesson Review: Students view and

compare responses from examination.

End of Lesson Review: Students provide critiques on the

developed ecosystems.

End of Lesson Review: Groups compare their

findings.

End of Lesson Review: Students are to compare data collected from lab

exercise.

End of Lesson Review: Students compare global

designs.


Students are to start comprehensive review of

charts of AP Biology examination.

Students are to compare and contrast the

different fields of ecological study.

Students are to preview the dissolved oxygen lab

exercise.

Students are to complete lab report using data

collected from lab exercise.

Students are to prepare for written assessment.


Biology II/AP BiologyESE & ESOL ESE & ESOL ESE & ESOL ESE & ESOL ESE & ESOL


















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Supporting Evidence



Biology II/AP BiologyWeek of Monday April 8th 2013







FCAT testing.

EXAMINATION #13Determine the

relationship between animals, plants and their

environment.

FCAT testing.

Compare and contrast the nervous systems of

animals across Kingdom Animalia.

Distinguish the differences among sensory neurons,

interneurons and motor neurons Compare the

structures and functions of the central nervous

system and the peripheral nervous

system.

Explain how physical laws constrain animal

form.Explain how the size and

shape of an animal’s body affect its

interactions with the environment.

ANIMAL BEHAVIOR LAB.Determine the effect of

environmental forces on animal behavior.

Distinguish between hydroskeletons,

exoskeletons and endoskeletons.

Distinguish among skeletal, cardiac and

smooth muscle.




assessment.


Students are asked to describe the process of an action potential and

the structure of the nerve cell.


Students are asked the question, “How does

relate to an organism’s ability to survive the

environment?”


Students are asked to summarize what they learned about animal

behavior.


Students are asked to describe the structure of their skeletal system to

the best of their knowledge.

Students are asked to revisit how the muscle

cell contracts.


Presentation of contentStudents view power

point presentation the two types of nervous

systems.

Presentation of contentStudents view power point presentation on

the relationship between size and environment.

Presentation of contentStudents view brief

instructor created power point presentation on lab

procedures.

Presentation of contentStudents view both

power point presentation that differentiates the

differences between the three types of skeletons.

Students view and discuss instructor


different types of muscle.


Students complete written assessment on

the field of ecology.


Students are to create a map that compares and contrasts the different

parts and types of nervous systems.


Students are to compile a flow chart that illustrates

the sequence of events for breathing and

digestion.


Students complete lab exercise on animal

behavior.


Students, while in groups, are asked to

compile a list of animals that fall under each

category of skeleton.Students in groups are

asked to create an experiment that

compares the three types of muscle cells.

End of Lesson Review: Students review their responses to answers

from written assessment.

End of Lesson Review: Students are asked

specific questions about scenarios and are to

determine which part of the nervous system is

activated.

End of Lesson Review: Students present their flow charts to class for

analysis.


from lab exercise.

End of Lesson Review: Students compare the

potential experimental ideas.


Students are to continue their preparation for AP

Biology exam.

Students are to review notes provided in class.

Students are to preview the animal behavior lab

exercise.Students are preview the human skeletal system.

Students are to revisit how muscle cells

contract.Students are to complete lab report utilizing data

gathered from lab exercise.

Students are to complete and submit experimental

drafts.












Group Assignments Group Assignments









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Supporting Evidence




Week of Monday April 15th 2013







Describe the role of hair, nails and feathers.

Describe the structure of skin.

Describe the functions of accessory glands found throughout the human

body.

Distinguish the differences between

internal respiration and external respiration.

Describe the pathway of air into and out of the

lungs.Describe the process of gas exchange within the

alveoli of the lungs.

Describe the common processes and structural

components of the mammalian digestive

system.Compare where and how

the major types of macromolecules are

digested and absorbed within the mammalian

digestive system.

Define osmoregulation and excretion.

Compare the strategies to eliminate waste as

ammonia, urea or uric acid.

Identify and describe the function of each region of

a nephron and how it is used in the production of

urine.

List, and describe, the structural components of a vertebrate circulatory system and relate their

structure to their functions.

Define the cardiac cycle, distinguish between

systole and diastole, and explain what causes the

first and second heart sounds.



Students describe the characteristics of skin.


Students are asked the question, “How much air

can your lungs hold?”


Students are asked to describe what happens

to food the minute it enters the mouth.


Students are asked to revisit the waste products that are

produced during cellular respiration.


Students discuss their knowledge about the

structure and function of the heart.

Presentation of contentStudents view power

point presentation and are asked questions

relating skin and glands.


animations that describe the process of

respiration.


animations that describe the process of digestion

in humans.


power point presentation and video

animations on the excretory system and the

nephron


power point presentation and video

animations on the circulatory system.


Students are asked to create a map that

illustrates the relationship between

skin and glands.


Students complete a lab exercise that investigates

the human’s lung capacity.


Students are to compile a flow chart that illustrates

the sequence of events for breathing and

digestion.


Students, in groups, are to create a real life

scenario that illustrates how the nephron works.


Students complete lab exercise that investigates

the efficiency of the heart.

End of Lesson Review: Students while in groups

compare and contrast the charts from their

peers.

End of Lesson Review: Students review their

notes and data from lab and present their

findings in front of the class.

End of Lesson Review: Students present their flow charts to class for

analysis.

End of Lesson Review: Students provide

feedback on presentations.

End of Lesson Review: Students review notes

and data from lab exercise.


Students are to review the respiratory system.

Students are to review the digestive system.

Students are to review the excretory system and

the nephron.

Students are to revisit online animations in regards to the cardio

vascular system.

Students are to prepare for mock AP Biology

examination scheduled for Monday April 30th

2012.











Biology II/AP BiologyGroup Assignments Group Assignments


















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Supporting Evidence



Biology II/AP BiologyWeek of April 22nd 2013







Determine the mastery level of students, via

practice AP examination (assessment), for all

course material covered during the school year.

Distinguish between humoral and cell

mediated immunity.Distinguish between

antigens and antibodies.Describe the cellular

basis for immunological memory.

Using a diagram, identify and give the function of each component of the reproductive system of

the human male and female.

Describe the stages of the human female menstrual cycle.

Describe the processes of spermatogenesis and

oogenesis.Define conception,

gestation and partutition.

Describe the role of embryonic hormones

during the first few months of pregnancy.

PHYSIOLOGY & CIRCULATORY SYSTEM

LAB.Use a

sphygmomanometer and stethoscope to measure

systolic and diastolic blood pressure.

Observe the response of the human circulatory

system to various factors and use the results to

determine the subject’s level of physical fitness.

Investigate the relationship between

temperature and heart rate of an ectoderm.

EXAMINATION #14Determine the

relationship between life, in animals, and their

organ systems.



See objective above.


Students are asked to describe what happens

within when they become sick.


Students are asked to disclose their knowledge of the events that occur

during the human female menstrual process.


Students are asked to describe the human circulatory system.



assessment.


Presentation of contentStudents view instructor created power point and

compile notes and diagrams on both the

immune system and the reproductive system.

Presentation of contentStudents view instructor created power point and

compile notes on the female menstrual cycle, the processes of sperm and egg production and

the process of childbirth.

Presentation of contentStudents view brief

instructor created power point presentation on

the procedures of the lab exercise.



See objective above.


Students are asked to describe the functions of

the human male and female anatomies.


Students, in groups, are to develop a flow chart

for the process of childbirth.


Students complete lab exercise that investigates

the human circulatory system.


Students complete written assessment on

the field of ecology.

End of Lesson Review: See objective above.

End of Lesson Review: Students are permitted

to ask any lingering questions about the human reproductive

system for instructor’s response.

End of Lesson Review: Students discuss issues surrounding childbirth

in teens.


collected during lab exercise.

End of Lesson Review: Students review their responses to answers

from written assessment.


Students are to reflect back on areas of

weakness—perceived from the completion of the practice AP Biology

examination.

Students are to preview the process of child birth.

Students are to preview physiology and

circulatory system lab exercise.

Students used compiled data to complete lab

report.Students are to prepare

for next examination.

Students are to continue their preparation for AP

Biology exam.











Group Assignments


Biology II/AP BiologyDemonstrations Demonstrations

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Supporting Evidence



Biology II/AP BiologyWeek of April 29th 2013 {Review Week #1}







Describe major concepts of biochemistry.

EOC testing {Biology}

Describe key concepts in cytology, the discovery and structure of cells.EOC testing {Biology}

Describe the steps of cells communicating

with each other.EOC testing {Biology}

Determine how genes are passed from one

generation to the next.Illustrate how proteins

are produced from genes.

EOC testing {Biology}

Determine how microorganisms

reproduce.EOC testing {Biology}



Students, while in groups, utilize review

cards, to review course material as they prepare

for practice essay question.


Students continue their investigation of covered

biological topics via review cards.


Students determine the strength of their

knowledge of course content while utilizing

review cards.


Students utilize the use of review cards to access

the depth of their knowledge.


Students assess each other, while utilizing review cards, on the

depth of their knowledge.

Presentation of contentStudents work together

in groups.


in groups


in groups


in groups


in groups


Students complete College Board AP Biology

essay question on enzymatic activity.



essay question on the endocrine system and

cell to cell communication.



essay question on transcription and

translation.



essay question on viruses and their




essay question on physiology of organisms found within Kingdom

Animalia.

End of Lesson Review: Students grade, and

review, their responses, based on the grading

scheme provided by the college board.














Students are encouraged to review the

methodology of various ways cells communicate with each other, internal

cell respiration and photosynthesis.

Students are encouraged to review topics relating to the structure of genes,

cellular asexual and sexual reproduction,

Mendel’s laws and the cause of various genetic

disease/disorders.

Students are encouraged to review the topics

relating to gene regulation, the genetics of bacteria and viruses and the various faucets

of DNA technology.

Students are asked encouraged to review

Kingdoms Archae bacteria, Eubacteria, Protista, Fungi and

Plantae. Students are asked to thoroughly

investigate the reproductive

mechanisms of all four major phyla of plants.


classification of all invertebrate and

vertebrate animals. Students are asked to

identify the characteristics that

accompany those different categories of

organisms.












Group Assignments Group Assignments Group Assignments Group Assignments Group Assignments







Biology II/AP BiologyPoint of View Point of View Point of View Point of View Point of View










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Supporting Evidence



Biology II/AP BiologyWeek of May 6th 2013 {AP Examinations Week #1; Review Week #2}







Describe characteristics of organisms of Kingdom

Plantae.EOC testing {Biology}

AP Exams Week #1AP Chemistry (am)

AP Environmental (am)AP Psychology (pm)

Describe the fields of ecology.

EOC testing {Biology}AP Exams Week #1

AP Spanish (am)AP Art History (pm)

Describe the characteristics of the

biomes found on earth.EOC testing {Biology}

AP Exams Week #1AP Calculus (am)

Describe how energy flows within ecosystems.

EOC testing {Biology}AP Exams Week #1AP Literature (am)

Describe characteristics of organisms of Kingdom

Animalia.EOC testing {Biology}

AP Exams Week #1AP Language (am)



Students, while in groups, utilize review

cards, to review course material as they prepare

for practice essay question.


Students continue their investigation of covered

biological topics via review cards.


Students determine the strength of their

knowledge of course content while utilizing

review cards.


Students utilize the use of review cards to access

the depth of their knowledge.


Students assess each other, while utilizing review cards, on the

depth of their knowledge.


in groups.


in groups


in groups


in groups


in groups



essay question on enzymatic activity.



essay question on the endocrine system and

cell to cell communication.



essay question on transcription and

translation.



essay question on viruses and their




essay question on physiology of organisms found within Kingdom

Animalia.


















methodology of various ways cells communicate with each other, internal

cell respiration and photosynthesis.

Students are encouraged to review topics relating to the structure of genes,

cellular asexual and sexual reproduction,

Mendel’s laws and the cause of various genetic

disease/disorders.

Students are encouraged to review the topics

relating to gene regulation, the genetics of bacteria and viruses and the various faucets

of DNA technology.

Students are asked encouraged to review

Kingdoms Archae bacteria, Eubacteria, Protista, Fungi and

Plantae. Students are asked to thoroughly

investigate the reproductive

mechanisms of all four major phyla of plants.


classification of all invertebrate and

vertebrate animals. Students are asked to

identify the characteristics that

accompany those different categories of

organisms.












Group Assignments Group Assignments Group Assignments Group Assignments Group Assignments






Biology II/AP BiologyWord & Phase Meaning Word & Phase Meaning Word & Phase Meaning Word & Phase Meaning Word & Phase Meaning











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Supporting Evidence



Biology II/AP BiologyWeek of May 13th 2013 {AP Examinations Week #2}







Determine the mastery of course content via completion of College

Board AP Biology Examination.

Determine the mastery of course content via

student created board games.


student created board games.


final written assessment for the course.

Complete any and all missing assignments.



Students are to have previously reviewed

course material.


Students are to have researched and have

built a game that covers all course material

covered during the year.


Students are to have researched and have

built a game that covers all course material

covered during the year.


Students are to complete their final preparation

for final assessment.


Students are to have completed their preparation of

completing any, and all, missing assignments.


Presentation of contentStudents present their

board game ideas to instructor and to peers.

Presentation of contentStudents present their

board game ideas to instructor and to peers.

Presentation of contentN/A

Presentation of contentStudents discuss plan for

missing assignments with instructors.


Students work on the completing practice multiple choice and

essay College Board AP Biology exam questions.


Students play, and evaluate, the review games of their peers.


Students play, and evaluate, the review games of their peers.


Students complete final written assignment for

the course and are tested on their mastery of the

course content.


Students complete all tasks for missing

assignments.

End of Lesson Review: Groups are asked to compare responses.


feedback on the games and provide a grade for

them. The instructor also provides a grade via previously designed

rubric.


feedback on the games and provide a grade for

them. The instructor also provides a grade via previously designed

rubric.

End of Lesson Review: Students review answers

provided immediately following the written

assessment.

End of Lesson Review: Students review scores and evaluations for all missing assignments.


Students are to continue their preparation for the AP Biology examination.

Students are to make preparations for final course examination

scheduled for the following day.

Students are to make preparations for final course examination

scheduled for the following day.

Students are asked to review all previously

scheduled assignments and to create a plan for

completion of those assignments.

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Biology II/AP BiologyComplexity Complexity Complexity Complexity Complexity





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Documents

elysciencecenter.comelysciencecenter.com/.../assets/...2013.105105223.docx · Web viewStudents also discuss and take notes on the classification of organisms via instructor created