Course/ Subject: AP Biology Grade: 11/12 Teacher: State Standards-

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1 CURRICULUM MAP Course/ Subject: AP Biology Grade: 11/12 Teacher: Month(or length of time to complete): Evolution Unit (4 weeks) National Benchmark being addressed (*Please Identify by topic using the atlas posted on the National Science Digital Library. *Use a Roman Numeral to identify each benchmark) I. The basic idea of biological evolution is that the earth's present-day species are descended from earlier, distinctly different species II. The degree of relatedness between organisms or species can be estimated from the similarity of their DNA sequences, which often closely match their classification based on anatomical similarities III. Molecular evidence substantiates the anatomical evidence for evolution and provides additional detail about the sequence in which various lines of descent branched off from one another IV. Evolution builds on what already exists, so the more variety there is, the more there can be in the future. But evolution does not necessitate long-term progress in some set direction. Evolutionary change appears to be like the growth of a bush: Some branches survive from the beginning with little or no change; many die out altogether; and others branch repeatedly, sometimes giving rise to more complex organisms V. Modern ideas about evolution and heredity provide a scientific explanation for the history of life on Earth as depicted in the fossil record and in the similarities evident within the diversity of existing organisms State Standards- By Benchmark, correlate with state standards located on the PDE SAS website. Please include which National Benchmark that you are correlating with (Indicate with the appropriate roman numeral.) I. 3.1.B.C3 II. 3.1.B.C4 III. IV. 3.1.B.C1 V. 3.1.B.C2 Skills/Competencies -Please identify using the appropriate roman numeral and then a lowercase letter so that others may see the relationship by national benchmark/state Standard. I.A Evolution of Populations PowerPoint I.B. Fossils Activity II.,III. A Evidence for Evolution PowerPoint II.,III. B. Amino Acid Homologies Activity IV.A. Origin of Populations PowerPoint IV.B. Hardy-Weinberg Problems Practice IV.C. Hardy-Weinberg Lab V.A. Origin of Species PowerPoint V.B. Cladogram Activity V.C. Island Biogeography Activity Assessment (common or individual; formative or summative) -Please identify using the Appropriate roman numeral and then a lowercase letter so that others may see the relationship by national benchmark/state Standard I.A. Test I.B. Grade Fossils Activity II.,III.A. Test II.,III.B. Grade Amino Acid Homologies Activity IV.A. Test IV.B. Hardy-Weinberg Problems Quiz IV.C. Grade Hardy-Weinberg Lab V.A. Test V.B. Grade Cladogram Activity V.C. Grade Island Biogeography Activity Evolution Unit Test

2 VI. Heritable characteristics can be observed at molecular and whole-organism levels--in structure, chemistry, or behavior. These characteristics strongly influence what capabilities an organism will have and how it will react, and therefore influence how likely it is to survive and reproduce VII. Natural selection leads to organisms that are wellsuited for survival in particular environments VIII. Offspring of advantaged individuals, in turn, are more likely than others to survive and reproduce in that environment. The proportion of individuals that have advantageous characteristics will increase IX. When an environment, including other organisms that inhabit it changes, the survival value of inherited characteristics may change X. Chance alone can result in the persistence of some heritable characteristics having no survival or reproductive advantage or disadvantage for the organism XI. The continuing operation of natural selection on new characteristics and in changing environments, over and over again for millions of years, has produced a succession of diverse new species VI. 3.1.B.C2 VII. 3.1.B.C2 VIII. 3.1.B. C2 IX. 3.1.B.C2 X. 3.1.B.C.2 XI. 3.1.B.C2

3 Diversity of Life Unit (4 weeks) National Benchmark being addressed State Standards- Skills/Competencies - Assessment (common or individual; formative or summative). I. Life on earth is thought to have begun as simple, one-celled organisms about 4 billion years ago. During the first 2 billion years, only single-cell microorganisms existed, but once cells with nuclei developed about a billion years ago, increasingly complex multicellular organisms evolved I. 3.1.B.A1 I. 3.1.B.A9 I.,II.3.1.B.C2 IA Prokaryotes PowerPoint IB. Bacteria WebQuest IIA. Protists PowerPoint I A. Bacteria Test II C. Plant Diversity Test II D. Grade Flower Dissection Lab II F. Grade Fungus Lab II. A classification system is a framework created by scientists for describing the vast diversity of organisms, indicating the degree of relatedness between organisms, and framing research questions IIB. Protists Lab IIC. Plant Diversity PowerPoint IID. Flower Dissection Lab II H. Grade Body Plan Activity II I. Invertebrate Quizzes (daily) II J. Grade Crayfish and Grasshopper Comparison Activity IIE. Fungi PowerPoint IIF. Fungus Lab IIG. Animal Diversity PowerPoint II. Invertebrates Test II N. Grade Hominid Skulls Activity Diversity of Life Unit Test IIH. Animal Body Plan Activity II I. Invertebrates Student s II J. Crayfish and Grasshopper

4 Comparison Activity II K. Starfish Dissection II L. Vertebrates PowerPoint II M. Human Evolution II N. Hominid Skulls Activity II O. Diversity Unit Jeopardy Review

5 Unit: Cell Biology Unit (3 weeks) National Benchmark State Standards Skills/Competencies Assessment I. The configuration of atoms in a molecule determines the molecule's properties. Shapes are particularly important in how large molecules interact with others II. The work of the cell is carried out by the many different types of molecules it assembles, mostly proteins. Protein molecules are long, usually folded chains made from 20 different kinds of amino acid molecules. The function of each protein molecule depends on its specific sequence of amino acids and its shape. The shape of the chain is a consequence of attractions between its parts III. In all but quite primitive cells, a complex network of proteins provides organization and shape and, for animal cells, movement I.3.1.C.A7 II. 3.1.C.B5 II. 3.1.B.A7 III. 3.1.B.A5 IV. 3.1.B.A5 I. Carbon Chemistry PowerPoint I. Molecular Models Activity II., VII. Macromolecule PowerPoint II. Carbohydrates Lab III. Cell Structures PowerPoint III. Cell Parts Small Group Study III. Microscope Lab I. Functional Groups Quiz I. Grade Molecular Models Activity II. Grade Carbohydrates Lab II. Macromolecules Test III. Grade Microscope Lab III. Cell Parts Test IV. Grade Diffusion and Osmosis Lab Cell Biology Unit Test IV. Every cell is covered by a membrane that controls what can enter and leave the cell V. Within the cells are specialized parts for the transport of materials, energy capture and release, protein building, waste disposal, passing information, and even movement VI. Some protein molecules assist in replicating genetic information, repairing cell structures, helping other molecules get in or out of the cell, and generally catalyzing and regulating molecular interactions VII. In addition to the basic cellular functions common to all cells, most cells in multicellular organisms perform some special functions that others do not IV. Diffusion and Osmosis Lab IV., VI. Transport PowerPoint IV. BioFlix: Membrane Transport V., VII., VIII. Osmoregulation PowerPoint V., VII., VIII. Nervous System PowerPoint V., VII., VIII. Sensory Systems PowerPoint

6 VIII. Communication between cells is required to coordinate their diverse activities. Some cells secrete substances that spread to nearby cells or are carried in the bloodstream to all cells. Along nerve cells, electrical impulses carry information much more rapidly than is possible by diffusion or blood flow

7 Unit: Biochemical Energy Unit (3 4 weeks) National Benchmark State Standard Skills/Competencies Assessment

8 I. Chemical energy is associated with the configuration of atoms in molecules that make up a substance. Some changes of configuration require a net input of energy whereas others cause a net release II. The chemical elements that make up the molecules of living things pass through food webs and are combined and recombined in different ways. At each link in a food web, some energy is stored in newly made structures but much is dissipated into the environment. Continual input of energy from sunlight keeps the process going III. Many forms of energy can be considered to be either kinetic energy, which is the energy of motion, or potential energy, which depends on the separation between mutually attracting or repelling objects IV. In any system of atoms or molecules, the statistical odds are that the atoms or molecules will end up with less order than they originally had and that the thermal energy will be spread out more evenly. The amount of order in a system may stay the same or increase, but only if the surrounding environment becomes even less ordered. The total amount of order in the universe always tends to decrease I. 3.1.C.A1 II. 3.1.C.A2 II. 3.1.B.A2 III. 3.2.C.B2 IV. 3.2.C.B3 V.3.2.C.B3 VI. 3.1.B.A5 VII. 3.1.B.A5 I., III., IV. Thermodynamics for Biological System PowerPoint VI. Enzymes PowerPoint VI. Toothpickase Activity III., VI. Enzyme Lab II., VII., VIII. Respiration PowerPoint VII. Respiration Lab VIII. Digestive System PowerPoint VIII. Circulatory System PowerPoint VIII. Motor Systems PowerPoint VIII. Gas Exchange PowerPoint VIII. Blood Pressure Lab I. Thermodynamics Quiz VI. Grade Toothpickase Activity III., VI. Grade Enzyme Lab VII. Grade Respiration Lab VII. Enzymes and Respiration Test VIII. Digestive and Circulatory Systems Test VIII. Grade Blood Pressure Lab Biochemical Energy Unit Test V. As energy spreads out, whether by conduction, convection, or radiation, the total amount of energy stays the same. However, since it is spread out, less can be done with it VI. Most cells function best within a narrow range of temperature and acidity. At very low temperatures, reaction rates are too slow. High temperatures and/or extremes of acidity can irreversibly change the structure of most protein molecules. Even

9 small changes in acidity can alter the molecules and how they interact VII. Within the cells are specialized parts for the transport of materials, energy capture and release, protein building, waste disposal, passing information, and even movement VIII. In addition to the basic cellular functions common to all cells, most cells in multicellular organisms perform some special functions that others do not CURRICULUM MAP Course/ Subject: Grade: Teacher:

10 Unit: Cell Communication (2 weeks) National Benchmark being addressed State Standards- Skills/Competencies Assessment (common or individual; formative or summative) I. The immune system functions to protect against microscopic organisms and foreign substances that enter from outside the body and against some cancer cells that arise within. II. Some allergic reactions are caused by the body's immune responses to usually harmless environmental substances. Sometimes the immune system may attack some of the body's own cells III. Some viral diseases, such as AIDS, destroy critical cells of the immune system, leaving the body unable to deal with multiple infection agents and cancerous cells I, II, III, IV B V. 3.1.B.A6 VI. 3.1.B.A8 I, II, III, IV Immune System Powerpoint I, II, III Immune System WebQuest IV, V Cell Communication Powerpoint Immune System and Cell Communication Test IV. Psychological distress may affect an individual's vulnerability to biological disease V. Communication between cells is required to coordinate their diverse activities. Cells may secrete molecules that spread locally to nearby cells or that are carried in the bloodstream to cells throughout the body. Nerve cells transmit electrochemical signals that carry information much more rapidly than is possible by diffusion or blood flow VI. In addition to the basic cellular functions common to all cells, most cells in multicellular organisms perform some special functions that others do not

11 Course/ Subject: Grade: Teacher: Unit: Plants (3 weeks) National Benchmark being addressed State Standards- Skills/Competencies - Assessment (common or individual; formative or summative) I. Plants alter the earth's atmosphere by removing carbon dioxide from it, using the carbon to make sugars and releasing oxygen II. III. In classifying organisms, scientists consider details of both internal and external structures A classification system is a framework created by scientists for describing the vast diversity of organisms, indicating the degree of relatedness between organisms, and framing research questions I. 3.1.B.A2 II. S11.A III. S11.B I. Photosynthesis Powerpoint I. Photosynthesis Lab II., III. Plant Structures and Growth Powerpoint II, III Plant Transport Powerpoint II, III Transpiration Lab II, III Plant Reproduction I. Photosynthesis Test I. Grade Photosynthesis Lab II, III Plant Structures and Growth Quiz II, III Grade Transpiration Lab II, III Grade Flower Anatomy Lab II, III Transport and Reproduction Test II, III Flower Anatomy Lab Plant Unit Test II, III Plant Nutrition Independent Study Packet II, III Plant Regulation

12 Course/ Subject: Grade: Teacher: Month(or length of time to complete): National Benchmark being addressed State Standards- Skills/Competencies - Assessment (common or individual; formative or summative) I. The genetic information encoded in DNA molecules is virtually the same for all life forms II. III. IV. Heritable characteristics can be observed at molecular and whole-organism levelsin structure, chemistry, or behavior Heritable characteristics can include details of biochemistry and anatomical features that are ultimately produced in the development of the organism? By biochemical or anatomical means, heritable characteristics may also influence behavior DNA molecules are long chains linking just four kinds of smaller molecules, whose precise sequence encodes genetic information V. The information passed from parents to offspring is coded in DNA molecules, long chains linking just four kinds of smaller molecules, whose precise sequence encodes genetic information VI. As successive generations of an I., IV, V B3 IV, V S11.B I, II, III, VI, VII, VIII S11.B IX, X, XI E2 IX, X, XI S11.B VII, VIII Mitosis Powerpoint VII, VIII Mitosis Lab VI, Meiosis Powerpoint VI Meiosis Lab I, II, III, IV, V DNA and Protein Synthesis Powerpoint II Pedigree Analysis II Fly Breeding Lab IX, X, XI Maps IX, X, XI Genetic Linkage Bacterial Gene VII, VIII Mitosis Test VII, VIII Grade Mitosis Lab VI Grade Meiosis Lab I, II, III, IV, V DNA Test II Grade Pedigree Analysis II Grade Fly Breeding Lab IX, X, XII Gene Expression Test IX, X, XII Grade Electrophoresis Lab IX, X, XII Grade Transformation Lab DNA Unit Test

13 VII. VIII. IX. embryo's cells form by division, small differences in their immediate environments cause them to develop slightly differently, by activating or inactivating different parts of the DNA information. The same genetic information is copied in each cell of the new organism Cells repeatedly divide to make more cells for growth and repair New medical techniques, efficient health care delivery systems, improved diet and sanitation, and a fuller understanding of the nature of health and disease give today's human beings a better chance of staying healthy than their ancestors had Expression Powerpoint IX, X, XI DNA Electrophoresis Lab IX, X, XI Eukaryotic Gene Expression Powerpoint IX, X, XI Viruses and Viral Genetics Powerpoint IX, X, XI Biotechnology Powerpoint X. Biotechnology has contributed to health improvement in many ways, but its cost and application have led to a variety of controversial social and ethical issues XI. Knowledge of genetics is opening whole new fields of health care. In diagnosis, mapping of genetic instructions in cells makes it possible to detect defective genes that may lead to poor health. In treatment, substances from genetically engineered organisms may reduce the cost and side effects of replacing missing body chemicals IX, X, XI DNA Goes to the Races Activity IX, X, XI DNA Scissors Activity IX, X, XI Bacterial Transformation Lab

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