Pacing Guide for Biology 2005-2006
Annual Course Syllabus
|Subject: Biology |2010- 201 |
|Teacher/Instructor: Barnard |Year 4 (Grade 9) |
|Annual Guiding Question: How do the actions of individuals impact the cultural developments of a society? |
|Timeline |Unit of Study |Student-Centered Activities | |
IB Assessment Criteria:
A-One World
B- Communication in Science
C- Knowledge and Understanding of Science
D-Scientific Inquiry
E- Processing Data
F- Attitudes in Science
|Timeline |Textbook Guide |NC SCOS |Assessment task and IB Extensions and Criteria | |
|WEEK/ | |2004 Standards | |Notes |
|DATES/ | | | |Extended Content |
|# of Days | | | |Description |
|1 |Intro to Class/Administration |No SCOS Mention |How to read Science texts | |
| |Ch 1.1 – Definitions of Life |Life Definition Vocabulary Terms |How to take Science notes | |
|8/25 | | |How to study Science |Throughout The Year - Reinforce |
|↓ |Ch 1.2 – Scientific Method |Steps of Scientific Method |Scientific Method |Create Hypotheses |
|8/30 | |Understanding/Reading Graphs (Interpreting), | |Identify/Use Controls |
| |Ignore: Ch 1.3 – The Nature of Biology |Charts, Data,… |Evolution/Genetics/Ecology overarching concepts of |Select/Use Measurement Tools |
|4 |–NOT SCOS!. |Recognize/ Identify Hypothesis, Variables, |biology |Organize Data into Charts/Graphs |
| | |Results of Exps. |Microscopy |Interpret Graph |
| | | | |Analyze and Interpret Data |
| | | |Measuring objects under the Microscope p. 173 |Communicate Findings |
| |Ch 2.1 – Organisms and Their |5.01 Interrelationships in Ecology | |Variables |
| |Environment | |Criteria A, B, C | |
| | |Abiotic/Biotic factors | | |
| |Environmental Factors |Concept of Niche | | |
| |5 Levels of Ecology | | | |
| | | | | |
| |Ch 2.1 – Organisms and Their |5.01 Interrelationships in Ecology |Paramecium competition experiment (First moderation | |
| |Environment | |task, criteria C, E) | |
|8/31 | |Symbiotic Relationships inc. Mutualism, | |Predict Patterns in Predator-Prey |
|↓ |Organisms in Ecosystems |Commensalism, Parasitism, Predator – Prey |Tanglewood field study (A, B) |Relationships |
|9/3 |Survival Relationships | | | |
| | | | | |
|4 |Ch 2.2 – Nutrition and Energy Flow |5.02 Flow of Energy in the Ecosystem | |Trophic Levels –Analyze for direction and |
| | |Food Chains | |efficiency of energy transfer |
| |Obtaining Energy – Trophs and Vores |Food Webs | | |
| |Matter and Energy Flow – Food Chains, |Energy Pyramids | | |
| |Webs, and Ecological Pyramids | | | |
| | | | | |
| | | |Criteria A, D | |
|3 |Ch 2.2 – Nutrition and Energy Flow |5.02 Cycling of Matter in the Ecosystem |Protozoan succession experiment (Moderation, Criteria|* Only the Carbon Cycle is 2004 SCOS! |
| | |Carbon Cycle |A, B) | |
|9/7 |Cycles in Nature |Photosynthesis and Respiration | |Suggest covering Nitrogen Cycle in Basic, |
|↓ | | | |but not an emphasis! |
|9/10 | | | |Explain basics of Photosynthesis and |
| | |5.01 Interrelationships in Ecology | |Respiration Processes Here! |
|4 |Ch 3.1 – Life in a Community |Explain how abiotic and biotic factors are | | |
| | |related to each other and their importance in|Salt tolerance of seeds p36 (D) |* No specific mention of Succession or |
| |Limiting Factors |ecosystems | |Biomes in 2004 SCOS! |
| |Tolerance Curves |Limiting Factors and their influence on | | |
| | |Competition, Carrying Capacity, and Survival | |Suggest Competition Graphs of Paramecium |
| | |(Food Availability) | |in same habitat. |
| | | | | |
| | | | |Suggest Graph of Precipitation – |
| |Ch 3.2 - Biomes | | |Temperature to explain role of Limiting |
| | | | |Factors on Biomes. |
|4 |Ch 4.1 – Population Dynamics |5.01 Interrelationships of Populations | | |
| | |Carrying Capacity and Population Curves |Parmecium/Didinium Predator Prey study (2nd |Analyze how Limiting Factors influence |
|9/13 |Exponential and Logistic Growth |Techniques of Field Ecology |moderation exercise criterion B, D) |Carrying Capacity |
|↓ |Limiting Factors and k | |Catch/Release population study p104 |Interpret Population Growth Graphs |
|9/17 |Lynx and Hare example | | |Sampling and Quadrant Studies |
| | | |(A, E) | |
|5 | |5.03 Human population growth and its Impact | |Human Population Growth Graphs |
| |Ch 4.2 Human Population |Historic and Potential Changes in Population | | |
| | |Factors Associated with those Changes | |Factors of Birth and Death Rate |
| |World Population Growth | | | |
| | | | | |
| |Ch 5 – Biological Diversity and |5.03 Human Effects on the Environment |Pond and protozoan food webs | |
|5 |Conservation | |(A) |Effects of Human Population groth on the |
| | |Resource Use | |Environment |
|9/20 |Habitat Use and Degradation |Climate Change | |Acid Rain, Habitat Destruction, |
|↓ |Conservation of Biodiversity |Sustainable Practices/Stewardship | |Non-Native Species |
|9/24 |Global Warming (p. 128) | | |Greenhouse Effect and Volcanos |
|5 | | | |Deforestation, Pesticide Use and |
| | | | |Bioaccumulation |
| | | | | |
|6 |Ch 6.1 – Atoms and Their Interactions |Basic Chemistry – Not 2004 SCOS |Serial dilution of universal indicator |No Mention of any Chemistry Topics in 2004|
| | |Concepts that are required later listed below| |SCOS |
|9/27 |Basic Chemistry |Balancing Equations – Reactants and Products |Enzyme Lab p 164 | |
|↓ | |Energy and Work in Chemical Reactions | |Can Introduce some of these topics now, or|
|10/1 | |PH and Solutions |(C, E) |present them as needed later. |
| |Ch 6.2 – Water and Diffusion | | | |
|5 | |Concept of Diffusion and Dynamic Equilibrium | | |
| |Properties of Water – Polarity, | | | |
| |Universal Solvent, etc.. | | | |
| |Diffusion and Solutions |2.01 Structure and Function of Organic | | |
| | |Molecules | | |
| |Ch 6.3 – Life Substances | | |Role and Importance of Organic Molecules |
| | |Carbohydrates – Glucose, Glycogen, Starch, | |Know specific Examples – Listed Left |
| |Role of Carbon |Cellulose | |Tests for Molecules – Iodine (Starch), |
| |Organic Molecules |Proteins – Insulin, Hemoglobin, Enzymes | |Brown Paper (Lipids), Benedict’s |
| | |Lipids – Fats | |(Monosaccharides), Biuret’s (Protein) |
| | |Nucleic Acids – DNA and RNA | |Emphasis on Functions and Subunits for |
| | | | |each type |
| | |2.03 Cell as a Living System | | |
| | | | | |
| | |Energy Use and Release in BioChem Reactions | | |
| | | | |Energy Release Activity – Burn a Nut or |
| | | | |Cheese Doodle? |
|7 |Continue 6.3 – Life Substances |2.01 Structure and Function of Organic |Dissolve Egg shell, experiment | |
| | |Molecules | | |
|10/4 |3 days | |Cell types p 184 (C, A) | |
|↓ | |Continue – 3 days | |Proficient Use and Understanding of Light |
|10/8 |Ch 7.1 – Discovery of Cells | | |Microscopes |
| | |4.01 Prokaryotic and Eukaryotic Organisms | |Should view a variety of Cells – Emphasis |
|5 |Cell Theory |Understand “membrane-bound” organelle | |on difference between Plant and Animal |
| |Microscopes – Hooke and Van Leeuwenhoek|Contrast Size and Chromosome Structure | |Cells? |
| |Prokaryotes and Eukaryotes |Use Microscopes | | |
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|8 |Ch 7.2 – Plasma Membrane |2.02 Structure and Function of The Cell |Microscopic study of the cell | |
| | |Nucleus | | |
|10/11 |Selective Permeability |Plasma Membrane |(C, E) |Should be able to Identify the listed Cell|
|↓ |Phospholipid Bilayer |Cell Wall | |Organelles |
|10/15 |Other MembraneComponents |Mitochondrion | |Creation of Cell Models |
| | |Vacuoles | | |
|5 | |Chloroplasts | | |
| |Ch 7.3 – Eukaryotic Cell |Ribosomes | | |
| | |Plant and Animal Cells | | |
| |Boundaries and Support |(ER, Golgi, Lysosomes, Cytoskeleton are NOT | | |
| |Cell Control |supposed to be on the Exam!) | | |
| |Assembly, Transport, and Storage | | | |
| |Energy Transformers | | | |
| |Support and Locomotion | | | |
|9 | | | | |
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|10/18 |Review & Quarter 1 Test | | | |
|↓ | | | | |
|10/22 |Test Covers Ecology, Chemistry, and | | | |
| |the Cell | | | |
|5 | | | | |
|1 |Ch 8.1 – Cellular Transport |2.03 The Cell as a Living System |Mitosis location p 214 (Moderation, Criteria A, ) | |
| | |Maintenance of Homeostasis | |Homeostasis Examples – Temperature, pH, |
|10/25 |Osmosis and the “tonics” |Movement of Materials in/out of Cells | |Blood Glucose, Water Balance |
| |Passive Transport |Diffusion, Osmosis, and the porous nature of | |Predict Changes in Osmotic Pressure in |
|10/29 |Active Transport |the Semipermeable Membrane | |Cells placed in different concentrations |
| | |Active and Passive Transport | |No mention of Pinocytosis, Phagocytosis, |
|4 | | | |Endocytosis, or Exocytosis |
| | | | |Emphasis is on Process, not terms such as |
| | | | |the –tonics, or turgor pressure |
| | | | | |
| | | | | |
|2 |Ch 9.1 – The Need for Energy |2.03 The Cell as a Living System |Lactose enzyme lab | |
| | |Energy Use and Release inn Biochemical |(A) |ATP as the source of energy for Cellular |
|11/1 |ATP and ADP |Reactions | |Activities |
| | |ATP and its Cycle with ADP | |Describe how cells store and use energy |
|11/5 | | | |with ATP and ADP |
| | | | | |
|5 |Enzymes – originally covered in Chapter|2.04 Structure, Function, and Importance of | | |
| |6.3 |Enzymes in Biological Systems | | |
| | | | |Have a General Understanding about how |
| | |Enzymes are Catalysts and Speed-Up Reactions | |Enzymes work |
| | |Re-Usable and Specific | |Understand that Enzymes are necessary for |
| | |Affected by Factors such as pH and | |ALL biochemical reactions |
| | |Temperature | | |
|3 |Ch 9.2 – Photosynthesis |2.05 photosynthesis | |Students should be able to list Reactants |
| | |Photosynthesis |What affects photosynthesis p 288 |and Products, not memorize step-by-step |
|11/8 |The Chemical Reaction |Factors that influence the rate of |Separate leaf pigments p 221 (Moderation activity B, |details |
| |Chloroplast Structure |Photosynthesis |C) |Not required to distinguish between Light |
|11/12 |Light-Dependent Reactions | | |Dependent and Light-Independent Reactions |
| |Electrons, Photolysis, and Electron | | | |
|5 |Transport | | | |
| |Calvin Cycle | | | |
| |Carbon Fixation and the Purpose of | | | |
| |Cycles | | | |
|4 |Ch 9.3 – Cellular Respiration |2.05 Cellular Respiration |Apple Juice fermentation p 236 | |
| | | | |Students should be able to list Reactants |
|11/15 |Glycolysis |Anaerobic Respiration |Maple syrup fermentation lab (moderation activity |and Products, not memorize step-by-step |
| |Fermentation | |Criteria D, E) |details |
|11/19 | | | |Both Lactic Acid and Alcoholic |
| | | | |Fermentation should be covered |
|5 | | | | |
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|5 |Ch 9.3 – Cellular Respiration |2.05 Cellular Respiration |Cell respiration labs | |
| | | | |Students should be able to list Reactants |
|11/22 |Aerobic Respiration |Aerobic Respiration |(A, C) |and Products, not memorize step-by-step |
| |Electron Transport |Factors that Influence the Rates and Types of| |details |
|11/23 |Comparing Photosynthesis and Cellular |Cellular Respiration. |Photosynthesis labs |Compare/Contrast efficiency of ATP |
| |Respiration | | |production, types of organisms using the |
|5 | | |(A, C) |processes, and organelles involved |
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|6 |Ch 11.1 – DNA:The Molecule of Heredity |3.01 Molecular Basis of Heredity |Extract DNA from strawberries | |
| | |Base Pairing and Hydrogen Bonds |(A, B) |Structure of the Double Helix |
|11/29 |DNA Structure |Structure of DNA compared to RNA | |Understand that the sequence of the |
| |DNA Replication |DNA Replication is Semiconservative and | |Nucleotide Bases is the Genetic |
|12/3 | |allows for exact copies of parental DNA to be| |Information |
| | |made | |Importance of Weak Hydrogen Bonds |
|5 | | | | |
|7 |Ch 11.2 – From DNA to Protein |3.01 Molecular Basis of Heredity | |Transcription produces an RNA copy of DNA |
| | |Transcription forms mRNA |Cut and paste labs |mRNA travels to the ribosome |
|12/6 |Genes and Proteins |mRNA and the Ribosome | |tRNA provide the appropriate amino acids |
| |RNA Structure and Function |tRNA’s “read” the mRNA | |which are linked by peptide bonds into |
|12/10 |Transcription |tRNA’s carry Amino Acids | |polypeptides |
| |The Genetic Code |Amino Acids link together | |Use of a codon chart |
|5 |Translation | | | |
| | | | | |
|8 |Ch 11.2 – From DNA to Protein |3.01 Molecular Basis of Heredity |Translate and transcribe lab p 293 | |
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|12/13 |Proteins |Protein Structure and Function |Mutations and proteins p 300 |Process of Polypeptide Folding |
| | |Gene Regulation | | |
|12/17 |Gene Regulation | |(A, C) | |
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|5 | | | | |
|9 |Ch 11.3 – Genetic Changes |An Organism’s cells are genetically | |Cell Differentiation in Multicellular |
| | |identical, but differ based on their |Make a pedigree |Organisms |
|1/3 |Mutations |expression of genes | |Cells respond to the environment by |
| |Chromosomal Alterations |Mutations change DNA and lead to a Change in |(A, D) |producing different types/amounts of |
|1/7 |Causes of Mutation |Proteins | |protein |
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|5 | | | | |
|10 |Ch 8.2 – Cell Reproduction |3.02 mitosis- asexual- reproduction | | |
| | | | | |
|1/10 |Cell Size Limits and Reproduction |Reasons for Mitosis | |Mitosis is Asexual Reproduction |
| |The Cell Cycle |Hierarchy of Cell Organization – tissues, | |Ability to organize mitosis illustrations |
|1/14 |Mitosis |organs, organ systems, etc.. | |and understand processes |
| |Results of Mitosis |Discuss Cancer | |NOT expected to memorize names of “phases”|
|5 |Organization of Organisms | | |or order of the names. |
|11 | | | | |
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|1/18 |Review & Semester Exam | | | |
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|1/20 |Exam will Cover Chemistry, Cells, | | | |
| |Transport, Energy Reactions, and DNA, | | | |
|3 |as well as Ecology | | | |
|1 |Ch 10.2 – Meiosis |3.02 meiosis - sexual reproduction |Homologous chromosomes p 264 | |
| | |Note Similarities and Differences of Mitosis |(A) |Meiosis is Sexual Reproduction |
|1/24 |Genes, Chromosomes, and Numbers |and Meiosis | |Note differences in number of cell |
| |Phases of Meiosis |Changes in Chromosome Number – i.e. haploid | |divisions, numbers of cells produced, DNA |
|1/28 |Providing Genetic Variation |vs. diploid | |separation |
| |Nondisjunction |Sources of Genetic Variation in Meiosis | |Crossing-Over, Independent Assortment, |
|4 | |Costs and Benefits of Asexual and Sexual | |Nondisjunction |
| | |Reproduction | |Fertilization |
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|2 |Ch 10.1 – Mendel and Meiosis |3.03 Patterns of Inheritance |Read Mendel in supplemental text | |
| | |Mendel’s Experiments and Laws | |Identify and Determine Genotypes and |
|1/31 |Mendel’s Methods | |(A, C) |Phenotypes |
| |Monohybrid Cross |Students should be able to solve and | |Understand that Dominant traits mask |
|2/4 |Phenotype vs. Genotype |interpret problems involving | |recessive alleles |
| |Dihybrid Cross |Genotype and Phenotype | |Independent Assortment and how it leads to|
|5 |Punnett Squares |Monohybrid Crosses and Punnett Squares | |greater Genetic Diversity |
| | |Test Crosses | |Solve Problems featuring Monohybrid |
| | | | |crosses – P, F1, F2 generations |
| | | | |No Dihybrid Crosses |
|3 |Ch 12.1 – Heredity and Human Genetics |3.03 Patterns of Inheritance |Eye color p 327 | |
| |Ch 12.2 – Different Rules |Pedigrees | |Identify Genotypes from a Pedigree showing|
|2/7 | |Alleles and Different Types of Expression – |(A) |Phenotypes |
| |Making Pedigrees |Intermediate Traits | |Incomplete Dominance and Codominance |
|2/11 |Simple Recessive and Dominant Heredity |Multiple Alleles and their Expression | |Blood Typing – determining parentage |
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|5 | | | | |
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|4 |Ch 12.2 – Different Rules |3.03 Patterns of Inheritance |Muscular Dystrophy p 326 | |
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|2/14 | |Polygenic Traits and Variation |Epigenetics video |Inheritance of Variable Traits such as |
| |Complex Patterns of Inheritance |Sex-Linked Traits | |skin and hair color |
|2/18 |Environmental Influences | |(A, C) |Understanding of Human Sex Chromosomes |
| | | | |Understand crosses involving Sex-Linked |
|5 | |Karyotypes | |Traits – colorblindness and hemophilia |
| |Ch 12.3 – Complex Inheritance |Human Examples - Review | |Why are Males more likely to express these|
| | | | |traits |
|2/22 |Human Examples of Complex Inheritance |4.04 Role of Internal and External Factors in| | |
| |Patterns |Health and Disease | |Interpret Karyotypes, gender and |
|2/25 | |Describe Genetic Conditions such as: | |chromosomal abnormalities |
| | |Sickle Cell, Colorblindness, Cystic Fibrosis,| | |
| | |Hemophilia, Down’s Syndrome, Huntington’s | | |
| | |Disease | | |
| | | | | |
| | |Discuss Conditions with Genetic and | | |
| | |Environmental components such as: | | |
| | |Diabetes, Asthma, Cardiovascular Disease | | |
|4 |Continue and Finish Genetics | |Restriction enzymes p 343 | |
| | | |Storing human genome p 350 | |
|2/28 | | | | |
| | | |(A, C) | |
|3/4 | | | | |
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|4 | | | | |
|6 |Ch 13 – Genetic Technology – especially|3.04 Genomics – Impacts on Individuals and |DNA Fingerprinting | |
| |13.2 |Society | | |
|3/7 | |Human Genome Project |pGlo lab |Reasons for Genome Project |
| |Not all of the Chapter is New Material.| | |Recognize that project is useful for |
|3/11 |Cover it, and focus on the specific |To Include: |(A, D) |identifying genetic markers and develop |
| |Standard Course of Study Topics – | | |gene therapies |
|5 |right. |ID of individuals |online labs | |
| | |ID of Parentage | | |
| |Highlights are: |Crime Scene Applications | |Gel Electrophoresis separates molecules |
| | |Screening for Genetic Disorders including | |based on size (shoud be able to interpret |
| |Inbreeding and Test Crosses |Amniocentesis | |results, not know steps or details of |
| |Recombinant DNA and Transgenic |Gene Therapy | |process) |
| |Organisms |Bacterial Production of Insulin | |Uses of DNA Fingerprinting |
| |PCR |Developing Transgenic Organisms | |Application of Transgenic Organisms – |
| |Gel Electrophoresis |Cloning | |notably in agriculture and idustry |
| |Gene Therapy |Technique of Gel Electrophoresis | |Production of Human Insulin |
| |DNA Fingerprinting | | | |
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|7 |Continue/Finish Genomics | |Marine fossils p 371 | |
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|3/14 |Ch 14.1 - The Record of Life |3.05 Theory of Evolution/Natural Selection |(A) | |
| | | | |Fossils – relative and absolute dating |
|3/18 |Early History of Earth |What can be inferred from the Fossil Record? |Time line p 376 |Patterns in the Fossil Record |
| |Fossilization |Timing and Changes in Dominant Forms of Life | |Evolution of Eukaryotic and Aerobic |
|5 |Dating the Evidence | |(C, E) |organisms |
| |A Trip Through Geologic Time | | | |
| |Plate Tectonics | | |Biogenesis Experiments |
| | |Biogenesis vs. Spontaneous Generation | |How early conditions affected the types of|
| |Ch 14.2 – The Origin of Life |Contributions of Pasteur | |early organisms that developed (anaerobic |
| | |Early Atmosphere Experiment – Miller and Urey| |and prokaryotis) |
| |Redi, Pasteur, and Biogenesis |Endosymbiosis | | |
| |Life Origin Theories | | | |
| |Evolution of Cells | | | |
|8 |Ch 15.1 – Natural Selection and |3.05 Theory of Evolution/Natural Selection |Camouflage p 398 | |
| |Evidence for Evolution |Darwin’s Development of the Theory |Natural selection p 414 or Goldfish lab |Historical Development of Theory of |
|3/21 | |Mimicry and Camouflage | |Natural Selection |
| |Darwin |Adaptive Radiations | | |
|3/25 |Adaptations as Evidence |Shared Anatomical Structures | |NOT Patterns of Embryology |
| |Fossils |Biochemical Similarity | |NOT terms Homologous and Analogous |
|5 |Biochemistry | | | |
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| |Ch 15.2 – Mechanisms of Evolution |Role of Variation and Isolation in Speciation| |How Variations provide opportunity for |
| | | | |Natural Selection |
| |3 Forms of Selection |Current Applications – Pesticide and | |The role of Geographical Isolation in |
| |Speciation Processes and Variation |Antibiotic Resistance | |Speciation |
| |Isolation Patterns | | |The Importance of Environment in Selecting|
| | | | |Adaptations |
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|9 | | | | |
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| |Review & Quarter 3 Test | | | |
|4 | | | | |
| |Test Covers Cell Division, Genetics, | | | |
| |and Evolution | | | |
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|1 | | |Human proteins p 429 | |
| |Finish Evolution | | | |
|4/4 | | | | |
| |Ch 16 – Human Evolution |Review opportunity about Evolution generally | |Human Evolution NOT mentioned in 2004 SCOS|
|4/8 | | | | |
| |Primate Adaptation and Evolution | | | |
|5 |Human Ancestry | | | |
|2 |Ch 17.1 – Classification |4.01 Classification of Organisms |Cladogram p 453 | |
| | |Understand Binomial Nomenclature |Cladogram from SITE |Development of 7-level Classification |
|4/11 |Aristotle |Contributions of Carolus Linnaeus | |System (KPCOFGS) |
| |Linnaeus and Binomial Nomenclature | |Red Wolf p 447 |Currently 3 Domains with 6-7 Kingdoms |
|4/15 |7 Levels of Classification | | |Students should understand that |
| | | | |classification changes as knowledge is |
|5 | | | |gathered. |
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| |Ch 17.2 – The Six Kingdoms |Should be able to determine | |Use Dichotomous Keys |
| | |interrelationships from Phylogenetic Trees | |Compare and Contrast Prokaryotic and |
| |Determination of Evolutionary |based on: | |Eukaryotic Organisms |
| |Relationships |Evolutionary Trees | |Compare and Contrast Eukaryotic Kingdoms |
| |Phylogenies and Cladistics |DNA analysis | |(Cell structure, Uni- vs. Multicellular, |
| |The Six Kingdoms |Biochemical analysis – e.g., amino acid | |Metabolism, and Reproduction) |
| | |sequences | | |
| | |Embryology and Morphological Features | | |
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|3 |Ch 18 – Viruses and Bacteria |4.03 Disease-Causing Viruses and |P 476 virus | |
| | |Microorganisms | |Structure of Viruses |
|4/18 |What is a Virus? |Compare/Contrast Viruses with Living |P 490 bacterial shapes |Mutation of Viruses and other |
| |Viral Replication Cycles |Organisms | |Microorganisms |
|4/22 |Cancer and Viruses |Lytic and Lysogenic Cycles |Algae hunt p 511 |Variety of Disease-causing pathogens (inc.|
| | | | |HIV, Influenza, Smallpox, and |
|5 | |Not expected to Distinguish Groups of | |Streptococcus = Strep Throat) |
| |Archaebacteria and Eubacteria |Bacteria | | |
| |Structure of Bacteria | | |De-emphasis on Pure Structure/Function to |
| |Types and Adaptations of Bacteria |Opportunity to Review Reproduction (Binary | |focus on specific topics! |
| |Importance of Bacteria |Fission), Metabolism (aerobes and anaerobes, | | |
| | |chemosynthesis), decomposition and recycling,| | |
| | |disease and antibiotics | |No Specific Mention of different protests.|
| |Ch 19 – Protists | | |Emphasis on Processes! |
| | | | |Suggest basic review of Digestion and |
| |What are Protists? | | |Reproduction |
| |Different Protists – Protozoa, Algae, |4.02 Processes by which organisms carry out | |Life Cycle of Plasmodium and Malaria is |
| |Molds/Mildews |essential life functions | |mentioned! |
| |Paramecium Structure, Ameoba Digestion,| | | |
| |Euglena Behavior! |Opportunity to Review Eukaryotic Cell | | |
| | |Structure, Sexual vs. Asexual Repro, | | |
| | |Photosynthesis vs. Cellular Respiration, | | |
| | |Ecological Niches, etc… | | |
|4 |Ch 20 - Fungi |No Specific Expectation on EOC for Fungi not |Temperature and yeast p 544 |Ignore?! |
| | |already covered. | | |
|4/25 |Structure, Ecological Niche, | |Ciliate motion p 506 | |
| |Adaptations of Fungi |Opportunity to Review Decomposition, | | |
|4/29 | |Digestion, and Enzymes |Plant tissues p 608 | |
| | | |Conifers p 570 | |
|5 | | |Stomata p 626 | |
| |Chs 21-22 – Plants | |Flowers p 658 |Adaptations to Life on Land (Transport |
| | |4.03 Structural Adaptations affecting | |processes) |
| |Adaptations to Life on Land |Survival and Reproduction of Plants | |Adaptations for Reproduction on Land |
| |NonVascular Plants | | |(seeds vs. spores) |
| |Vascular Plants |Distinguish Basic Characteristics between: | |Specifically mention Gas Exchange |
| |Seed Plants |Non-Vascular Plants | |Specifically mention Co-Evolution of |
| | |Gymnosperms | |Angiosperms and Pollinators |
| | |Angiosperms | |NO MENTION of any detailed discussion |
| | | | |about plant evolution |
|5 |Chs 25-32 - Animals |4.02 Essential Life Functions of Animals |Dissection? |Focus on Physiology of only certain Phyla |
| | |Annelid Worms | |rather than Structure of many groups |
|5/2 |Only Specific Groups of Animals in 2004|Insects | | |
| |SCOS |Amphibians | |Transport of materials to cells |
|5/6 | |Mammals | |Excretion for Waste and Balance |
| | | | |Regulation of Body Processes – hormones |
|5 | |Basic Structure and Adaptations of Each Group| |and the Nervous System |
| | | | |Respiration and exchange of O2/CO2 |
| | | | |Nutrition and Digestion |
| | | | |Reproduction – types of fertilization |
| | | | |Growth and Development – metamorphosis, |
| | | | |egg vs. live birth, placenta as |
| | | | |appropriate |
| | | | | |
| | | | |ALL FOR EACH GROUP! |
|6 |Continue Essential Life Functions! |4.04 Role of Internal and External Factors in| |Sickle-Cell Anemia, Malaria, Tobacco Use |
| | |Health and Disease | |and Lung/Mouth Cancer, Diabetes, and |
|5/9 |Total Revision of SCOS! |Human Genetics | |PKU/Diet |
| | |Immune Response | |Function and Relationship of T and B |
|5/13 |No emphasis on the Organ Systems, but |Nutrition | |cells. Overview of Memory Cells, |
| |on Human Health – and only specific |Parasites | |Antibodies, and Antigens |
|5 |topics! |Toxins | |Passive and Active Immunity |
| | | | |Vaccines |
|7 |Ch 33 – Animal Behavior |4.05 Broad Patterns of Animal Behavior | | |
| | | | | |
|5/16 |No Mention of Plant Behaviors in 2004 |Taxes and Instincts | |Suckling Instinct |
| |SCOS! |Imprinting | |Insect moving away from or toward light |
|5/20 | |Migration, Estivation, and Hibernation | |(taxis) |
| |Innate Behaviors | | | |
|8 | |Habituation | | |
| | |Classical Conditioning | |Pavlov’s Dogs – stimulus association |
| |Learned Behavior |Trial and Error Learning | | |
| | | | | |
| | |Communication using Pheromones | | |
| | |Courtship Dances | | |
| | |Territorial Defense | |Pheromone Use by Bees and Ants |
| |Social Behavior | | | |
| | | | | |
|9 |Review | | | |
| | | | | |
|5/23 | | | | |
| | | | | |
|5/27 | | | | |
| | | | | |
|5 | | | | |
|10 |Review and EXAMS | | | |
| | | | | |
|6/1 | | | | |
| | | | | |
|6/3 | | | | |
| | | | | |
|4 | | | | |
|11 |EXAMS | | | |
| | | | | |
|6/6 | | | | |
| | | | | |
|6/9 | | | | |
| | | | | |
|2 | | | | |
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