-
Owego Apalachin Central School District Subject: Biology Course
Title: AP Biology
Unit: Ecology #/Placement of Unit: 1 Duration: 3 weeks
TimeFrame
Content Skills Performance Tasks/Instructional Activities
Resources/Technology Integration
4 days
The biosphere � ecosystems � biomes � biotic/abiotic factors
Describe the biotic and biotic factors in the various aquatic
and terrestrial biomes on Earth. Sketch an ecosystem to demonstrate
the understanding of biotic and abiotic factors as well as the
groupings of ecosystem, community, population, and species.
Build-a-biome project: create it in an aquarium, present it to
classmates, and critique other groups’ biome projects.
Digital camera Campbell text, ch. 50
apcentral.collegeboard.com
5 days (plus project)
Organism behavior Analyze the behavior of snails, pillbugs,
planaria, paramecia, hydra, and amoeba within a simulated natural
environment. Hypothesize the evolutionary significance of specific
behaviors belonging to the selected organisms listed above.
CIBT snail lab and AP bio pillbug lab # 11. Observations of pond
organisms under the compound light microscope. Hydra and daphnia
activity. SUPA planaria regeneration project.
CIBT behavior lab Compound light microscopes Flex Cam Digital
camera Pond organisms from Brick Pond Campbell text, ch. 51
apcentral.collegeboard.com
3 days
Populations� growth models � sampling � limiting factors � human
population growth
Analyze the growth rate of yeast cells. Interpret population
growth curves on a graph. Predict the human growth trends for the
next 100 years, and use modern technology/events/issues to support
your ideas.
Yeast population lab. Class discussion: Is the end near?
Compound light microscope Flex Cam Campbell text, ch. 52
apcentral.collegeboard.com
6 days Community relationships � niches
Use chemicals and tools related to water analysis to monitor the
health of our Owego Creek, and share our
Monitoring streams lab along with AP bio lab #12. Research and
presentation of a journal article.
Tioga County Water Conservation District: Wendy Walsh
Essential questions: Is extinction the rule or the exception?
Does the extinction of a species endanger the survival of the rest
of the planet?
How many more humans can the Earth and its inhabitants sustain?
Are humans bad for the environment?
Goals: Use tools and interpret models that show/describe the
growth of a population. Explain how a population size is regulated
by its environment’s abiotic and biotic factors. Classify an
organism’s trophic category/niche within an ecosystem.
Create a food chain, food web, energy diagram, and mass diagram,
given a selection of organisms. Sketch and outline the many
nutrient recycling processes that occur in any ecosystem. Defend
your point of view of whether humans are helpful or harmful to
their environment, and support your claims with facts.
-
� nutritional/trophic roles � nutrient/energy cycles �
biodiversity and human
impacts
data with the Conservation project in NYS all year long.
Research Internet and/or science journals to locate, read, and
summarize to class about what the effects of adding a chemical or
pollutant to an environment had, and what it took to “fix” it, or
what is currently being done about it. Draw and label trophic
diagrams using organisms in Owego. Observe and dissect a golden rod
gall in order to describe what a gall is and how it forms, and to
assess/relatively determine the number of predators in the golden
rod’s habitat. Sketch and explain the steps to various nutrient
cycles, and then discuss why it is vital for these nutrients to
remain in an ecosystem.
“Owego Ecosystem” posters. Round robin review of nutrient
cycles. Trophic niches and nutrient cycles Jeopardy.CIBT Golden rod
gall lab.
CIBT stream lab equipment AP biology lab #12 Internet and
various OACSD research databases Jeopardy program and laptop and
projection unit Campbell text, ch. 53-55
apcentral.collegeboard.com
Assessment(s)Build-a-biome project AP and CIBT animal behavior
labs SUPA planaria regeneration project Monitoring stream lab
activity and AP lab #12 Class discussion Science journal
presentation Jeopardy review activity Chapters 50-55 review
questions via peer review Daily reading/review assessment at start
of each class Worksheets for guided practice Written multiple
choice and short answer exam using AP biology guidelines
Standards:A. 1, 3, 4 C. 2 D. 1, 2 F. 1, 2, 4, 5, 6, 7
-
Self-Assessment/Reflection
-
Owego Apalachin Central School District Subject: Biology Course
Title: AP Biology
Unit: Chemistry of Life #/Placement of Unit: 2 Duration: 2
weeks
Time Frame
Content Skills Performance Tasks/Instructional Activities
Resources/Technology Integration
1 day Chemicals of life � atoms and isotopes � elements and
molecules � compounds
Draw an atom using the Bohr model. Write electron configurations
for atoms and ions. State at least 10 most common elements in
organisms. Recognize isotopes and uses for radioactive ones.
Build molecules and compounds using atom model kits. Draw on
paper Bohr models of atoms. Write chemical formulas for simple
chemical compounds.
Atom model kits “Biochemistry” on
www.biology.arizona.eduCampbell text, ch. 2
apcentral.collegeboard.com
1 day Bonding� ionic � polar and non polar covalent
Describe how different kinds of chemical bonds form. Contrast
the differences between chemical bond types. Given a compound’s
formula, be able to determine the type of bond(s) it contains.
Build compounds using atom model kits to compare structures of
various ionic and covalent compounds. Use electronegativity chart
or periodic table to categorize the kind of bond found in a
compound.
Atom model kits “Biochemistry” on
www.biology.arizona.eduCampbell text, ch. 2
apcentral.collegeboard.com
2 days Water structure and properties
Intermolecular attractive forces � hydrogen bonding � van der
Waals forces � dipoles
Describe the polar structure of a water molecule and how its
structure creates attractive forces that make water the “universal
solvent” and the major component in all cells.
Inquiry: explain water demonstration with pennies, a cup, and a
glass tube. “Like dissolves like” lab.
“Biochemistry” on www.biology.arizona.eduCampbell text, ch. 3
SUPA biology lab, unit 15 apcentral.collegeboard.com
Essential questions: What ingredients do I need to make a living
organism (like myself!)? I should never diet? What does my food
look like, molecularly speaking?
Goals: Draw a Bohr diagram of an atom and from it predict how
the atom may chemically react. Explain and compare the different
ways in which atoms bond to form various molecules and compounds.
Write and interpret a chemical equation and a dissociation
equation. Explain and compare the various intermolecular attractive
forces in water that give it its unusual and life-saving
properties. Demonstrate the dissociation of acids and bases and
buffers as it relates to organisms. Justify nature’s choice of
carbon as the backbone atom for all organisms. Compare the ultimate
interdependent recycling processes of dehydration synthesis and
hydrolysis. Draw, identify, and compare the structures and
functions of monomers and polymers found inside all organisms.
Perform chemical tests to identify the presence of carbohydrates,
proteins, lipids, and nucleic acids. State the two laws of
thermodynamics and apply them to how organisms maintain their free
energy. Compare exergonic and endergonic processes and its
relatedness to ATP. Analyze the narrow range of conditions enzymes
work in.
Defend the statement that we could not live without enzymes.
Assess different dieting options for losing weight.
-
� cohesion 2 days Acids, bases, buffers, and pH Perform chemical
tests to determine the acidity and
effects of acids, bases, and buffers in solution as it relates
to inside cells.
Acid/base/buffer and pH lab. Vernier lab probes and laptop
“Biochemistry” on www.biology.arizona.eduCampbell text, ch. 3
apcentral.collegeboard.com
3 days Carbon compounds � functional groups � carbohydrates �
enzymes and proteins � lipids � nucleic acids
Identify carbon compounds, given both chemical and structural
formulas. Compare the structures of saccharides, amino acids, fatty
acids, and nucleotides. Compare the structure and function of
carbohydrates, proteins, lipids, and nucleic acids. Perform
chemical tests to identify the presence of carbohydrates, proteins,
lipids, and nucleic acids.
CIBT lab on testing for nutrients. CIBT lab and AP bio lab #2:
Enzyme catalysis Build monomers/macromolecules using atom model
kits. CIBT interactive Rasmol activity for enzyme
shapes/functions.Evaluate nutritional habits and ways to improve
them. Interactive graphic organizer using static cling paper.
Interview own doctor to ask about dieting.
CIBT nutrients lab/enzyme lab AP bio lab on enzymes Static cling
paper “Chemistry of Amino Acids” on www.biology.arizona.eduCampbell
text, ch. 4, 5 Rasmol software from CIBT several laptops
apcentral.collegeboard.com
1 day Laws of thermodynamics � Free energy � Exergonic and
endergonic
reactions
State the two laws of thermodynamics and relate it to Planet
Earth in a closed system versus a more realistic open system, and
what it means for the future of Earth. Explain how free energy
helps organisms maintain low entropy.
Draw and interpret exothermic and endothermic potential energy
diagrams. State everyday examples of high and low entropy.
Vernier lab probes and laptop Campbell, ch. 6
apcentral.collegeboard.com
2 days Dehydration synthesis and hydrolysis
Describe the process of dehydration synthesis and hydrolysis as
they relate to the building and digestion of the macromolecules of
carbohydrates, proteins, lipids, and nucleic acids.
Draw structural equations of dehydration synthesis and
hydrolysis of carbohydrates, proteins, and lipids (not nucleic
acids). Use atom model kits to show dehydration synthesis and
hydrolysis of macromolecules.
Atom model kits “Biochemistry” on
www.biology.arizona.eduCampbell, ch. 5, apcentral.collegeboard.com
6
Assessment(s)AP biology lab 2 CIBT labs “Like dissolves like”
lab Acidity lab Chapters 2-6 review questions via peer review 2
out-of-class essays 2 computerized learning activities “Interview
my doctor” report Daily reading/review assessment at start of each
class Worksheets for guided practice Written multiple choice and
short answer exam using AP biology guidelines
Standards:A. 1, 3 C. 1 F. 1, 2, 4
-
Self-Assessment/Reflection
-
Owego Apalachin Central School District Subject: Biology Course
Title: AP Biology
Unit: Cells #/Placement of Unit: 3 Duration: 3 weeks
TimeFrame
Content Skills Performance Tasks/Instructional Activities
Resources/Technology Integration
4 days Microscopy � compound light microscope
skills � measurement skills � electron microscopes
Know and use parts of microscopes properly. Measure microscopic
specimen accurately. Prepare wet and dry mount slides. Compare
capabilities and limitations of light microscopes, TEMs, and
SEMs.
SUPA biology microscope lab, unit 1. Microscope Jeopardy.FT to
Binghamton University’s TEM and SEM.
Compound light microscopes Flex Cam Jeopardy software and laptop
and projection unit SUNY Binghamton
http://www.mos.org/sln/sem/intro.htmCampbell text, ch. 7
apcentral.collegeboard.com
5 days Cells� evolution of cells � organelles
Compare prokaryotic and eukaryotic cells. Draw a basic plant or
animal cell. Identify and know the organelles (and each one’s
function) in plant and animal cells, and find them under a
microscope. Compare your cells to Henry Ford’s factory. Defend your
point of view as to whether a virus is alive or not.
SUPA biology cells lab, unit 7. PowerPoint presentation on
cells. Cells Jeopardy.History of Henry Ford’s division of labor
idea.
“Cell Biology” on www.biology.arizona.eduPowerPoint software and
laptop and projection unit Compound light microscopes Flex Cam
Campbell text, ch. 7 apcentral.collegeboard.com
Essential questions: What gadgets do we get to use to study
cells? How are our cells like Henry Ford’s division of labor
factory set-up? How does a cell “phone” other cells to communicate
important information? If different cells of an organism have
varying and short life spans, how does the organism live for many
years?
Goals: Use and familiarize self with tools used to study cells,
including the compound light microscope, stereoscope, TEM, SEM, and
microtome. Defend the point of view that prokaryotic cells evolved
before eukaryotic ones. Use microscopes to identify and know the
function of various cell organelles. Create a cell membrane model
that would be better than ours, and compare its capabilities to
ours. Compare the transporting mechanisms of osmosis, facilitated
diffusion, diffusion, and active transport, including pinocytosis
and phagocytosis. Decide whether a virus is alive or not, and
defend your point of view. Discuss the three stages to cell
communication, and describe how each one operates. Sketch a
“conversation” between 2 cells. Summarize the importance of
cellular reproduction. Identify under a microscope the different
stages of mitosis in a cell, and describe the activities going on
at each step. Prepare microscopic slides using we and dry mount
methods and appropriate stains. Explain how knowledge of the cell
cycle is vital to our ability to control and cure diseases, like
cancer.
-
3 days Cell membrane structure and function
Create cell membrane model that is better than ours and compare
its capabilities to ours. Know the components to the cell membrane
and how they function. Compare the different transportation methods
of active and passive transport.
AP biology lab #1 (SUPA biology unit 8 lab). Model/sketch and
presentation of a more ideal cell membrane.
AP biology lab #1 (SUPA bio unit 8 lab)Campbell text, ch. 8
apcentral.collegeboard.com
2 days Cell communication Discuss 3 stages to cell
communication, and how each operates.Describe the ways in which
cells respond to signals.
Introduction with cup and string “telephones.” Sketch of a
“conversation” between 2 cells.
Campbell text, ch. 11 apcentral.collegeboard.com
5 days The cell cycle � mitosis � regulation � cancer
Describe what goes on in each step of the cell cycle, including
interphase, mitosis, and cytokinesis. Identify cell cycle stages in
onion and whitefish cells using a microscope. Summarize how
analyzing the cell cycle can help scientists cure and prevent
diseases like cancer.
Cell cycle clock activity. Interactive cell cycle static cling
graphic organizer. AP biology lab #3 (part A) (SUPA biology unit 12
lab). FT to Lourdes Hospital cancer treatment center.
“Cell Biology” on www.biology.arizona.eduLourdes Hospital
Compound light microscopes Flex Cam Campbell text, ch. 12
apcentral.collegeboard.com
Assessment(s)2 SUPA biology labs 1½ AP biology labs 2 FT
participation and discussion activities 2 Jeopardy review
activities Computerized cell activities Chapters 7,8, 11, 12 review
questions via peer review Cell model project Static cling graphic
organizer activity Daily reading/review assessment at start of each
class Worksheets for guided practice Written multiple choice and
short answer exam using AP biology guidelines
Standards:A. 1, 3 D. 1, 3 F. 1, 2, 4, 7
-
Self-Assessment/Reflection
-
Owego Apalachin Central School District Subject: Biology Course
Title: AP Biology
Unit: Cellular Energetics #/Placement of Unit: 4 Duration: 2
weeks
TimeFrame
Content Skills Performance Tasks/Instructional Activities
Resources/Technology Integration
1 day
ATP-ADP Cycle Contrast anabolic and catabolic reactions. Compare
exergonic and endergonic reactions. Compare oxidation and reduction
reactions. Sketch and describe the ATP-ADP cycle.
ATP-ADP cycle lab. Regents biology lab Campbell text, ch. 9
apcentral.collegeboard.com
5 days Cellular Respiration � glycolysis � fermentation � Krebs
cycle � electron transport chain
Outline where and how each of the steps of cellular respiration
occurs, including reactants and products. Compare the amount of ATP
gained in each step of cellular respiration. Create a memorable,
quality graphic organizer for cellular respiration review. Analyze
oxygen consumption of different aged, germinating seeds.
Role play on video tape a “kid-friendly” version of the
different steps and variations of cellular respiration, and then
critique others’ videos for accuracy and quality. AP biology lab #
5 on cellular respiration.
digital video camera TVAP bio lab #5 Vernier lab probes and
laptops Campbell text, ch. 9 apcentral.collegeboard.com
5 days Photosynthesis � chloroplasts and pigments � Photolysis �
Calvin cycle
Build a self-sustaining, closed plant ecosystem, in an aquarium,
that will last the remainder of the year. Outline where and how
each of the steps of photosynthesis occurs, including reactants and
products.Extract plant pigments and perform a chromatography
experiment to analyze the pigments found in spinach leaves and to
understand how they “capture” energy and transform it into ATP.
AP biology lab #6 on chromatography and photosynthesis (SUPA
lab, unit 16) Plant ecosystem project. Role play on video tape a
“kid-friendly” version of the different steps of photosynthesis,
and then critique others’ videos for accuracy and quality. Vernier
lab on spectrophotometry to quantify the wavelengths of the
different colors of pigment.
digital video camera TVAP bio lab #5 (SUPA lab, unit 16) Vernier
lab probe and laptop Campbell text, ch. 10
apcentral.collegeboard.com
Essential questions: If we can’t live without plants, then how
can plants live without us? Where and how do all living things get
the energy needed to survive?
Goals: Create a self-sustaining, closed plant ecosystem, in an
aquarium, that will last the remainder of the school year. Outline
each step, in chronological order, of cellular respiration, from
glycolysis to the electron transport chain, and be able to state
where each occurs
in a cell. Compare the net energy differences between
glycolysis, both kinds of anaerobic respiration, aerobic
respiration, the Krebs cycle, and the electron
transport chain. Outline each step, in chronological order, of
photosynthesis, from the light reaction to the dark reaction, and
be able to state where in the cell each
occurs. Describe what a coupled reaction is, as it relates to
electrons and the production of ATP. Explain how photosynthesis and
cellular respiration are reverse reactions of each other, and even
so, plants do not need us to survive, although we
cannot survive without plants.
-
Assessment(s):ATP-ADP lab 2 AP bio labs 1 Vernier lab Videos on
cellular respiration and photosynthesis Chapters 9-10 review
questions via peer review Daily reading/review assessment at start
of each class Written multiple choice and short answer exam using
AP biology guidelines
Standards:A. 1, 3, 4 F. 1, 2, 4
-
Self-Assessment/Reflection
-
Owego Apalachin Central School District Subject: Biology Course
Title: AP Biology
Unit: Heredity #/Placement of Unit: 5 Duration: 3 weeks
TimeFrame
Content Skills Performance Tasks/Instructional Activities
Resources/Technology Integration
3 days
Meiosis Diagram and explain the chronological steps of meiosis
in both males and females. Generalize how meiosis helps advance
adaptability in sexually reproducing organisms and compare that to
asexually reproducing organisms.
Static cling interactive meiosis graphic organizer. Role play
process of meiosis. “Diagram the story of your life before
conception.” AP bio lab #3 part B only. Online meiosis
tutorial.
Static cling paper AP bio lab #3
apcentral.collegeboard.comCampbell text, ch. 13
www.biology.arizona.edu
10 days
Mendel’s Laws of Heredity � Punnett squares � Chi square
analysis � Pedigrees
Use Mendel’s laws of heredity and Punnett squares to solve
various inheritance questions. Create a pedigree that follows one
trait in your family. Investigate and analyze the inheritance of
fruit flies. Perform a chi square analysis of data collected from
fruit fly project and analyze your errors.
Worksheets with various inheritance questions to solve for using
Mendel’s laws and Punnett squares. “What’s your phenotype?”
activity. Pedigree project and presentation. AP bio lab #7: fruit
fly project and chi square analysis. Online Mendelian inheritance
tutorial.
AP bio lab #7 www.biology.arizona.eduCampbell text, ch. 14
apcentral.collegeboard.com
6 days Chromosomal Inheritance � linked traits � gene mapping �
karyotypes � mutations
Describe the work of Morgan and how it affected Mendel’s laws of
heredity. Perform Punnett squares with linked traits. Relatively
determine the map distance between several linked traits. Analyze a
karyotype to determine sex of the individual
Guided practice with worksheet on linked traits and Punnett
squares as well as gene mapping. Online karyotype and chromosomal
inheritance activity. Research a common inherited chromosomal
disease and state its cause, effects, and what we’re doing to fix
it.
www.biology.arizona.eduCampbell text, ch. 15 Internet and OACSD
databases for research
Essential questions: Why don’t I look like anyone in my
family….am I adopted? Is sexual reproduction better than asexual
reproduction? How does Gregor Mendel explain the process of
heredity? Variety is the spice of life? How do mutations cause
disease?
Goals: Diagram the chromosomal process of meiosis, in
chronological order, and explain each step. Discuss why meiosis is
vital for the continuation of sexually reproducing organisms.
Compare the adaptability of asexually reproducing organisms with
that of sexually reproducing organisms. Use Mendel’s laws of
heredity and Punnett squares to predict possible traits of sexually
reproducing organisms. Apply Mendel’s laws and a chi square
analysis to investigate the inheritance patterns in fruit flies.
Create and interpret pedigrees. Calculate the relative distance
between linked traits using mapping techniques. Discuss how various
human genetic diseases develop and what their effects are, as well
as what we are doing to try to fix them.
-
and if any chromosomal disease is present. List some human
genetic diseases and be able to state the chromosomal mishap that
caused it as well as the effects of this disease and what we are
doing to fix it.
Assessment(s)“The story of my life before conception” review
activity with peers AP biology lab #3 part B Pedigree project and
presentation AP bio lab #7: fruit fly lab, journal, chi square
analysis, and report Online karyotype activity Genetic disease
report Chapters 13-15 review questions via peer review Daily
reading/review assessment at start of each class Written multiple
choice and short answer exam using AP biology guidelines
Standards:A. 1, 3 F. 1, 2, 3, 4
-
Self-Assessment/Reflection
-
Owego Apalachin Central School District Subject: Biology Course
Title: AP Biology
Unit: Molecular Genetics #/Placement of Unit: 6 Duration: 3
weeks
TimeFrame
Content Skills Performance Tasks/Instructional Activities
Resources/Technology Integration
5 days
DNA as the genetic material � history of its discovery �
replication � repair mechanisms
Discuss and timeline the major scientists and their discoveries
that led to the understanding of DNA as the genetic material.
Outline the chronological steps to DNA replication and discuss the
functions of the helper enzymes involved. Describe the many repair
mechanisms DNA has evolved to ensure low mutation rates.
Colored paper match game and time line activity. Interpret
models and diagrams of DNA replication. Interactive static cling
replication activity. Online DNA replication tutorial. DNA
replication paper model lab activity.
Static cling paper www.biology.arizona.eduCampbell text, ch. 16
apcentral.collegeboard.comRegents bio lab on DNA replication
5 days
Gene expression � transcription � translation
Outline and role play the chronological steps to transcription
and translation. Describe the limitation of repairs during
transcription and translation and how it leads to silent and
expressed mutations.
Interpret models and diagrams of transcription and
translation.Interactive role play activity. Online gene expression
tutorial. Transcription/translation paper model lab activity.
www.biology.arizona.eduCampbell text, ch. 17
apcentral.collegeboard.comRegents bio lab on gene expression
2 days Gene regulation � organization of DNA � operon
systems
Describe the physical structure of how genes are packaged to
make chromosomes. Compare the regulation of inducible and
repressible enzymes using the operon theory. Use the operon theory
to explain the beginnings of
Microslide set #81 on the structure of the nucleus and
chromosomes. Interactive static cling operon activity. Round robin
review.
Microslides from set #81. Static cling paper
Essential questions: Is RNA or DNA better evolved to carry out
the life processes of living organisms? How do our bodies make the
enzymes needed to stay alive, and how do they know when to
start/stop making them? Are there important similarities between my
genome and the genome of a bacteria? How are we using viruses to
investigate genetics? How can it be that most of my DNA is “junk?”
Am I more likely to be cloned or die from a genetic disease?
Goals: Compare the physical structures of DNA and RNA and their
fidelity during replication. Describe the molecular process of DNA
replication and all the helper enzymes associated with it. Describe
the various repair mechanisms that occur during DNA replication.
Describe the molecular process of transcription and translation.
Compare viral replication with that of bacterial replication and
eukaryotic replication. Perform DNA gel electrophoresis to solve a
hypothetical crime. Discuss various DNA technologies being used,
including cloning, restriction enzymes and gel electrophoresis,
PCR, genome mapping, and
recombinant DNA techniques.
-
some cancers.
7 days
DNA technology � recombinant DNA � cloning � PCR techniques �
DNA fingerprinting and gel
electrophoresis� gene therapy � human genome project
Research journal articles or the Internet to see where and for
what DNA technology is being used, and present findings to class.
Perform gel electrophoresis and analyze results to solve a
hypothetical crime. Perform recombinant DNA techniques to transform
one type of bacterium so that it is resistant to an antibiotic.
Justify our need to perform DNA techniques on plants, animals, and
other organisms.
Research article on DNA technique. Dr. Yerky from Cornell
University CIBT lab (AP bio lab # 6B) on gel electrophoresis. CIBT
lab on DNA fingerprinting. AP bio lab #6A on recombinant DNA
techniques. Look at human genome project web site to inform self
about all the genes we have identified, and what we are hoping to
do with the information. Online tutorial on molecular biology.
Class discussion on DNA techniques: is this great medicine or are
we going too far?
CIBT lab on gel electrophoresis CIBT lab on DNA fingerprinting
AP bio lab kit #6 Human genome project web site:
http://www.er.doe.gov/production/ober/hug_top.html Campbell text,
ch. 20 www.biology.arizona.eduapcentral.collegeboard.com
Assessment(s)Interactive static cling learn and review
activities Paper model lab activities Round robin exercise
Presentation of journal article on a DNA technique 2 CIBT labs 1 AP
biology lab on molecular biology Participation in class discussion
Chapters 16, 17, 20 review questions via peer review Daily
reading/review assessment at start of each class Written multiple
choice and short answer exam using AP biology guidelines
Standards:A. 1, 4 D. 1, 2 F. 1, 2, 3, 4, 5, 6, 7
-
Self-Assessment/Reflection
-
Owego Apalachin Central School District Subject: Biology Course
Title: AP Biology
Unit: Evolutionary Biology #/Placement of Unit: 7 Duration: 3
weeks
TimeFrame
Content Skills Performance Tasks/Instructional Activities
Resources/Technology Integration
6 days
Darwinian evolution Explain the historical development behind
Darwin’s idea of evolution and origin of species. Describe the
relationship among variations, natural selection, and evolution.
Describe the process of speciation according to Darwin. Cite
examples of evolution that we have witnessed within our lifetime –
evidence enough?
Class discussion from PBS Evolution series: Darwin’s Dangerous
IdeaClass discussion from Discovery Channel’s Planet of Life
series: Evolution’s Next StepClass discussion from Classic movie:
Inherit the WindRead and discuss excerpts from Origin of Species by
Charles Darwin
PBS Evolution series: Darwin’s Dangerous IdeaClassic movie:
Inherit the WindOrigin of Species by Charles Darwin Campbell text,
ch. 22, 24
4 days
Population evolution Use the Hardy-Weinberg theorem to predict
amount of population evolution. Discuss the role of Mendelian
genetics during population evolution. Hypothesize what forces may
be present to drive our evolution in the future, and what the
outcomes might be.
Look up national statistics of genetic diseases, and from that
single piece of datum, calculate the rate of evolution for that
trait for our entire US population. Hypothesize how our and other
species may evolve in the future, and what factors will be the
driving force AP bio lab #8 on population evolution
Discovery Channel’s Planet of Lifeseries: Evolution’s Next
StepCampbell text, ch. 23 AP bio lab #8
3 days Phylogeny Create and interpret a phylogenic tree.
Phylogenic tree activity from BEST Summer Institute Phylogenic tree
activity from BEST
Summer InstituteCampbell text, ch. 25
4 days Origin of life Research, share, compare, and critique
theories and
hypotheses about the origin of life. Use simple ingredients to
create an amino acid in the lab.
Internet search for alternate theories on the origin of life.
Small group presentation of search results. Class consensus on most
plausible ideas. Create “the first amino acids” lab.
The InternetDiscovery Channel’s Planet of Lifeseries: The Birth
of Earth and Ancient OceansCampbell text, ch. 26
Essential questions: What evidence do we have that supports idea
that life has evolved over many years? Did Darwin believe that
humans evolved from apes?
What are some current scientific ideas about the origin of
life?
Goals: Read excerpts from Darwin’s Origin of Species to erase
misconceptions about evolution. In a small group setting, research,
analyze, and critique Darwin’s and others’ theories and hypotheses
about the evolution of life and how life may have
originated. Create and interpret phylogenic trees.
Predict the amount of evolution occurring in a population using
the Hardy-Weinberg theorem.
-
Assessment(s)Participation and quality of participation during
several class discussions Worksheets for guided practice on
Hardy-Weinberg theorem AP bio lab #8 Phylogenic tree activity
Origins of life activity Chapters 22-26 review questions via peer
review Daily reading/review assessment at start of each class
Written multiple choice and short answer exam using AP biology
guidelines
Standards:A. 1, 3, 4 F. 1, 2, 3, 4
-
Self-Assessment/Reflection
-
Owego Apalachin Central School District Subject: Biology Course
Title: AP Biology
Unit: Diversity of Organisms #/Placement of Unit: 8 Duration: 4
weeks
TimeFrame
Content Skills Performance Tasks/Instructional Activities
Resources/Technology Integration
3 days Prokaryotes Observe under a microscope and classify basic
types
according to shape and staining properties. Sketch and identify
on a diagram the basic parts to a prokaryotic cell. Justify the
reasons for the reproductive success and the immense population
size of prokaryotes. Perform a gram stain on bacteria and
identify/compare gram positive and gram negative bacteria.
Cheek cell/bacteria lab. Gram stain activity.
Compound light microscopes Gram stain chemicals/materials
Prepared microscope slides Flex cam Campbell text, ch. 27
3 days Single-celled eukaryotes Observe under a microscope and
identify protists by
comparing their body shapes, body plans, and niches. Sketch and
identify on a diagram the basic parts to various eukaryotic
organisms, including ameba and paramecia.Describe the evolution of
single-celled eukaryotes from prokaryotes.
Pond water lab. Brick Pond critters Prepared microscope slides
Compound light microscopes Flex cam Campbell text, ch. 28
5 days (plus project)
Plants� Seedless � Seed
Describe the evolution of plants from water to land and from
seedless to seed plants. Dissect a seed and a flower in order to
identify their reproductive parts and state each one’s
function.
Evolution of plants article and class discussion. Seed and
flower dissection. Wisconsin fast plant project. FT to Binghamton
University to observe their
Digital camera Grow lights set-up/plant project
materialsBinghamton University greenhouse
Essential questions: Am I related to a fungus (and a radish and
a planaria and a(n) ________)? How can anyone come to appreciate
slime molds, creepy crawly bugs, or scary-looking crocodiles? How
and why has life become so diverse since the first origin of
life?
What are the major kinds of organisms that inhabit our planet?
What are the fundamental structures and common life processes that
have evolved in each of the 5 major kingdoms of life?
Goals: Describe the speculated origins of the major group of
organisms, including bacteria, single-celled eukaryotes, plants,
fungi, invertebrates, and vertebrates.
Compare similarities and differences between the major groups of
organisms in terms of habitat, physical structure, symmetry,
nutritional roles, and general metabolic traits.
Observe microscopic organisms and dissect representative
organisms, including an angiosperm, a mushroom, an earthworm, a
starfish, and a fresh water fish in order to list, observe, and
compare traits/body plans/adaptations of some common organisms
belonging to the various kingdoms and phyla.
Use the scientific method to investigate the effects of a growth
hormone on Wisconsin fast plants.
-
Use the scientific method and grow a specific angiosperm from
seedlings for one month and discover the effects a lack of one kind
of hormone has on the development of the entire organism.
greenhouses, arranged by biome. Campbell text, ch. 29-30
2 days Fungi Compare a fungus to a plant and justify why a
fungus
does not belong in the Kingdom Plantae. Dissect an edible
mushroom to identify the common body parts of a fungus. Describe
the evolutionary relationship of fungi to animals.
Fungus dissection. Stereoscope Campbell text, ch. 31
6 days Invertebrates Observe preserved sponges and jellyfish and
live
hydra to identify and compare their body plans and parts adapted
to its marine environment. Dissect a starfish to identify common
echinoderm body plans and parts and describe its adaptations to a
marine niche. Dissect an earthworm to identify common annelid body
plans and parts and describe its adaptations to a dark land
environment. Collect and identify various “bugs” using field
guides.
Hydra, sponge, and jellyfish diversity lab. Starfish dissection
and lab practical. Great Australian Barrier Reef video. Earthworm
dissection and lab practical. “Adopt a Bug” activity.
Preserved sponges - science room Preserved starfish and
earthworms Great Australian Barrier Reef video in OFA library
Insect field guide books Digital camera Prepared microscope slides
Compound light microscope Microslide lesson set #215 Campbell text,
ch. 32-33
5 days Vertebrates Describe the evolution of vertebrates from
water to
land organisms. Dissect a fish belonging to the class
osteichthyes to identify common parts and adaptations to a fresh
water habitat.Justify your point of view that humans are/are not
the most adapted organisms on the planet.
Fish dissection and lab practical. “I’m the best at _____
because _____” class game/activity to compare all previous
organisms plus vertebrates.Interactive Jeopardy review game on all
major groups of organisms.Class discussion on who is best adapted
to live on Planet Earth.
Preserved fish. Stereoscope.Jeopardy program and laptop and
projection unit Campbell text, ch. 34
Assessment(s)5 labs with practicals Jeopardy review game
Wisconsin fast plant project Chapters 27-34 review questions via
peer review Daily reading/review assessment at start of each class
Written multiple choice and short answer exam using AP biology
guidelines
Standards:A. 1, 3 F. 1, 4
-
Self-Assessment/Reflection
-
Owego Apalachin Central School District Subject: Biology Course
Title: AP Biology
Unit: Plant Maintenance #/Placement of Unit: 9 Duration: 3
weeks
TimeFrame
Content Skills Performance Tasks/Instructional Activities
Resources/Technology Integration
5 days
Angiosperm tissues � roots � stems � leaves
Use a microscope to observe, sketch, and identify different
tissues of an angiosperm’s roots, stems, and leaves, and be able to
state each tissue’s function. Identify the support tissues that
allow plants to grow to great heights. Compare monocots to
dicots.
Observations and sketches of prepared microscope slides of
various plant tissues. Comparative plant lab activity with various
monocots and dicots.
Prepared microscope slides of roots, stems, and leaves Campbell
text, ch. 35
3 days
Plant transpiration Observe and investigate the rates of
transpiration in different kinds of leaves. Compare the variety of
transport mechanisms plants use and what each mechanism is capable
of doing. Describe how maple syrup is produced.
Food coloring in celery and flowers intro demonstration. AP bio
lab #9 on transpiration. The making of maple syrup story in small
groups.
AP lab #9 Campbell text, ch. 36
4 days Plant reproduction Compare the gametophyte and sporophyte
generations
in plants that go through an alternation of generations. State
the method of asexual reproduction by which particular plants can
be/are made from. Decide whether genetically engineered plants are
healthy to eat.
Observation of moss to identify gametophyte and sporophyte
generations. Taste edible plants and observe non-edible plants that
have been produced via asexual reproductive means. Research and
then discuss findings about genetically engineered crops and their
+/- to humans.
Price Chopper Campbell text, ch. 38 Internet and OACSD
databases
5 days Plant homeostasis Continue with Wisconsin fast plant
project to
investigate the effects of a growth hormone on the development
of the seedlings.
Wisconsin fast plant project. Guest speaker from Tioga
Gardens.
Digital camera Grow lights set-up/plant project materials
Essential questions: What do plants eat? How can trees grow to
be so tall when they have no skeleton or muscles to help hold them
up nor mouths to drink water with? What do plants use to detect
things within their environment, and what do plants use to respond
to them? Do plants mate? Should I eat genetically engineered
plants?
Goals: Identify and state the functions of the different plant
tissues found in common angiosperm roots, stems, and leaves.
Observe and compare meristemic, primary, and secondary tissue
growth in an angiosperm using plant project from last unit. Measure
transpiration rates of different kinds of leaves under various
conditions. Describe the reproductive cycle of plants, including
its sexual and asexual components. Observe many common and edible
examples of plants that have been produced via asexual reproduction
methods. Describe the different genetic engineering technologies
that are being used/experimented with plants and state their
advantages/concerns. Investigate the effects of a growth hormone on
the development of Wisconsin fast plants (project began last
unit).
-
List various hormones and pigments used by angiosperms, and be
able to state each one’s function. Describe defense mechanisms
plants have evolved in order to guard against pathogens. Describe
how we can tell what may be wrong with an ailing plant by looking
at its coloration and other physical features.
Tioga Gardens Campbell text, ch. 37, 39
Assessment(s)Plant sketches AP bio lab #9 on transpiration
Wisconsin fast plant project Chapters 35-39 review questions via
peer review Daily reading/review assessment at start of each class
Written multiple choice and short answer exam using AP biology
guidelines
Standards:A. 1, 4 C. 2 D. 1 F. 1, 2, 6, 7
-
Self-Assessment/Reflection
-
Owego Apalachin Central School District Subject: Biology Course
Title: AP Biology
Unit: Animal Maintenance #/Placement of Unit: 10 Duration: 4
weeks, plus after AP exam
TimeFrame
Content Skills Performance Tasks/Instructional Activities
Resources/Technology Integration
1 day
Animal Organization Construct a graphic organizer indicating
understanding of the different levels of organization in animals.
Describe the increasing challenges of organisms as they go up the
organizational pyramid, and how they are built to overcome these
challenges.
Static cling graphic organizer activity. Static cling paper
Campbell text, ch. 40
2 days Nutrition Identify and compare the different animal
organs and
processes used to ingest, digest, and egest food. Discuss the
role of enzymes and microbes during digestion.Assess and compare
the amount of vitamin C in several juices. Dissect owl pellets to
taxonomically classify the
“Pin the ____ on the _____” nutrition review activity. Chart
adaptations for representative organisms, including hydra,
earthworm, frog, human. CIBT vitamin C lab. CIBT owl pellet
lab.
CIBT labs on vitamin C and owl pelletsCampbell text, ch. 41
Essential questions: How is the organ system of an animal
structured, and how does that benefit a multicellular organism?
There are bacteria in my intestine – is that okay?! Why don’t I get
sick every day? What’s my blood pressure, and who cares about it
anyway? How does my body know how to regulate itself? How is it
that a zygote grows into a baby?
Do all embryonic animals develop similarly?
Goals: Use body temperature (or blood sugar levels) to
diagram/discuss an example of a negative feedback mechanism, and
then compare that to what would happen if it were regulated by a
positive feedback mechanism.
Identify the nutritional adaptations and their functions of
representative organisms, such as the frog and pig. Measure
people’s blood pressure and know what it indicates and how to keep
it healthy. Describe the steps our body can take to irradicate a
pathogen. Compare the response of our endocrine system to that of
our nervous system. Compare external and internal fertilization and
the adaptations/limitations of both. Describe the stages of
embryonic development in humans, and then compare that to the
embryonic development of frogs and chickens. Discuss how the study
of cytoplasmic determinants has led us to understand how we can
help fix developmental issues in growing embryos before
they are born. Dissect representative organisms, such as the
frog, pig, and pregnant cow uterus, to compare and understand how
our human body is structured and
adapted to performing all the vital life processes.
-
remains and determine the relative population of prey in that
habitat.
4 days Circulation and transport Identify and compare the ways
in which representative
organisms circulate nutrients and wastes within cells and within
their body. Use a cow heart to identify the chambers and vessels
blood flows through during pulmonary circulation. Compare the
structural and functional differences between the main vessels of
circulation. Measure one’s blood pressure and investigate
environmental factors that influence it. Type our own blood to know
what ours is and why it is important to know. Observe and describe
the affects of adrenaline and/or caffeine on the heartbeat of
Daphnia, and compare that to the effects on humans.
Prepared slides of arteries and veins. “Cow heart walk.” Chart
adaptations for representative organisms, including hydra,
earthworm, frog, human. AP bio lab #10. Have nurse come in to teach
us how to take our blood pressure and what is/is not a healthy
reading and why. Have nurse also come in to blood type us.
Caffeine/adrenaline activity and discussion.
Vernier lab probes and laptops Sphygmomanometer School nurse
Compound light microscope Prepared slides Ward’s blood typing lab
Campbell text, ch. 42
4 days Immunity Compare the size, number, and functional
differences
among the many kinds of immune cells. Create a graphic organizer
to summarize the immunological response capabilities of our immune
system. Diagnose and treat a hypothetical patient using tetanus as
the example.
Prepared slides of blood cells. CIBT PowerPoint on the immune
system. CIBT POPs tetanus activity. Interactive, problem-solving
Internet activities on immunity.
Compound light microscope CIBT PowerPoint disk and projection
unitCIBT POPs lab activity Internet immunity activity at:
http://medmyst.rice.edu/html/mission1.html“Immunology” on
www.biology.arizona.eduCampbell text, ch. 43
2 days Excretion Compare the organs and adaptations for
excretion
among representative organisms, such as the hydra, earthworm,
frog, and human. Identify the major components to a human kidney
and what the role of each is.
Jumping jacks and bromothymol blue intro activity. Chart
adaptations for representative organisms, including hydra,
earthworm, frog, human.
Campbell text, ch. 44
2 days Support and locomotion Locate, identify, and describe the
functions of major
support structures on a chicken wing, and compare the homologous
structures with that of a human arm. Compare the
organization/capabilities/limitations of the various muscle types.
Describe the mechanism that allows a muscle to contract and
relax.
Dissect a chicken wing. “Simon Says” with bones of the body.
Prepared slides of muscle and bone tissue.
Compound light microscope Prepared slides Campbell text, ch.
49
4 days Regulation� Endocrine � Nervous
Compare the endocrine and nervous systems’ components, response
times, and duration of their responses.Hypothesize: why 2
regulation mechanisms? Graph the hormone levels during a typical
human menstrual cycle and explain why it is an example of a
negative feedback mechanism. Identify the many sensory mechanisms
in our body and describe how they function during a nervous or
hormonal response.
Intro activity on taste buds, reflexes, optical illusions, and
other sensory mechanisms. CIBT menstrual cycle activity and pig
ovaries dissection. Imaginative Crayola drawing and presentation of
a person undergoing a nervous response. Persuasive essay in small
groups: Which regulation system is better?
CIBT lab on menstrual cycle Preserved pig ovaries Campbell text,
ch. 45, 48
6 days Reproduction and development � reproduction adaptations �
comparative embryonic
development
Compare the +/- of internal and external fertilization. Identify
and state the functions of the reproductive structures of the human
male and female. Dissect a pregnant cow uterus to discover its
adaptations for reproduction and make comparisons to
humans.Identify under a microscope and compare the developmental
stages of the starfish, frog, chick, and human.Dissect a chicken
egg to locate and describe its
Prepared slides on starfish, frog, and chick embryology.
Microslide lesson sets # 17, 60, 61, and 62 on reproduction and
embryological development. Chicken egg dissection. CIBT pregnant
cow uterus dissection. CIBT lab activity on Medaka Japanese fish
observations.
“Developmental biology” on www.biology.arizona.edu Compound
light microscope Flex cam Digital camera Prepared slides Microslide
slide sets and booklets Campbell text, ch. 46-47
-
reproductive adaptations. Observe and locate the major stages of
developing Medaka fish embryos from its one cell stage to its adult
stage.Identify on a diagram or under a microscope the major primary
components to a chick and frog and human embryo and state their
roles in development. Describe the history behind the experiments
and scientists that led us to the understanding of embryonic
development and how this knowledge can help us fix developmental
issues before the organism is born. Compare the embryonic roles of
the endoderm, ectoderm, and mesoderm.
As time allows, up to 4 weeks
Frog and fetal pig dissections � After the AP exam, we will
have about a month of classes left, in which I plan to go into
great depth and detail with the dissections of a frog and fetal
pig.
Perform a quality dissection of an organism in order to use it
for purposes of study. Identify major tissues and organs of both
the frog and pig in order to verify what we have studied throughout
the year about all the systems of the body, and to make comparisons
of these two organisms to humans.
Frog dissection. Fetal pig dissection.
Preserved frogs and fetal pigs Fetal pig dissection manuals
Assessment(s)6 CIBT labs/activities 1 AP bio lab on cellular
physiology 4 dissections plus frog and pig dissections/orals
Prepared slides sketches Chapters 40-49 review questions via peer
review Daily reading/review assessment at start of each class
Written multiple choice and short answer exam using AP biology
guidelines
Standards:A. 1,3,4 C. 1,2 D. 1,2 F. 2, 4, 5, 7
-
Self-Assessment/Reflection
-
OOWWEEGGOO AAPPAALLAACCHHIINN CCEENNTTRRAALL SSCCHHOOOOLL
DDIISSTTRRIICCTTCCUURRRRIICCUULLUUMM CCOOVVEERR PPAAGGEE
� Project: Curriculum: � Review and Revision: � Full year Full
year � Scope and Sequence � Half year � Half year �
Modifications
� Quarter
Subject: Science
Course: Advanced Placement Biology
Grade Level(s): 11/12
Duration: � full year course � half year course � quarter �
other __________________
Written by: Barbara Melby
Date: September 15, 2004
Approval Date:
X
X