COURSE TITLE

Advanced Placement Biology

LENGTH

Full Year

DEPARTMENT

STEM Department

SCHOOL

Rutherford High School

Primary Content

Science

 Initial Board of Education Approval Date (Born on): 8/22/2022

Revisions:  4/8/2024

Embedded Content

 Career Readiness, Life Literacies and Key Skills

 Initial Board of Education Approval Date (Born on): 8/22/2022

Computer Science and Design Thinking

 Initial Board of Education Approval Date (Born on): 8/22/2022

Advanced Placement Biology

I.        Introduction/Overview/Philosophy

Advanced Placement Biology is designed to be the equivalent of a college introductory biology course taken by biology majors during their first year. It aims to provide students with conceptual framework, factual knowledge, and analytical skills necessary to deal with the rapidly changing science of biology. The eight major areas of study are:

• The Chemistry of Life
• Cell Structure and Function
• Cell Energetics
• Cell Communication and Cell Cycle
• Heredity
• Gene Expression and Regulation
• Natural Selection
• Ecology

The course covers Four Big Ideas that will be integrated throughout the course:

• Evolution
• Energetics
• Information Storage and Transmission
• System Interactions

II.        Objectives

Course Outline:

1. Unit 1 Chemistry of Life

1. Explain how the properties of water that result from its polarity and hydrogen bonding affect its biological function.
2. Describe the composition of macromolecules required by living organisms.
3. Describe the properties of the monomers and the type of bonds that connect the monomers in biological macromolecules.
4. Explain how a change in the subunits of a polymer may lead to changes in structure or function of the macromolecule.
5. Describe the structural similarities and differences between DNA and RNA.

2. Unit 2 Cell Structure and Function

1. Describe the structure and/ or function of subcellular components and organelles.
2. Explain how subcellular components and organelles contribute to the function of the cell.
3. Describe the structural features of a cell that allow organisms to capture, store, and use energy.
4. Explain the effect of surface area-to-volume ratios on the exchange of materials between cells or organisms and the environment
5. Describe the roles of each of the components of the cell membrane in maintaining the internal environment of the cell.
6. Describe the Fluid Mosaic Model of cell membranes.
7. Explain how the structure of biological membranes influences selective permeability.
8. Describe the role of the cell wall in maintaining cell structure and function.
9. Describe the mechanisms that organisms use to maintain solute and water balance.
10. Describe the mechanisms that organisms use to transport large molecules across the plasma membrane.
11. Explain how the structure of a molecule affects its ability to pass through the plasma membrane.
12. Explain how concentration gradients affect the movement of molecules across membranes.
13. Explain how osmoregulatory mechanisms contribute to the health and survival of organisms.
14. Describe the processes that allow ions and other molecules to move across membranes.
15. Describe the membrane bound structures of the eukaryotic cell.
16. Explain how internal membranes and membrane bound organelles contribute to compartmentalization of eukaryotic cell functions.
17. Describe similarities and/or differences in compartmentalization between prokaryotic and eukaryotic cells.
18. Describe the relationship between the functions of endosymbiotic organelles and their free-living ancestral counterparts.

3. Unit 3 Cell Energetics

1. Describe the properties of enzymes.
2. Explain how enzymes affect the rate of biological reactions.
3. Explain how changes to the structure of an enzyme may affect its function.
4. Explain how the cellular environment affects enzyme activity.
5. Describe the role of energy in living organisms
6. Describe the photosynthetic processes that allow organisms to capture and store energy
7. Explain how cells capture energy from light and transfer it to biological molecules for storage and use.
8. Describe the processes that allow organisms to use energy stored in biological macromolecules.
9. Explain how cells obtain energy from biological macromolecules in order to power cellular functions.
10. Explain the connection between variation in the number and types of molecules within cells to the ability of the organism to survive and/or reproduce in different environments.

4. Unit 4 Cell Communication and Cell Cycle

1. Describe the ways that cells can communicate with one another.
2. Explain how cells communicate with one another over short and long distances.
3. Describe the components of a signal transduction pathway.
4. Describe the role of components of a signal transduction pathway in producing a cellular response.
5. Describe the role of the environment in eliciting a cellular response.
6. Describe the different types of cellular responses elicited by a signal transduction pathway.
7. Explain how a change in the structure of any signaling molecule affects the activity of the signaling pathway.
8. Describe positive and/ or negative feedback mechanisms.
9. Explain how negative feedback helps to maintain homeostasis.
10. Explain how positive feedback affects homeostasis.
11. Describe the structural similarities and differences between DNA and RNA.  Describe the events that occur in the cell cycle.
12. Explain how mitosis results in the transmission of chromosomes from one generation to the next.
13. Describe the role of checkpoints in regulating the cell cycle.
14. Describe the effects of disruptions to the cell cycle on the cell or organism.

5. Unit 5 Heredity

1. Explain how meiosis results in the transmission of chromosomes from one generation to the next.
2. Describe similarities and/ or differences between the phases and outcomes of mitosis and meiosis.
3. Explain how the process of meiosis generates genetic diversity.
4. Explain how shared, conserved, fundamental processes and features support the concept of common ancestry for all organisms.
5. Explain the inheritance of genes and traits as described by Mendel’s laws.
6. Explain deviations from Mendel’s model of the inheritance of traits.
7. Explain how the same genotype can result in multiple phenotypes under different environmental conditions.
8. Explain how chromosomal inheritance generates genetic variation in sexual reproduction.

6. Unit 6 Gene Expression and Regulation

1. Describe the structures involved in passing hereditary information from one generation to the next.
2. Describe the characteristics of DNA that allow it to be used as the hereditary material.
3. Describe the mechanisms by which genetic information is copied for transmission between generations.
4. Describe the mechanisms by which genetic information flows from DNA to RNA to protein.
5. Describe how the phenotype of an organism is determined by its genotype.
6. Describe the types of interactions that regulate gene expression.
7. Explain how the location of regulatory sequences relates to their function.
8. Explain how the binding of transcription factors to promoter regions affects gene expression and/or the phenotype of the organism.
9. Explain the connection between the regulation of gene expression and phenotypic differences in cells and organisms.
10. Describe the various types of mutations.
11. Explain how changes in genotype may result in changes in phenotype.
12. Explain how alterations in DNA sequences contribute to variation that can be subject to natural selection.
13. Explain the use of genetic engineering techniques in analyzing or manipulating DNA.

7. Unit 7 Natural Selection

1. Describe the causes of natural selection.
2. Describe the importance of phenotypic variation in a population.
3. Explain how humans can affect diversity within a population.
4. Describe the role of random processes in the evolution of specific populations.
5. Describe the change in the genetic makeup of a population over time.
6. Describe the types of data that provide evidence for evolution.
7. Explain how morphological, biochemical, and geological data provide evidence that organisms have changed over time.
8. Describe the fundamental molecular and cellular features shared across all domains of life, which provide evidence of common ancestry
9. Describe structural and functional evidence on cellular and molecular levels that provides evidence for the common ancestry of all eukaryotes.
10. Explain how evolution is an ongoing process in all living organisms.
11. Describe the types of evidence that can be used to infer an evolutionary relationship.
12. Explain how a phylogenetic tree and/or cladogram can be used to infer evolutionary relatedness.
13. Describe the conditions under which new species may arise.
14. Describe the rate of evolution and speciation under different ecological conditions.
15. Explain the processes and mechanisms that drive speciation.
16. Describe factors that lead to the extinction of a population
17. Explain how the risk of extinction is affected by changes in the environment.
18. Explain species diversity in an ecosystem as a function of speciation and extinction rates.
19. Explain how extinction can make new environments available for adaptive radiation.
20. Explain how the genetic diversity of a species or population affects its ability to withstand environmental pressures.
21. Describe the scientific evidence that provides support for models of the origin of life on Earth.

8. Unit 8 Ecology

1. Explain how the behavioral and/or physiological response of an organism is related to changes in internal or external environment.
2. Explain how the behavioral responses of organisms affect their overall fitness and may contribute to the success of the population.
3. Describe the strategies organisms use to acquire and use energy.
4. Explain how changes in energy availability affect populations and ecosystems.
5. Explain how the activities of autotrophs and heterotrophs enable the flow of energy within an ecosystem.
6. Describe factors that influence growth dynamics of populations.
7. Explain how the density of a population affects and is determined by resource availability in the environment.
8. Describe the structure of a community according to its species composition and diversity
9. Explain how community structure is related to energy availability in the environment.
10. Explain how the addition or removal of any component of an ecosystem will affect its overall short-term and long term structure.
11. Explain how invasive species affect ecosystem dynamics.
12. Explain how geological and meteorological activity leads to changes in ecosystem structure and/or dynamics.

9. Appreciate biology as a science by:  

1. Discussing the scientific method and its applications and limitations.
2. Explaining why statistical analysis is a useful tool.

10. Identify and compare the characteristics of animals by:  

1. Giving three characteristic features of the Porifera, and reasons why the Porifera are believed to have evolved independently of other multicellular animals.  
2. Giving the major characteristics of the Platyhelminthes, and listing and distinguishing among the three classes.  
3. Giving two important evolutionary advances of the Nemertea.  
4. Giving four fundamental differences between the Protostomia and Deuterostomia  
5. Giving the distinguishing features of the Aschelminthes, and describing the structure and distribution of the Nemaatoda.  
6. Naming four nematodes that parasitize human beings.  
7. Describing and giving the function of the lophophore, and naming three phyla possessing this structure.  
8. Describing the body plan common to all mollusks.  
9. Listing the classes and identifying characteristics of the annelids, and giving representative examples of each class.  
10. Describing the ways in which the Onychophora resemble the annelids and ways in which they resemble the arthropods.  
11. Giving the distinguishing features of the arthropods; listing and describing the three subphyla, and giving representative examples of each.  
12. Giving the distinguishing characteristics of the Crustacea, Chilopoda, Diplopoda, and Insecta, and listing representative examples of each.  
13. Describing the structure of the generalized insect body.  
14. Listing the classes and the identifying features of the Echinodermata, and giving representative examples of each class.  
15. Discussing and giving evidence for the echinoderm theory of chordate origin.
16. Giving three distinguishing features of the Chordata, and listing the three subphyla.  
17. Describing the adult and larval forms of the tunicates, and suggesting an evolutionary relationship between the tunicate and vertebrates.  
18. Listing the vertebrate classes and the general characteristics of each.  
19. Tracing the evolutionary relationships between the major classes of vertebrates.  

Student Outcomes:

After successfully completing this course, the student will:

• Acquire the habit of critical thinking.  
• Develop the skill to utilize some of the methods and processes by which   problems can be solved scientifically.
• Learn the scientific terms, concepts, principles and theories associated with the structure and function of organisms.

New Jersey Student Learning Standards

Career Readiness, Life Literacies, and Key Skills Practices

CRLLKSP 1   Act as a responsible and contributing community members and employee.

Students understand the obligations and responsibilities of being a member of a community, and they demonstrate this understanding every day through their interactions with others. They are conscientious of the impacts of their decisions on others and the environment around them. They think about the near-term and long-term consequences of their actions and seek to act in ways that contribute to the betterment of their teams, families, community and workplace. They are reliable and consistent in going beyond the minimum expectation and in participating in activities that serve the greater good.

CRLLKSP 2   Attend to financial well-being.

Students take regular action to contribute to their personal financial well-being, understanding that personal financial security provides the peace of mind required to contribute more fully to their own career success.

CRLLKSP 3   Consider the environmental, social and economic impacts of decisions.

Students understand the interrelated nature of their actions and regularly make decisions that positively impact and/or mitigate negative impact on other people, organization, and the environment. They are aware of and utilize new technologies, understandings, procedures, materials, and regulations affecting the nature of their work as it relates to the impact on the social condition, the environment and the profitability of the organization.

CRLLKSP 4   Demonstrate creativity and innovation.

Students regularly think of ideas that solve problems in new and different ways, and they contribute those ideas in a useful and productive manner to improve their organization. They can consider unconventional ideas and suggestions as solutions to issues, tasks or problems, and they discern which ideas and suggestions will add greatest value. They seek new methods, practices, and ideas from a variety of sources and seek to apply those ideas to their own workplace. They take action on their ideas and understand how to bring innovation to an organization.

CRLLKSP 5   Utilize critical thinking to make sense of problems and persevere in solving them.

Students readily recognize problems in the workplace, understand the nature of the problem, and devise effective plans to solve the problem. They are aware of problems when they occur and take action quickly to address the problem; they thoughtfully investigate the root cause of the problem prior to introducing solutions. They carefully consider the options to solve the problem. Once a solution is agreed upon, they follow through to ensure the problem is solved, whether through their own actions or the actions of others.

CRLLKSP 6   Model integrity, ethical leadership and effective management.

Students consistently act in ways that align personal and community-held ideals and principles while employing strategies to positively influence others in the workplace. They have a clear understanding of integrity and act on this understanding in every decision. They use a variety of means to positively impact the directions and actions of a team or organization, and they apply insights into human behavior to change others’ action, attitudes and/or beliefs. They recognize the near-term and long-term effects that management’s actions and attitudes can have on productivity, morals and organizational culture.

CRLLKSP 7   Plan education and career paths aligned to personal goals.

Students take personal ownership of their own education and career goals, and they regularly act on a plan to attain these goals. They understand their own career interests, preferences, goals, and requirements. They have perspective regarding the pathways available to them and the time, effort, experience and other requirements to pursue each, including a path of entrepreneurship. They recognize the value of each step in the education and experiential process, and they recognize that nearly all career paths require ongoing education and experience. They seek counselors, mentors, and other experts to assist in the planning and execution of career and personal goals.

CRLLKSP 8   Use technology to enhance productivity, increase collaboration and communicate effectively.

Students find and maximize the productive value of existing and new technology to accomplish workplace tasks and solve workplace problems. They are flexible and adaptive in acquiring new technology. They are proficient with ubiquitous technology applications. They understand the inherent risks-personal and organizational-of technology applications, and they take actions to prevent or mitigate these risks.

CRLLKSP 9   Work productively in teams while using cultural/global competence.

Students positively contribute to every team, whether formal or informal. They apply an awareness of cultural difference to avoid barriers to productive and positive interaction. They find ways to increase the engagement and contribution of all team members. They plan and facilitate effective team meetings.

Career Readiness, Life Literacies, and Key Skills 

9.2.12.CAP.6: Identify transferable skills in career choices and design alternative career plans based on those skills.

9.4.12.CI.1: Demonstrate the ability to reflect, analyze, and use creative skills and ideas

9.4.12.CT.1: Identify problem-solving strategies used in the development of an innovative product or practice

9.4.12.CT.2: Explain the potential benefits of collaborating to enhance critical thinking and problem solving

9.4.12.TL.3: Analyze the effectiveness of the process and quality of collaborative environments.

Computer Science and Design Thinking

8.1.12.CS.4: Develop guidelines that convey systematic troubleshooting strategies that others can use to identify and fix errors.

8.1.12.DA.1: Create interactive data visualizations using software tools to help others better understand real world phenomena, including climate change.

8.1.12.DA.5: Create data visualizations from large data sets to summarize, communicate, and support different interpretations of real-world phenomena.

8.2.12.ED.4: Design a product or system that addresses a global problem and document decisions made based on research, constraints, trade-offs, and aesthetic and ethical considerations and share this information with an appropriate audience.

8.2.12.ETW.1: Evaluate ethical considerations regarding the sustainability of environmental resources that are used for the design, creation, and maintenance of a chosen product.

8.2.12.ETW.2: Synthesize and analyze data collected to monitor the effects of a technological product or system on the environment.

8.2.12.ETW.3: Identify a complex, global environmental or climate change issue, develop a systemic plan of investigation, and propose an innovative sustainable solution.

English Language Arts

RI.CR.11–12.1. Accurately cite a range of thorough textual evidence and make relevant connections to strongly support a comprehensive analysis of multiple aspects of what an informational text says explicitly and inferentially, as well as interpretations of the text.

RI.CI.11–12.2. Determine two or more central ideas of an informational text and analyze how they are developed and refined over the course of a text, including how they interact and build on one another to provide a complex account or analysis; provide an objective summary of the text..

RI.MF.11–12.6. Synthesize complex information across multiple sources and formats to develop ideas, resolve conflicting information, or develop an interpretation that goes beyond explicit text information (e.g., express a personal point of view, new interpretation of the concept).

RI.CT.11–12.8. Analyze and reflect on (e.g., practical knowledge, historical/cultural context, and background knowledge) documents of historical and scientific significance for their purposes, including primary source documents relevant to U.S. and/or global history and texts proposing scientific or technical advancements.

W.AW.11–12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

A. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.

B. Develop claim(s) and counterclaims avoiding common logical fallacies and using sound reasoning and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.

C. Use transitions (e.g., words, phrases, clauses) to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.

D. Establish and maintain a style and tone appropriate to the audience and purpose (e.g., formal and objective for academic writing) while attending to the norms and conventions of the discipline in which they are writing.

E. Provide a concluding paragraph or section that supports the argument presented (e.g., articulating implications or the significance of the topic).

W.IW.11–12.2. Write informative/explanatory texts (including the narration of historical events, scientific procedures/ experiments, or technical processes) to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.

A. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

B. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

C. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

D. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.

E. Establish and maintain a style and tone appropriate to the audience and purpose (e.g., formal and objective for academic writing) while attending to the norms and conventions of the discipline in which they are writing.

F. Provide a concluding paragraph or section that supports the argument presented (e.g., articulating implications or the significance of the topic).

W.WR.11–12.5. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

W.SE.11–12.6. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation (MLA or APA Style Manuals).

SL.PE.11–12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with peers on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

A. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

B. Collaborate with peers to promote civil, democratic discussions and decision-making, set clear goals and assessments (e.g., student developed rubrics), and establish individual roles as needed.

C. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.

D. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

SL.II.11–12.2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

SL.PI.11–12.4 Present information, findings and supporting evidence clearly, concisely, and logically. The content, organization, development, and style are appropriate to task, purpose, and audience.

SL.UM.11–12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.

Science

HS-LS1-1. Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins, which carry out the essential functions of life through systems of specialized cells.

HS-LS1-2. Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.

HS-LS1-3. Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis.

HS-LS1-4. Use a model to illustrate the role of cellular division (mitosis) and differentiation in producing and maintaining complex organisms.

HS-LS1-5. Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.

HS-LS1-6. Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.

HS-LS1-7. Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed, resulting in a net transfer of energy.

HS-LS2-1. Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity of ecosystems at different scales.

HS-LS2-2. Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales.

HS-LS2-3. Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in aerobic and anaerobic conditions.

HS-LS2-4. Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.

HS-LS2-5. Develop a model to illustrate the role of photosynthesis and cellular respiration in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere.

HS-LS2-6. Evaluate claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

HS-LS2-8. Evaluate evidence for the role of group behavior on individual and species’ chances to survive and reproduce.

HS-LS3-1. Ask questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.

HS-LS3-2. Make and defend a claim based on evidence that inheritable genetic variations may result from (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.

HS-LS3-3. Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.

HS-LS4-1. Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.

HS-LS4-2. Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.

HS-LS4-3. Apply concepts of statistics and probability to support explanations that organisms with an advantageous heritable trait tend to increase in proportion to organisms lacking this trait.

HS-LS4-4. Construct an explanation based on evidence for how natural selection leads to adaptation of populations.

HS-LS4-5. Evaluate the evidence supporting claims that changes in environmental conditions may result in (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.

HS-LS4-6. Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.

HS-ESS3-1: Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and [changes in] climate change have influenced human activity

III.         Proficiency Levels

This Advanced Placement course is designed for students who have successfully completed Biology and Chemistry, and who meet the designated criteria for this course.   Students who take AP Biology should be motivated to complete college level work and prepare to take the Advanced Placement Test in Biology.

IV.        Methods of Assessment

Student Assessment

The teacher will provide a variety of assessments including homework, quizzes, weekly   laboratory reports, projects and reports.

Curriculum/Teacher Assessment

The teacher will provide the subject area supervisor with suggestions for changes on an ongoing basis.

V.        Grouping

This course is open to juniors and seniors who have fulfilled the prerequisites stated above.  

VI.        Articulation/Scope & Sequence/Time Frame

Course length is one year.

VII.        Resources

Texts/Supplemental Reading/References

1. Text

1. Campbell, Neil A. and Reece, Jane B., Biology, Twelfth Edition, Pearson Education, Inc, 2021.

2. Resources

1. Holtzclaw, Fred W. and Theresa Knapp, AP Biology, AP Test Prep Series, Benjamin Cummings, 2021.
2. Campbell, Neil A. and Reece, Jane B., Practicing Biology, A Student Workbook. Benjamin Cummings, 2011.
3. Arms, Karen and Camp, Pamela, Biology, Fourth Edition.  Orlando, FL:      Saunders College Publishing, Harcourt Brace College Publishers, 1995.
4. Raven, Peter, and Johnson, George, Biology, Sixth Edition.  New York, NY:     McGraw-Hill, Inc., 2002.
5. Keeton, William T. and Gould, James L., Biological Science, Sixth Edition.  

New York:  W. W. Norton, 1996.  

VIII.        Suggested Activities

Appropriate activities are listed in the curriculum map.

IX.        Methodologies

The following methods of instruction are suggested: lecture, group projects, demonstration, hands-on applications, and class presentations.

X.        Interdisciplinary Connections

Connections are made to mathematics through the use of statistics, probability and processing of laboratory data. Connections are also made to the disciplines of Language Arts and technology.

XI.         Differentiating Instruction for Students with Special Needs: Students with Disabilities, Students at Risk, Students with 504s, English Language Learners, and Gifted & Talented Students

Differentiating instruction is a flexible process that includes the planning and design of instruction, how that instruction is delivered, and how student progress is measured. Teachers recognize that students can learn in multiple ways as they celebrate students’ prior knowledge. By providing appropriately challenging learning, teachers can maximize success for all students.

Differentiating in this course includes but is not limited to:

Differentiation for Support (ELL, Special Education, Students at Risk, Students with 504s)

• Peer mentoring on problems
• Differentiated teacher feedback on assignments
• Modeling out problems on whiteboard
• Visual aids as we project problems on whiteboard
• Study guides
• Tiered assignments
• Scaffolding of materials and assignments
• Re-teaching and review
• Guided note taking
• Exemplars of varied performance levels
• Multi-media approach to accommodating various learning styles

• Supplemental reading material for independent study
• Flexible grouping
• Tiered assignments
• Topic selection by interest
• Enhanced expectations for independent study
• Elevated questioning techniques using Webb's Depth of Knowledge matrix

XII.        Professional Development

The teacher will continue to improve expertise through participation in a variety of professional development opportunities.

XII.        Curriculum Map/Pacing Guide