First 9 Weeks BIO.1 (ongoing) tested Q3 BIO.2 a-c BIO.3 a-b Second 9 Weeks BIO.3 c-e BIO.4 b BIO.5 a.b.c.d.f BIO.2d Third 9 Weeks BIO.5 e,f,g,h,I,j BIO.6 BIO.6 Fourth 9 Weeks BIO.8 BIO.4 First Nine Weeks Dates Standards/Essential Questions Essential Knowledge/Skills/Understanding Resources Week 1-6 Standard: BIO.1 The student will demonstrate an understanding of scientific reasoning, logic, and the nature of science by planning and conducting investigations in which observations of living organisms are recorded in the lab and in the field; hypotheses are formulated based on direct observations and information from scientific literature; variables are defined and investigations are designed to test hypotheses; graphing and arithmetic calculations are used as tools in data analysis; conclusions are formed based on recorded quantitative and qualitative data; sources of error inherent Bio.1 In order to meet this standard, it is expected that students will conduct investigations in the classroom and field, as appropriate, and critically examine investigations reported in scientific literature and databases. collect preliminary observations, both qualitative and quantitative. make clear distinctions among observations, inferences, and predictions. formulate hypotheses based on relationships. justify hypotheses based on both preliminary observations and scientific literature. identify the independent variable (IV) and the values of the IV that will be used in the experiment. select dependent variables that allow collection of quantitative data. identify variables that must be held constant. establish controls as appropriate. Key Vocabulary Located \\Bcps4\science_pacing_guides\Biology\Vocabulary DOE Lesson Plans Textbook Resources Holt Biology Prentice Hall Resources/Lessons Located \\Bcps4\science_pacing_guides\Biology\Lessons, Resources, and Assessments
in experimental design are identified and discussed; validity of data is determined; chemicals and equipment are used in a safe manner; appropriate technology including computers, graphing calculators, and probeware, is used for gathering and analyzing data, communicating results, modeling concepts, and simulating experimental conditions; research utilizes scientific literature; differentiation is made between a scientific hypothesis, theory, and law; alternative scientific explanations and models are recognized and analyzed; and current applications of biological concepts are used. BIO.2 The student will investigate and understand the chemical and biochemical principles essential for life. Key concepts include water chemistry and its impact on life processes; the structure and function write clear, replicable procedures. identify and use appropriate technology for data collection and analysis, including probeware (i.e., sensors for temperature, pH and dissolved oxygen). record quantitative data in clearly labeled tables with units. include labeled diagrams in the data record. determine the range, mean, and values for data, using a graphing calculator and/or computer spreadsheet software. plot data graphically, showing independent and dependent variables. describe trends from the data where appropriate, using a graphing calculator and/or computer spreadsheet. recognize and discuss contradictory or unusual data. determine the extent to which data support/do not support a hypothesis, and propose further hypotheses and directions for continued research. discuss the validity of results as related to accuracy, confidence, and sources of experimental error based on number of trials and variance in the data. use evidence, apply logic, and construct an argument for conclusions based on reported data. recognize that in order to ensure the validity of scientific investigations, they must be evaluated by other members of the scientific community.
Second Nine Weeks Dates Standards/Essential Questions Essential Knowledge/Skills/Understanding Resources Weeks 10-11 BIO.3 c)similarities between the activities of the organelles in a single cell and a whole organism; the cell membrane model; and the impact of surface area to volume ratio on cell division, material transport, and other life processes. BIO.4 The student will investigate and understand life functions of Archaea, Bacteria and Eukarya. Key concepts include b) maintenance of homeostasis BIO.5 The student will investigate and understand common mechanisms of inheritance and protein synthesis. Key concepts include cell specialization compare and contrast the activities of an organelle in a single cell and a whole organism. identify the following essential cell structures and their functions the nucleus (contains DNA; site where RNA is made) ribosome (site of protein synthesis) mitochondrion (site of cell respiration) chloroplast (site of photosynthesis) endoplasmic reticulum (transports materials through the cell) Golgi (site where cell products are packaged for export) lysosome (contains digestive enzymes) cell membrane (controls what enters and leaves the cell) cell wall (provides support) vacuole (storage of material) cytoplasm (contains organelles and site of many chemical reactions) centriole (organizes spindle fibers in animal cells) cytoskeleton describe how the selective permeability of the cell membrane affects the life of a cell. describe processes associated with movement across the membrane for diffusion, facilitated diffusion, osmosis, and active transport. describe the relationship between a cell’s external solute concentration and its effect on the cell’s internal solute Key Vocabulary Located \\Bcps4\science_pacing_guides\Biology\Vocabulary DOE Lesson Plans Textbook Resources Holt Biology Prentice Hall Resources/Lessons Located \\Bcps4\science_pacing_guides\Biology\Lessons, Resources, and Assessments
information; and exploration of the impact of DNA technologies. explain the process of protein synthesis, including DNA transcription and translation. evaluate examples of genetic engineering and the potential for controversy. describe the uses, limitations, and potential for misuse of genetic information. evaluate karyotype charts and make a determination of the gender and genetic health of the individual. Weeks 24-26 End of 3rd 9 weeks BIO.6 The student will investigate and understand bases for modern classification systems. Key concepts include structural similarities among organisms; fossil record interpretation; comparison of developmental stages in different organisms; examination of biochemical similarities and differences among organisms; and systems of classification that are adaptable to new scientific discoveries. In order to meet this standard, it is expected that students will construct and utilize dichotomous keys to classify groups of objects and organisms. describe relationships based on homologous structures. compare structural characteristics of an extinct organism, as evidenced by its fossil record, with present, familiar organisms. recognize similarities in embryonic stages in diverse organisms in the animal kingdom, from zygote through embryo and infer relationships. compare biochemical evidence (DNA sequences, amino acid sequences) and describe relationships. interpret a cladogram or phylogenic tree showing evolutionary relationships among organisms.
Fourth Nine Weeks Dates Standards/Essential Questions Essential Knowledge/Skills/Understanding Resources Weeks 27-28 BIO.8 The student will investigate and understand dynamic equilibria within populations, communities, and ecosystems. Key concepts include interactions within and among populations including carrying capacities, limiting factors, and growth curves; nutrient cycling with energy flow through ecosystems; succession patterns in ecosystems; the effects of natural events and human activities on ecosystems; and analysis of the flora, fauna, and microorganisms of Virginia ecosystems. In order to meet this standard, it is expected that students will graph and interpret a population growth curve and identify the carrying capacity of the populations. make predictions about changes that could occur in population numbers as the result of population interactions. illustrate and/or model the key processes in the water, carbon, and nitrogen cycle and explain the role of living things in each of the cycles. given an illustration of a food chain and a food web, identify each organism as a producer (autotroph), consumer (primary/second order), or decomposer and describe their role in the ecosystem. interpret how the flow of energy occurs between trophic levels in all ecosystems in each of the following: - food chain - food web - pyramid of energy - pyramid of biomass - pyramid of numbers. identify and describe an ecosystem in terms of the following: effects of biotic and abiotic components examples of interdependence evidence of human influences energy flow and nutrient cycling diversity analysis Key Vocabulary Located \\Bcps4\science_pacing_guides\Biology\Vocabulary DOE Lesson Plans Textbook Resources Holt Biology Prentice Hall Resources/Lessons Located \\Bcps4\science_pacing_guides\Biology\Lessons, Resources, and Assessments