owego apalachin central school district · 2014. 1. 26. · owego apalachin central school district...

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


Unit: Chemistry of Life #/Placement of Unit: 2 Duration: 2 weeks

Time Frame



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


Unit: Cells #/Placement of Unit: 3 Duration: 3 weeks

TimeFrame



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


Unit: Cellular Energetics #/Placement of Unit: 4 Duration: 2 weeks

TimeFrame



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


Unit: Heredity #/Placement of Unit: 5 Duration: 3 weeks

TimeFrame



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


Unit: Molecular Genetics #/Placement of Unit: 6 Duration: 3 weeks

TimeFrame



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


Unit: Evolutionary Biology #/Placement of Unit: 7 Duration: 3 weeks

TimeFrame



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


Unit: Diversity of Organisms #/Placement of Unit: 8 Duration: 4 weeks

TimeFrame



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


Unit: Plant Maintenance #/Placement of Unit: 9 Duration: 3 weeks

TimeFrame



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


Unit: Animal Maintenance #/Placement of Unit: 10 Duration: 4 weeks, plus after AP exam

TimeFrame



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

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:

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owego apalachin central school district · 2014. 1. 26. · owego apalachin central school district...

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