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Dear Parents and Guardians,
My name is Mr. Clark, I wanted to take this opportunity to
welcome you and your child to Biology 2024-2025. You will be amazed at how much your child will learn and grow this school year. Our days will be filled with many wonderful experiences and opportunities for learning.
We will also work on activities building social emotional skills such as how to positively interact and respect their peers, teamwork, responsibility, and so many more skills that will contribute to a calm and productive classroom environment. That along with a cooperative parent/teacher relationship will ensure the success of your child throughout the school year.
year.
CLASSROOM EXPECTATIONS:
All school rules will be followed and enforced.
Must use E-Hall pass to request a pass out of class.
Respect each other, your school, and your surroundings.
Be in your seat and ready to learn when the bell rings
Speak at appropriate times, using appropriate language and voice.
Any problems with classroom conduct (cooperation and on-task behavior) will follow a four-step process: 1. Teacher-student talk. If the problem is not corrected. 2. Teacher-student talk and discussion with parents, to discuss solutions and stragies to improve issues, If the problem is not resolved.
3. Assigned detention by the teacher. If no solution is reached.
4. Administrative Referral.
TUTORING
Tutoring is available every morning from 6:40 am-7:05am. Afternoon tutoring will be by appointment only.
GOOGLE CLASSROOM CODES for 2024-2025
1st period: slj5opj
2nd period: qu7rjdw
3rd period tngx4jt
4th period: wzjdgsr
5th Period: bxtd6tx
6th period: i2smtbg
INSTRUCTIONAL PROCEDURES:
Instructional procedures might include any or all the techniques below:
- Email communication
- Multiple platforms (Zoom, Google Classroom, Schools PLP)
- Assigned Reading, Student Activities, Cooperative Groups
- Group Interaction, Textbook Reading, Student Teaching
- Discussion, Videos Projects
- Guest Speakers, Lecture, Lecture/Discussion
- Independent Study, Research Internet
- Interviews, Oral Presentations.
The Following is an Outline of Topics and Units that will be covered this school year.
2024-2025 Biology and Biology IB Pacing Guide
School teams and teachers may adjust the order in which standards are taught within an unit to enhance the student's learning through sensemaking and/or a storyline. Any adjustments made must meet the assessment timeline expectations of the District Benchmarks and Sem I and II Final Exams.
Unit
Days
Standard/SEP/CCC
Unit Document
1
What is life?, 13 days , Aug 7-27
BIO1.LS1.1 Compare and contrast existing models, identify patterns, and use structural and functional evidence to analyze the characteristics of life. Engage in argument about the designation of viruses as non-living based on these characteristics.
SEP: Engaging in Argument from Evidence CCC: Pattern
BIO1.LS1.2 Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures.
Focus: Prokaryotes/Eukaryotes/Biomolecules (Monomer-Polymer-Function)
SEP: Developing and Using Models CCC: Structure and Function
2, Cell Transport14 days Aug 28- Sep 18
REVISIT- BIO1.LS1.2 Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures.
Focus: Cell Membrane components, ATP /Biomolecules
SEP: Developing and Using Models CCC: Structure and Function
BIO1.LS1.7 Utilize a model of a cell plasma membrane to compare the various types of cellular transport and test predictions about the movement of molecules into or out of a cell based on the homeostasis of energy and matter in cells.
Focus: Cell size and efficiency
SEP: Developing and Using Models CCC: Systems and System Models
3 Building Cell Blocks, 14 days, Sep 19- Oct 8
BIO1.LS1.6 Create a model for the major events of the eukaryotic cell cycle, including mitosis. Compare and contrast the rates of cell division in various eukaryotic cell types in multicellular organisms.
Focus: Cell cycle in different cell types
SEP: Developing and Using Models CCC: Energy and Matter
REVISIT- BIO1.LS1.2 Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures.
Focus: Nucleic Acids (DNA)/Biomolecules (Proteins and Enzymes)
SEP: Developing and Using Models CCC: Structure and Function
BIO1.LS1.3 Integrate evidence to develop a structural model of a DNA molecule. Using the model, develop and communicate an explanation for how DNA serves as a template for self-replication and encodes biological information.
Focus: S phase and nucleic acids as a biomolecule
SEP: Constructing Explanations and Designing Solutions CCC: Pattern
Fall Break is Oct 14-18, 2024 and Benchmark I Oct 23-25 over Units 1-3
4 , Proteins- Before and After Fall Break, 19 days, Oct 9- Nov 13
BIO1.LS1.4 Demonstrate how DNA sequence information is decoded through transcriptional and translational processes within the cell in order to synthesize proteins. Examine the relationship of structure and function of various types of RNA and the importance of this relationship in these processes.
SEP: Obtaining, Evaluating, and Communicating Information CCC: Structure and Function
REVISIT- BIO1.LS1.2 Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures.
Focus: Nucleic Acids (DNA and RNA), and Proteins
SEP: Developing and Using Models CCC: Structure and Function
BIO1.LS3.2 Explain how protein formation results in phenotypic variation and discuss how changes in DNA can lead to somatic or germline mutations.
Focus: Genetic variation shown through protein synthesis
SEP: Constructing Explanations and Designing Solutions
CCC: Cause and Effect
BIO1.LS1.5 Research examples that demonstrate the functional variety of proteins and construct an argument based on evidence for the importance of the molecular structure to its function. Plan and carry out a controlled investigation to test predictions about factors, which should cause an effect on the structure and function of a protein.
Focus: Function of proteins (ex. sickle cell) as a whole beyond enzymes
SEP: Planning and Carrying out Controlled Investigations
CCC: Stability and Change
*Teachers may combine Units 5-6 and assess with a quiz or wait to assess these standards in the Dec Final Exam.
5 , Cell Reproduction, 7 days, Nov 14-22
BIO1.LS3.1 Model chromosome progression through meiosis and fertilization in order to argue how the processes of sexual reproduction lead to both genetic similarities and variation in diploid organisms. Compare and contrast the processes of sexual and asexual reproduction, identifying the advantages and disadvantages of each.
SEP: Engaging in Argument from Evidence CCC: Stability and Change
6 , Inheritance, 10 days, Nov 25- Dec 11
BIO1.LS3.3 Through pedigree analysis, identify patterns of trait inheritance to predict family member genotypes. Use mathematical thinking to predict the likelihood of various types of trait transmission.
Focus: Mendelian Genetics, Sex-Linked, Codominant through Blood Types
SEP: Analyzing and Interpreting Data CCC:, Pattern
End of I Semester and 2nd 9-weeks: Review on Dec 12-13, 2024 (2 days) and Final Exams on Dec 16-19, 2024 (4 days) over Units 1-6. Final Exams are entirely created by teachers and no District data is collected.
6 , Inheritance (Continuation), 5 days, Jan 6-10
BIO1.LS3.3 Through pedigree analysis, identify patterns of trait inheritance to predict family member genotypes. Use mathematical thinking to predict the likelihood of various types of trait transmission.
Focus: Pedigree
SEP: Analyzing and Interpreting Data CCC: Pattern
7 , Population Changes, 20 days, Jan 13- Feb 11
BIO1.LS4.2 Using a model that demonstrates the change in allele frequencies resulting in evolution of a population over many generations, identify causative agents of change.
SEP: Constructing Explanations and Designing Solutions CCC: Pattern
BIO1.LS4.1 Evaluate scientific data collected from analysis of molecular sequences, fossil records, biogeography, and embryology. Identify chronological patterns of change and communicate that biological evolution is supported by multiple lines of empirical evidence that identify similarities inherited from a common ancestor (homologies).
Focus: Patterns of change
SEP: Engaging in Argument from Evidence CCC: Stability and Change
8 , Energy Transfer, 14 days, Feb 12- Mar 4
REVISIT- BIO1.LS1.2 Evaluate comparative models of various cell types with a focus on organic molecules that make up cellular structures.
Focus: Stored chemical energy (sugars) → usable energy (ATP) /Biomolecules
SEP: Developing and Using Models CCC: Structure and Function
BIO1.LS1.8 Create a model of photosynthesis demonstrating the net flow of matter and energy into a cell. Use the model to explain energy transfer from light energy into stored chemical energy in the product.
Focus: Plant to Organisms- embedding organic molecules, use of carbon dioxide, bonds/atoms, carbohydrate structure and uses
SEP: Developing and Using Models CCC: Energy and Matter
BIO1.LS1.9 Create a model of aerobic respiration demonstrating flow of matter and energy out of a cell. Use the model to explain energy transfer mechanisms. Compare aerobic respiration to alternative processes of glucose metabolism.
Focus: Organism to organism- carbon regeneration and energy transferred
SEP: Developing and Using Models CCC: Systems and System Models
Spring Break is Mar 10-14, 2025. Benchmark window is Feb 25-28 and it will be a comprehensive assessment over Units 1-7
9, Ecology, 18 days , Mar 5- Apr 4
BIO1.LS2.4 Analyze data demonstrating the decrease in biomass observed in each successive trophic level. Construct an explanation considering the laws of conservation of energy and matter and represent this phenomenon in a mathematical model to describe the transfer of energy and matter between trophic levels.
Focus: Biomass
SEP: Using Mathematics and Computational Thinking
CCC: Stability and Change
BIO1.LS2.1 Analyze mathematical and/or computational representations of population data that support explanations of factors that affect population size and carrying capacities of populations within an ecosystem. Examine a representative ecosystem and, based on interdependent relationships present, predict population size effects due to a given disturbance.
Focus: Competition as a stress and random stresses that cause change
SEP: Using Mathematics and Computational Thinking
CCC: Stability and Change
BIO1.LS2.5 Analyze examples of ecological succession, identifying and explaining the order of events responsible for the formation of a new ecosystem in response to extreme fluctuations in environmental conditions or catastrophic events.
Focus: Succession as a disruption
SEP: Obtaining, Evaluating, and Communicating Information
CCC: Scale, Proportion and Quantity
BIO1.LS2.2 Create a model tracking carbon atoms between inorganic and organic molecules in an ecosystem. Explain human impacts on climate based on this model.
SEP: Developing and Using Models CCC: Systems and System Models
BIO1.LS2.3 Analyze through research the cycling of matter in our biosphere and explain how biogeochemical cycles are critical for ecosystem function.
Focus: Nitrogen and phosphorus cycles through the scenarios
SEP: Analyzing and Interpreting Data
CCC: Scale, Proportion and Quantity
BIO1.LS4.3 Identify ecosystem services and assess the role of biodiversity in support of these services. Analyze the role human activities have on disruption of these services.
Focus: How do the disruptions affect biodiversity and services?
SEP: Constructing Explanations and Designing Solutions
CCC: Cause and Effect
10, EOC Review , 5 days, Apr 7-11
Review all standards for EOC testing window opening on April 14, 2025. This timeframe is determined by State and is subject to be changed.
SEP: All CCC: All
11 , EOC Window and Enrichment, 21 days, Apr 14- May 13
State EOC Window is April 14 to May 6, 2025. This timeframe is subject to be changed by the State. In addition, each school will have modified schedules to administer the EOC and this may affect class meeting times.
Review all standards using teacher-created lessons and extend the student’s learning with an overview of body systems and animal dissection labs or any other student-driven investigations.
BIO1.ETS2.2 Investigate the means by which karyotypes are utilized in diagnostic medicine.
Focus: Nondisjunction
SEP: Planning and Carrying out Controlled Investigations CCC: Systems and System Models
BIO1.ETS2.1 Obtain, evaluate, and communicate information on how molecular biotechnology may be used in a variety of fields.
Focus: How is technology changing populations? Populations change through biotechnology
SEP: Obtaining, Evaluating and Communicating Information CCC: Cause and Effect
BIO1.ETS2.3 Analyze scientific and ethical arguments to support the pros and cons of application of a specific biotechnology technique such as stem cell usage, in vitro fertilization, or genetically modified organisms.
SEP: Asking Questions (for science) and Defining Problems (for engineering) CCC: Cause and Effect
End of II Semester and 4th 9-weeks: Review on May 14-15, 2025 (2 days) and Final Exams on May 16, and 19-21, 2025 (4 days). Final Exams are entirely created by teachers and no District data is collected.
