CP Biology Pacing Chart. - Bridgeton Public Schools

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Dec 12, 2012 (4 years and 7 months ago)

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CP Biology

Scope and Sequence


Chapter # /

Title








# of Days


Chapter 1
The Study of Life






5
.5



Unit #1

Ecology

Chapter 2 Principles of Ecology





4
.5

Chapter 3 Communities, Biomes, and Ecosystems



2
.5

Chapter 4 Population Ecology





1.5

Chapter 5 Biodiversity and Conservation




2


Unit 1 Exam







2


Unit #2 The Cell


Chapter 6 Chemistry in Biology





5


Chapter 7 Cellular Structure






6


Chapter 8 Cellular Energy






3

Science Fair









4

Flex Days









4


Midterm Review/Exa
m







3


---------------------------------------------------------
-----------------------
---------

43
--
--
--
-



Chapter 9 Cellular Reproduction





5.5



Unit 2 Exam







2

Unit #3 Genetics


Chapter 10 Sexual Reproduction





3.5


Chapter 11 Complex
Inheritance and Human Heredity


4.5


Chapter 12 Molecular Genetics





3.5


Chapter 13 Genetics and Biotechnology




3.5



Unit 3 Exam







2


Unit #4


Chapter 14 The History of Life





2.5


Chapter 15 Evolution







6



Unit 4 Exam







2

Flex Days









5


Final Review/Exam








3




----------------------------------------------
--------------------
---------------------

43



------

Total Number of Days = 86

(4
days allotted for state testing
)
BRIDGETON PUBLIC SCHOOLS

CP Biology

PACING CHART/CURRICULUM MAP




Chapter 1:

The Study of Life















Essential

Question:

How are living things studied?


TIMELINE


NJ
CCCS

SKILLS/CONTENT

OBJECTIVES

TEACHER’S
GUIDE/SUPPLEMENTAL
MATERIALS

ASSESSMENTS

1
.5

Day
s

5.1.12.
A
.1
, 3

5.1
.12.
C
, D

5.2.12.B

Lesson:

Safety


Obj: SWBAT




Verbalize and demonstrate safety
procedures



Use lab equipment correctly



Safety
Powerpoint



Optional Classroom
Diagram Activity



Optional teacher
demonstration on lab safety



Lab Equipment Overview



Safety
Contract

(I
n
curriculum guide)



Safety Test

(I
n curriculum
guide)



Safety
Test

(students
must pass before
participating in
laboratory exercises)



Safety Contract

1

Day

5.1.12.A.1
, 3

5.1.12.B.1
, 2

5.1.12.D.3



Lesson:

The Metric System


Obj: SWBAT




Practice
completing metric
conversions and taking
measurements of various
classroom objects




Teachers Edition

Page 14.



Measurement and
Conversion

lab

(I
n
curriculum guide)



L
ab on measurements
and conversions






BRIDGETON PUBLIC SCHOOLS

CP Biology

PACING CHART/CURRICULUM MAP




Chapter 1:
The Study of Life















Essential

Question:

How are living things studied?


TIMELINE


NJCCCS

SKILLS/CONTENT

OBJECTIVES

TEACHER’S
GUIDE/SUPPLEMENTAL
MATERIALS

ASSESSMENTS

2

Day
s

5.1.12.A.3

5.1.12.B.1
, 4

5.1.12.D.3

5.3.12.C.2

Lesson:

The Scientific Method


Obj: SWBAT




Make
quantitative and qualitative
observations after completing a
teacher created lab with raisins



Manipulate controls and variables
through a lab working with
changing experimental conditions




Teachers Edition
Page
s 16
-
21



Raisin Observation Lab

(I
n
curriculum
guide)



Bean Plant Experiment
-
use
5 beans

(*K
eep projects
until chapter 3)

(I
n
curriculum guide)




L
ab on observations of
raisins



L
ab on controls and
variables

1

Day


Lesson: Review/Quiz


Obj: SWBAT




W
rite a lab report (use Bean Plant
Experiment as basis)





Chapter 1 Quiz (In
curriculum guide)



Lab Report Layout (In
curriculum guide)



Quiz



Lab Report



BRIDGETON PUBLIC SCHOOLS

CP Biology

PACING CHART/CURRICULUM MAP




Chapter
2
:

Principles of Ecology











Unit 1:

Ecology


Essential

Question:

How is matter transferred/transformed in living systems?

TIMELINE


NJ
CCCS

SKILLS/CONTENT

OBJECTIVES

TEACHER’S
GUIDE/SUPPLEMENTAL
MATERIALS

ASSESSMENTS

1.5 Days

5.1.12.A.3

5.1.12.D.2

5.3.12.A.6

5.3.12.B.1

5.3.12.C.1

Lesson:

Organism Interactions


Obj: SWBAT



Explain the difference between
biotic and abiotic factors



Describe

and identify the levels
of organization



Define the 3 types of community
interactions and give an example
of each in students own
community




Teachers Edition Pages 32
-
40



Biotic vs. Abiotic
Lab

(In
curriculum guide)



Levels of Organization
Poster Project R
ubric (In
curriculum guide)



Lab Questions



Levels of organization
poster (In curriculum
guide)


2.5 Days

5.1.12.A.3

5.1.12.D.1

5.1.12.D.2, 3

5.3.12.B

5.3.12.C.1
, 2


Lesson:

How does energy flow?


Obj: SWBAT



Describe the flow of energy
through an ecosystem,

identify
the ultimate energy source while
creating food chains and food
webs



Analyze ecological pyramids



Explain the importance of
nutrients and describe movement
through the ecosystem



Debate “To Dam or Not to Dam”



Teachers Edition Pages 41
-
49



Mini Lab
2.1 page 42.



Student project on
biogeochemical cycles



“To Dam or Not to Dam” p.
㔰R





Mini Lab



Cycle drawings



Student participation
in debate


BRIDGETON PUBLIC SCHOOLS

CP Biology

PACING CHART/CURRICULUM MAP



Chapter 2:
Principles of Ecology











Unit 1:

Ecology


Essential

Question:

How is matter
transferred/transformed in living systems?


TIMELINE


NJCCCS

SKILLS/CONTENT

OBJECTIVES

TEACHER’S
GUIDE/SUPPLEMENTAL
MATERIALS

ASSESSMENTS

.5 Day


Lesson:

Review and Quiz




Chapter 2 Quiz (In
curriculum guide)



Buckle Down

Workbook



Q
uiz




BRIDGETON PUBLIC SCHOOLS

CP Biology

PACING CHART/CURRICULUM MAP




Chapter
3
:

Communities, Biomes, and Ecosystems









Unit 1:
Ecology


Essential

Question:

What factors determine terrestrial and aquatic biomes?


TIMELINE


NJ
CCCS

SKILLS/CONTENT

OBJECTIVES

TEACHER’S
GUIDE/SUPPLEMENTAL
MATERIALS

ASSESSMENTS

.5

Day

5.1.12.A.3

5.1.12.B.1

5.3.12.B.3
, 4

5.3.12.C.2


Lesson:
Community Ecology


Obj: SWBAT



Identify and explain the
limiting factors in an
environment



Describe how ranges of
tolerance affect distribution of
organisms (use Bean Plant
Experiment for
Demonstration
-

Determine

Tolerance on page 61)



Differentiate

primary and
secondary succession





Teachers Edition
Pages 60
-
64



Student copies of “Bean
Plant Experiment”



c畲u楣畬畭ig畩摥u




Student explanation of
“Bean Plant
Experiment” results


O

䑡ys

㔮ㄮㄲ⹁⸳

㔮ㄮㄲ⹂⸱

㔮ㄮㄲ⹄⸲

㔮㌮ㄲ⹂⸳

Lesson: Terrestrial Biomes


Obj: SWBAT



Relate latitude and the three
major biomes through



Describe the major land
biomes




Teachers Edition
Pages 65
-
73




B楯ie⁐牯橥ct




c畲u楣畬畭i
g畩摥u



P
roject/chart/model



BRIDGETON PUBLIC SCHOOLS

CP Biology

PACING CHART/CURRICULUM MAP




Chapter
4
:

Population Ecology











Unit 1:
Ecology



Essential

Question:

How can population growth maintain homeostasis?


TIMELINE


NJ
CCCS

SKILLS/CONTENT

OBJECTIVES

TEACHER’S
GUIDE/SUPPLEMENTAL
MATERIALS

ASSESSMENTS

1.5

Days

5.1.12.B.1
, 4

5.3.12.B.3

5.3.12.C.2


Lesson:
Population
s


Obj: SWBAT



Describe
characteristics of
population (distribution
patterns)



Discuss the various limits to
human population



Discuss global issues such as
reserves, pollution,
overpopulation, energy
sources, food supplies,
national
resources



Compare and contrast
exponential, logistic, and age
structure diagrams




Teachers Edition
Pages
92
-
105



“Exponential, Logistic and
Age Structure Activity”


c畲u楣畬畭ig畩摥u




A
ctivity sheets




BRIDGETON PUBLIC SCHOOLS

CP Biology

PACING CHART/CURRICULUM MAP




Chapter
5
:

Biodiversity and Conservation









Unit 1:
Ecology


Essential

Question:


How can we maintain a healthy biosphere?


TIMELINE


NJ
CCCS

SKILLS/CONTENT

OBJECTIVES

TEACHER’S
GUIDE/SUPPLEMENTAL
MATERIALS

ASSESSMENTS

2

Days

5.1.12.A.3

5.1.12.B.1

5.1.12.D.3

5.3.12.B.3

5.3.12.C.2


Lesson:
Biodiversity


Obj: SWBAT



Describe the 3 types of
biodiversity, its importance,
and its direct and indirect
value



Identify current and future
threats, analyze and predict
extinction rates



Explain how a single species
can affect an entire ecosystem



Identify
and describe natural
resources




Teachers Edition
Pages 116
-
135



Survey Leaf Litter Samples
Mini Lab

5.2 page

127




Threats and Extinction
worksheet



Mini Lab



2

Days


Lesson:

Unit 1 Test




Unit 1 Exam

(I
n curriculum
guide)



Buckle Down

Workbook



Unit 1 Test
:
Chapters
2
-
5


BRIDGETON PUBLIC SCHOOLS

CP Biology

PACING CHART/CURRICULUM MAP




Chapter
6
:

Chemistry in Biology













Unit 2
:

The Cell




Essential

Question:

How does structure

relate to function in living systems from the organismal to the cellular level?


TIMELINE


NJCCCS

SKILLS/CONTENT

OBJECTIVES

TEACHER’S
GUIDE/SUPPLEMENTAL
MATERIALS

ASSESSMENTS

.5

Day

5.1.12.B.1

5.1.12.D.3

5.2.12.A.1,2

5.2.12.B.1

5.2.12.D.5

5.3.12.B.1


Lesson:
Atoms, Bonds, and Chemical
Reactions


Obj: SWBAT



Identify the parts of an atom as
well as their relative masses



Differentiate between different
types of chemical bonds



Describe van der Waals forces



Identify parts of a chemical
reaction and explain
energy
changes




Teachers Edition
Pages
148
-
158



Reaction in a Bag Lab

(I
n
curriculum guide)



Launch Lab “How does the
湵瑲楥湴⁣潮瑥湴映n潯摳o
compare” page 147




Lab

Report

.5

Day

5.1.12.A.3

5.1.12.D.3

5.2.12.A.1,2,5,
6

5.3.12.B.1


Lesson: Water


Obj:
SWBAT



Explain the unique properties of
water (including polarity and
pH) and its importance to life




Teachers Edition
Pages

161
-
165



“Investigating the
灈p
潦o
C潭o潮⁈潵獥桯汤h
Liquids”
iab


渠nu牲楣畬畭u
g畩摥u




L
ab report




BRIDGETON PUBLIC SCHOOLS

CP Biology

PACING CHART/CURRICULUM MAP



Chapter 6:
Chemistry in
Biology













Unit 2:
The Cell



Essential

Question:

How does structure relate to function in living systems from the organismal to the cellular level?


TIMELINE


NJCCCS

SKILLS/CONTENT

OBJECTIVES

TEACHER’S
GUIDE/SUPPLEMENTAL
MATERIALS

ASSESSMENTS

2
.5

Days

5.1.12.A.3

5.1.12.B.1

5.1.12.D.3

5.2.12.A.1,2

5.3.12.A.1
, 2

5.3.12.B.1
, 2


Lesson: Organic Chemistry and
Enzymes


Obj: SWBAT



Explain the role of carbon in living
organisms



Differentiate between the form and
function of carbohydrates,
lipids,
proteins, and nucleic acids



Explain the properties of enzymes




Teachers Edition
Pages
159
-
160, 166
-
171



Investigating Enzymatic
B
rowning Mini Lab 6.2 page
159



“Toothpickase Lab”



c畲u楣畬畭ig畩摥u



“What’s in Your Lunch” Lab


渠n畲物r畬畭⁧畩ueF



Lab Reports

1
.5

Day
s


Lesson:

Review and Test




Chapter
6
Test

(I
n
curriculum guide)



Buckle Down

Workbook



Exam



BRIDGETON PUBLIC SCHOOLS

CP Biology

PACING CHART/CURRICULUM MAP




Chapter
7:
Cellular Structure and Func
tion











Unit
2
:

The Cell




Essential

Question:

How does structure relate to function in living systems from the organismal to the cellular level?


TIMELINE


NJCCCS

SKILLS/CONTENT

OBJECTIVES

TEACHER’S
GUIDE/SUPPLEMENTAL
MATERIALS

ASSESSMENTS

1 Day


5.1.12.D.3

5.3.12.A.1

Lesson:
Cell Basics


Obj: SWBAT



Compare light and electron
microscopes



Summarize the principles of the
cell theory



Compare and contrast
prokaryotes and eukaryotes



Describe how a cell membrane
functions



Identify the role of proteins,
carbohydrates, and cholesterol
in the plasma membrane




Teachers Edition
Pages

182
-
190



“Comparing Plant and
Animal Cells Lab” or “Cheek
Cell Lab”


渠c畲u楣畬畭i
g畩摥u



Microscope/Slides



Lab reports

2 Days


5.1.12.D.2

5.3.12.A.3

Lesson
:

Cell Structure and Function


Obj: SWBAT




Identify the structure and
function
of the cell organelles

in eukaryotic
cells



Compare and contrast the structure
of animal and plant cells




Teachers Edition
Pages

191
-
200



“Comparing Organelles in
m污湴⁡湤⁁湩浡氠ne汬
Poster/Activity”



c畲u楣畬畭ig畩摥u



Poster a
ctivity


BRIDGETON PUBLIC SCHOOLS

CP Biology

PACING CHART/CURRICULUM MAP



Chapter 7:
Cellular Structure and Func
tion











Unit 2:
The Cell




Essential

Question:

How does structure relate to function in living systems from the organismal to the cellular level?

TIMELINE


NJCCCS

SKILLS/CONTENT

OBJECTIVES

TEACHER’S
GUID
E/SUPPLEMENTAL
MATERIALS

ASSESSMENTS

1.5 Days

5.1.12.A.3

5.1.12.B.1

5.1.12.D.3

5.3.12.A.3

Lesson
:

Cellular Transport


Obj: SWBAT



Explain the process
es of
diffusion, facilitated diffusion,
and active transport



Predict the effects of hypotonic,
hypertonic,
or isotonic solutions
on a cell



Discuss how large particles
enter and exit cells




Teachers Edition Pages 201
-
207



“Diffusion Lab” (In
c畲u楣畬畭ig畩摥u




Diffusion Lab


1
.5


Day
s


Lesson
:

Review/
Test





Chapter 7
Test

(In
curriculum guide)



Buckle Down

Workbook




Test









BRIDGETON PUBLIC SCHOOLS

CP Biology

PACING CHART/CURRICULUM MAP




Chapter
8
:

Cellular Energy










Unit

2
:

The Cell


Essential

Question:

How does structure relate to function in living systems from the organismal to the cellular level?

TIMELINE

# of days

NJCCCS

SKILLS/CONTENT

OBJECTIVES

TEACHER’S
GUIDE/SUPPLEMENTAL
MATERIALS

ASSESSMENTS

3

Days

5.1.12.A.3

5.1.12.B.1
, 2

5.1.12.D.2, 3

5.3.12.B.2
, 4
-
6



Lesson:

Cellular Energy


Obj: SWBAT



Summarize the two laws of
thermodynamics



Compare and contrast autotrophs
and heterotrophs



Describe how
ATP works in a cell



Summarize the two phases of
photosynthesis and explain the
function of a chloroplast



Summarize the stages of cellular
respiration



Explain the importance of the
relationship between
photosynthesis and cellular
respiration




Teachers
Edition

Pages 218
-
233



Interpret the Data, Data
Analysis Lab 8.1 page 232



“Paper Chromatography of
Leaf Pigments Lab” (In
c畲u楣畬畭ig畩摥u



“Measuring the Rate of
Photosynthesis Lab” (In
c畲u楣畬畭ig畩摥u



Lab Questions



ATP, Photosynthesis,
Calvin Cycle, Ce
llular
Respiration
Comparison Chart








BRIDGETON PUBLIC SCHOOLS

CP Biology

PACING CHART/CURRICULUM MAP




S
cience Fair




TIMELINE


NJCCCS

SKILLS/CONTENT

OBJECTIVES

TEACHER’S
GUIDE/SUPPLEMENTAL
MATERIALS

ASSESSMENTS

4

Days


Lesson
:

Science Fair


Obj: SWBAT



Conduct a science experiment



Complete a project board



Present experimental results



Science Fair Directions
Packet (In curriculum guide)



Science Fair Rubric
(In curriculum guide)














BRIDGETON PUBLIC SCHOOLS

CP Biology

PACING CHART/CURRICULUM MAP




Midterm Exam




TIMELINE


NJCCCS

SKILLS/CONTENT

OBJECTIVES

TEACHER’S
GUIDE/SUPPLEMENTAL
MATERIALS

ASSESSMENTS

2

Days


Lesson:
Midt
erm Re
view



1

Day


Midterm
Exam



Midterm Exam (In
curriculum guide)



Buckle Down Workbook




District
-
wide
Midt
erm
Exam

(In curriculum
guide
)




















BRIDGETON PUBLIC SCHOOLS

CP Biology

PACING CHART/CURRICULUM MAP





Chapter 9: Cellular Reproduction










Unit 2:


The Cell

Essential

Question:

How does structure relate to function in living systems from the organismal to the cellular level?

TIMELINE


NJCCCS

SKILLS/CONTENT

OBJECTIVES

TEACHER’S
GUIDE/SUPPLEMENTAL
MATERIALS

ASSESSMENTS

1 Day


5.1.12.D.2

5.3.12.A.4

Lesson
:

Cell Growth


Obj: SWBAT



Explain why cells must remain
small



Summarize the primary stages of
the cell cycle



Describe the stages of interphase




Teachers Edition Pages 244
-
247



Cell Cycle Diagrams



Diagrams

2 Days


5.1.12.D.2

5.3.12.A.3
, 4


Lesson
:

Mitosis and Cytokinesis


Obj: SWBAT



Describe the events of each stage of
mitosis



Explain the process of cytokinesis




Teachers Edition Pages 248
-
252



Mitosis Posters



Microscope
-

Mitosis Slides



Posters



Mitosis Slide
diagrams



BRIDGETON PUBLIC SCHOOLS

CP Biology

PACING CHART/CURRICULUM MAP



Chapter 9: Cellular Reproduction










Unit 2:


The Cell

Essential

Question:

How does structure relate to function in living systems from the organismal to the cellular level?


TIMELINE


NJCCCS

SKILLS/CONTENT

OBJECTIVES

TEACHER’S
GUIDE/SUPPLEMENTAL
MATERIALS

ASSESSMENTS

2.5 Days

5.1.12.A.3

5.1.12.B.1

5.1.12.C.1

5.1.12.D.3

5.3.12.A.5


Lesson
:

Cell Cycle Regulation


Obj: SWBAT



Summarize the role of cyclin
proteins on controlling the cell



Explain cancer in terms of the cell
cycle



Summarize the two types of stem
cells and their potential uses



Demonstrate the regene
rative
properties of stem cells




Teachers Edition Pages 253
-
257



Stem Cell Research page 258



Cancer Activity (In
curriculum guide)



“Planarian Regeneration
Lab” (In curriculum guide)



Stem Cell Essays



Cancer Activity



Lab Report

2 Days


Unit 2 Exam



Unit 2
Exam (In curriculum
guide)



Buckle Down Workbook




Unit 2 Exam:
Chapters 6
-
9









BRIDGETON PUBLIC SCHOOLS

CP Biology

PACING CHART/CURRICULUM MAP



Chapter
10
:

Sexual Reproduction and Genetics








Unit 3
:

Genetics



Essential

Question:

How is genetic information passed through generations?

TIMELINE


NJCCCS

SKILLS/CONTENT

OBJECTIVES

TEACHER’S
GUIDE/SUPPLEMENTAL
MATERIALS

ASSESSMENTS

1
.5 Days


5.1.12.D.2

5.3.12.D.3

Lesson
:

Meiosis


Obj: SWBAT



Explain why there is a reduction in
chromosome number during
meiosis



Diagram and explain the stages of
meiosis



Analyze

the importance of meiosis
in providing genetic variation




Teachers Edition
Pages
270
-
276



Meiosis Diagrams



Diagrams

1.5 Days


5.1.12.A.3

5.1.12.B.1
, 2

5.1.12.D.3

5.3.12.D.3

Lesson
:

Mendelian Genetics


Obj: SWBAT



Summarize Mendel’s research



Understand the
law of segregation
and law of independent assortment



Predict offspring through crosses




Teachers Edition
Pages
277
-
282



Predict Probability in
Genetics Mini Lab 10.1 page
281



“Oompa Loompa Genetics
Practice” Activity (In
c畲u楣畬畭




Mini Lab 10.1



Genetics

W
orksheet



BRIDGETON PUBLIC SCHOOLS

CP Biology

PACING CHART/CURRICULUM MAP



Chapter 10: Sexual Reproduction and Genetics








Unit 3: Genetics



Essential

Question:

How is genetic information passed through generations?


TIMELINE


NJCCCS

SKILLS/CONTENT

OBJECTIVES

TEACHER’S
GUIDE/SUPPLEMENTAL
MATERIALS

ASSESSMENTS

.5

Days

5.3.12.D.3

Lesson
:

Gene Linkage and
Polyploidy


Obj: SWBAT




Explain genetic recombination



Describe how gene linkage can be
used to create chromosome maps



Analyze why polyploidy is
important to agriculture




Teachers Edition
Pages

283
-
285




Enrichment Activity
“Diagramming:
m牥摩捴楮d⁐污湴l
䝥湥瑩c⁔ a楴s
-

啮楴″r
oe獯畲se猠扯潫⁰s来


















BRIDGETON PUBLIC SCHOOLS

CP Biology

PACING CHART/CURRICULUM MAP




Chapter
11
:

Complex Inheritance and Human Heredity








Unit 3
:

Genetics


Essential

Question:

How is genetic information passed through
generations?

TIMELINE


NJCCCS

SKILLS/CONTENT

OBJECTIVES

TEACHER’S
GUIDE/SUPPLEMENTAL
MATERIALS

ASSESSMENTS

1.5 Days




5.1.12.B.1

5.1.12.D.1

5.1.12.D.2

5.3.12.D.3

Lesson
:

Basic Inheritance Patterns


Obj: SWBAT



Analyze individual genetic patterns
to
determine dominant or recessive
inheritance patterns



Create human pedigrees




Teachers Edition Pages 296
-
301



“A Family Portrait” Lab



Family Portrait Lab

1 Day


5.1.12.A.3

5.1.12.B.1

5.1.12.D.3

5.3.12.D.2
, 3


Lesson
:

Complex Inheritance
Patterns


Obj: SWBAT



Distinguish between various
complex inheritance patterns such
as incomplete, codominance,
multiple alleles



Analyze sex linked inheritance
patterns



Explain how the environment can
influence the phenotype of an
organism




Teachers Edition Pages 302
-
310



“Hand
span, Determining
Polygenic Inheritance” Lab
(In curriculum guide)




Lab Questions



BRIDGETON PUBLIC SCHOOLS

CP Biology

PACING CHART/CURRICULUM MAP



Chapter 11: Complex Inheritance and Human Heredity








Unit 3: Genetics


Essential

Question:

How is genetic information passed through generations?


TIMELINE


NJCCCS

SKILLS/CONTENT

OBJECTIVES

TEACHER’S
GUIDE/SUPPLEMENTAL
MATERIALS

ASSESSMENTS

1

5.1.12.B.1

5.1.12.C.1

5.1.12.D.1

5.3.12.D.2
, 3


Lesson
:

Chromosomes and Human
Heredity


Obj: SWBAT



Orally explain examples of genetic
disorders



Distinguish between normal
karyotypes and abnormal ones



Describe the role of telomeres




Teachers Edition Pages 311
-
315




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Ef渠n畲物r畬畭⁧畩ueF




Project

1 Day


Lesson:

Review and Test




Chapter 10 and 11 Test (In
curriculum guide)



Buckle Down

Workbook




Test










BRIDGETON PUBLIC SCHOOLS

CP Biology

PACING CHART/CURRICULUM MAP



Chapter
12
:

Molecular Genetics












Unit 3:


Genetics

Essential

Question:

How is genetic information passed through generations?

TIMELINE


NJCCCS

SKILLS/CONTENT

OBJECTIVES

TEACHER’S
GUIDE/SUPPLEMENTAL
MATERIALS

ASSESSMENTS

2 Days


5.1.12.A.3

5.1.12.B.1

5.1.12.D.2,3

5.3.12.D.3

Lesson
:

DNA


Obj: SWBAT



Summarize experiments leading to
the discovery

of DNA as genetic
material



D
iagram

and label the basic
structure of DNA



Describe the basic structure of a
chromosome



Explain base pairing
and use them
to replicate DNA




Teachers Edition Pages 326
-
335



“Building a DNA Model”
呡步⁨潭攠 c瑩癩vy
f渠
c畲u楣畬畭ig畩摥u



“Dog Trait Lab” (In
c畲u楣畬畭ig畩摥u



DNA Model



Lab Report

1.5 Days

5.1.12.A.3

5.1.12.B.1

5.1.12.D.3

5.3.12.D.2
, 3


Lesson
:


Decoding DNA and RNA


Obj: SWBAT



Distinguish between messenger
RNA, ribosomal DNA, and transfer
RNA



Summarize the role of polymerase



Describe how the code of DNA is
translated into messenger RNA and
utilized




Teachers Edition Pages

336
-
371



“DNA Extraction
Lab” (In
c畲u楣畬畭ig畩摥u



Lab Report

BRIDGETON PUBLIC SCHOOLS

CP Biology

PACING CHART/CURRICULUM MAP




Chapter
13
:

Genetics and Biotechnology









Unit

3
:


Genetics


Essential

Questi
on:

How is genetic information passed through generations?

TIMELINE


NJCCCS

SKILLS/CONTENT

OBJECTIVES

TEACHER’S

GUIDE/SUPPLEMENTAL
MATERIALS

ASSESSMENTS

1 Day


5.1.12.D.2

5.3.12.D.2

5.3.12.E.1
, 2


Lesson
:


Applied

Genetics


Obj: SWBAT



Describe and analyze selective
breeding



Compare inbreeding and
hybridization



Assess genotypes using test
crosses




Teachers Edition
Pages 360
-
362



Student generated chart on
selective breeding vs.
inbreeding vs. hybridization




Chart

1 Day



5.3.12.D.2

5.3.12.E.1
, 2



Lesson
:

DNA Technology


Obj: SWBAT



Describe how genetic engineers
manipulate DNA



Compare selective breeding to
genetic
engineering



Summarize how genetic
engineering can be used to
improve human health




Teachers Edition Pages 363
-
371





BRIDGETON PUBLIC SCHOOLS

CP Biology

PACING CHART/CURRICULUM MAP




Chapter 13:

Genetics and Biotechnology









Unit 3:


Genetics


Essential

Questi
on:
How is genetic information passed through
generations?


TIMELINE


NJCCCS

SKILLS/CONTENT

OBJECTIVES

TEACHER’S
GUIDE/SUPPLEMENTAL
MATERIALS

ASSESSMENTS

1.5 Days

5.1.12.C.1

5.3.12.D.1

Lesson
:

The Human Genome


Obj: SWBAT



Describe the components of the
human genome



Describe how forensic
scientists
use DNA fingerprinting



Explain how information from the
human genome can be used to
diagnose human disease




Teachers Edition Pages 372
-
379



Human Genome Project
Research
Activity
-

students
research the Human Genome
Project and present findings to
the class




Human Genome
Project Activity

2 Days


Unit 3
Exam



Unit 3 Exam (In curriculum
guide)



Buckle Down

Workbook




Unit 3
Exam
:
Chapters 10
-
13



BRIDGETON PUBLIC SCHOOLS

CP Biology

PACING CHART/CURRICULUM MAP




Chapter
14
:

The History of Life









Unit
4
:

History of Biological Diversity


Essential

Questi
on:
How does
natural selection encourage inner and intra
-

specific diversity over time?

TIMELINE


NJCCCS

SKILLS/CONTENT

OBJECTIVES

TEACHER’S
GUIDE/SUPPLEMENTAL
MATERIALS

ASSESSMENTS

1.5 Days




5.1.12.A.3

5.1.12.B.2
,3
5.1.12.D.1

5.1.12.D.2

5.3.12.E.3

Lesson
:

Fossil Evidence of Change


Obj: SWBAT



Describe a typical sequence of
events in fossilization



Compare techniques for dating
fossils



Identify and describe major events
using the geologic time scale




Teachers Edition Pages 392
-
400



Student generated timeline
s of
the Geologic Time Scale




Geologic Time Scale
timeline

1 Day


5.1.12.A.3

5.1.12.B.1
, 3

5.1.12.D.3

5.3.12.E.4

Lesson
:

The Origin of Life


Obj: SWBAT



Differentiate between spontaneous
generation and biogenesis



Sequence the events that may have
led to
cellular life




Teachers Edition Pages 401
-
407



Biolab “Is Spontaneous
Generation Possible” page
㐰4





Lab Report



BRIDGETON PUBLIC SCHOOLS

CP Biology

PACING CHART/CURRICULUM MAP




Chapter
15
:

Evolution










Unit
4
:


History of Biological Diversity

Essential

Questi
on:
How does natural selection encourage inner and
intra
-

specific diversity over time?

TIMELINE


NJCCCS

SKILLS/CONTENT

OBJECTIVES

TEACHER’S
GUIDE/SUPPLEMENTAL
MATERIALS

ASSESSMENTS

1.5 Days


5.1.12.A.3

5.1.12.B.1
-
3

5.1.12.C.3

5.1.12.D.1, 3

5.3.12.E.3

5.3.12.E.4

Lesson
:

Darwin’s Theory of
Evolution by
Natural Selection


Obj: SWBAT



Discuss evidence that convinced
Darwin that species could change
over time



List and explain the principles of
natural selection



Illustrate how natural selection can
change a population




Teachers Edition Pages 418
-
422



“Darwin’s

周q潲y映fat畲u氠
pe汥l瑩潮㨠oe灰p牥搠䵯d栠
Simulation” Lab (In
c畲u楣畬畭ig畩摥u



Lab Questions



BRIDGETON PUBLIC SCHOOLS

CP Biology

PACING CHART/CURRICULUM MAP




Chapter 15: Evolution










Unit 4:


History of Biological Diversity

Essential

Questi
on:
How does natural selection encourage inner and intra
-

specific
diversity over time?

TIMELINE


NJCCCS

SKILLS/CONTENT

OBJECTIVES

TEACHER’S
GUIDE/SUPPLEMENTAL
MATERIALS

ASSESSMENTS

3

Day
s

5.1.12.A.3

5.1.12.B.1

5.1.12.C.3

5.1.12.D.1,3

5.3.12.E.2
-
4


Lesson
:

Evidence of Evolution


Obj: SWBAT



Discuss
current evidence of
evolution through DNA and
fossils



Identifying similarities and
differences
of organisms through
dissection




Teachers Edition Pages 423
-
430



“Animal Adaptation”
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fn
c畲u楣畬畭ig畩摥u



Dissection Guides for:

(In
curriculum guide)

o

Sharks

o

Mussels

o

Fetal Pigs

o

Earthworms

o

Grasshoppers

o

Frogs

o

Star Fish

o

Squid



Research Paper



Dissection Lab
Reports/Papers

1.5 Days


5.1.12.A.3

5.1.12.B.1
, 2

5.1.12.D.3

5.3.12.E.4

Lesson
:

Shaping Evolutionary
Theory


Obj: SWBAT



Discuss patterns in evolution



Describe
factors that influence
speciation



Compare gradualism with
punctuated equilibrium




Teachers Edition Pages 431
-
441



“Woolybooger Lab” (In
c畲u楣畬畭ig畩摥u



“Adaptations of the Human
Hand” Lab (In curriculum
g畩摥u



Lab Report

BRIDGETON PUBLIC SCHOOLS

CP Biology

PACING CHART/CURRICULUM MAP



Chapter 15: Evolution










Unit 4:


History of Biological Diversity

Essential

Questi
on:
How does natural selection encourage inner and intra
-

specific diversity over time?

TIMELINE


NJCCCS

SKILLS/CONTENT

OBJECTIVES

TEACHER’S
GUIDE/SUPPLEMENTAL
MATERIALS

ASSESSMENTS

2 Days


Unit 4
Exam



Unit 4 Exam (In curriculum
guide)



Buckle Down Workbook




Unit 4
Exam
:
Chapters 14
-
15


















BRIDGETON PUBLIC SCHOOLS

CP Biology

PACING CHART/CURRICULUM MAP



Final Exam




TIMELINE


NJCCCS

SKILLS/CONTENT

OBJECTIVES

TEACHER’S
GUIDE/SUPPLEMENTAL
MATERIALS

ASSESSMENTS

2

Days


Lesson: Final Exam Re
view



1

Day


Final Exam



Final Exam (In curriculum
guide)



Buckle Down Workbook




District
-
wide Final
Exam

(In curriculum
guide)