Table of Contents

Blackline Masters taken from the

Louisiana Comprehensive Curriculum

Biology

Blackline MasterPage

Cells – differentiating different types1

Cells - differentiating different types answers2

Cellular Respiration Process Guide3

Classification of Organisms4 -5

Classification Presentation Rubric6

Evolution as a Biological Theme: Fish Activity7

Evolution Opinionnaire8

Health & Disease: Use of Antibiotics9

Health & Disease Pamphlet Rubric10

Human Body: Endocrine System11 - 12

Human Body: Nerve Impulse Guide13

Human Body: Vocabulary Self-Awareness14

Lab Report Rubric: Experimental Design15

Lab Report Rubric16

Mitosis and Meiosis Comparison Word Grid17

Mitosis and Meiosis Comparison Word Grid Answers18

“Molecular Structure of Nucleic Acids”19 – 20

Photosynthesis Process Guide21

Plant Tropisms22

Poster or PowerPoint Presentation Rubric23

Protein Synthesis24

Safety Contract for Students25

Safety in the Lab: Rules of Conduct 26 – 27

Scientific Method: Cricket Online Experiment28 – 30

Viruses vs Bacteria31

What is Life?32

What is Life? Answer key33

1

Word Grid for Differentiating Different Types of Cells

Place a “+” in the space if the cell contains the feature and a “-” if the cell does not contain the feature.

Plasma membrane / Cytoplasm / Nucleus / Ribosomes / Mitochondria / Chloroplasts / Cell Wall
Bacteria
Paramecia/
Euglena
Yeast
Plant cell
Animal tissue

Word Grid for Differentiating Different Types of Cells

Place a “+” in the space if the cell contains the feature and a “-” if the cell does not contain the feature.

Plasma membrane / Cytoplasm / Nucleus / Ribosomes / Mitochondria / Chloroplasts / Cell Wall
Bacteria
Paramecia/
Euglena
Yeast
Plant cell
Animal tissue

Word Grid for Differentiating Different Types of Cells

Place a “+” in the space if the cell contains the feature and a “-” if the cell does not contain the feature.

Plasma membrane / Cytoplasm / Nucleus / Ribosomes / Mitochondria / Chloroplasts / Cell Wall
Bacteria / + / + / + / + in some groups
Paramecia/
Euglena / + / + / + / + / + / + in Euglena
Yeast / + / + / + / + / + / +
Plant cell / + / + / + / + / + / + / +
Animal tissue / + / + / + / + / +

Cellular Respiration Process Guide

Directions: As you read and participate in class activities, focus on the process involved in aerobic cellular respiration. Write your notes and responses on this handout.

  1. Define cellular respiration.
  1. What materials are required for this process? What materials are produced?
  1. Write an overall reaction for aerobic cellular respiration in both words and chemical symbols.
  1. List the three steps involved in aerobic cellular respiration and indicate the steps that require oxygen.
  1. How do photosynthesis and cellular respiration function together? Identify the reactants and products of each process and state how these substances flow between the reactions.

Classification of Organisms

Taxonomic Category / Identifying Characteristics / Exemplary Organisms
Kingdom Archaebacteria
Kingdom Eubacteria
Kingdom Protista
Kingdom Fungi
Kingdom Plantae
Phylum Bryophyta
Phylum Pterophyta
Phylum Coniferophyta
Phylum Anthophyta
Kingdom Animalia
Phylum Porifera
Phylum Cnidaria
Phylum Platyhelminthes
Phylum Nematoda
Phylum Rotifera
Phylum Mollusca
Phylum Annelida
Phylum Arthropoda
Phylum Echinodermata
Phylum Chordata

Classification Presentation Rubric

Teacher Name: ______
Student Name: ______
CATEGORY / 4 / 3 / 2 / 1
Content Accuracy / All content throughout the presentation is accurate. There are no factual errors. / Most of the content is accurate, but there is one piece of information that might be inaccurate. / The content is generally accurate, but one piece of information is clearly flawed or inaccurate. / Content is typically confusing or contains more than one factual error.
Sequencing of Information / Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next card. / Most information is organized in a clear, logical way. One card or item of information seems out of place. / Some information is logically sequenced. An occasional card or item of information seems out of place. / There is no clear plan for the organization of information.
Use of Graphics / All graphics are attractive (size and colors) and support the theme/content of the presentation. / A few graphics are not attractive, but all support the theme/content of the presentation. / All graphics are attractive, but a few do not seem to support the theme/content of the presentation. / Several graphics are unattractive AND detract from the content of the presentation.
Spelling and Grammar / Presentation has no misspellings or grammatical errors. / Presentation has 1-2 misspellings but no grammatical errors. / Presentation has 1-2 grammatical errors but no misspellings. / Presentation has more than 2 grammatical and/or spelling errors.

Evolution as a Biological Theme: Fish Activity

Evolution Opinionnaire

What Are Your Opinions About Evolution?

Directions: After each statement, write SA (strongly agree), A (agree), D (disagree), or SD (strongly disagree). Then in the space provided, briefly explain the reasons for your opinions.

  1. Organisms existing today are the result of evolutionary processes that were in effect over millions of years. ______

Your reasons:

  1. With minor exceptions, organisms on earth appeared at about the same time. ______

Your reasons:

  1. The age of the earth is less than 20,000 years. ______

Your reasons:

  1. There is a significant amount of evidence that supports evolutionary theory. ______

Your reasons:

  1. Evolution is a scientifically valid theory accepted by most scientists. ______

Your reasons:

Health & Disease: Use of Antibiotics

Date______

Class Period______

1. What are antibiotics?
2. Why do certain bacteria become immune/resistant to certain antibiotics?
3. If and how can bacterial
resistance be resolved?
4. What new methods of antibiotic treatment are being used?
5. Why do most viruses not respond to antibiotics but do respond to antiviral drugs?
6. What are some possible reasons that doctors prescribe antibiotics for a viral infection?
7. Do you have a personal story of antibiotic use? (optional)
Health and Disease Pamphlet
Teacher Name: ______
Student Name: ______
CATEGORY / 4 / 3 / 2 / 1
Content Accuracy / All facts in the pamphlet are accurate. / 99-90% of the facts in the pamphlet are accurate. / 89-80% of the facts in the pamphlet are accurate. / Fewer than 80% of the facts in the pamphlet are accurate.
Knowledge Gained / All students in the group can accurately answer all questions related to facts in the pamphlet and to technical processes used to create the pamphlet. / All students in the group can accurately answer most questions related to facts in the pamphlet and to technical processes used to create the pamphlet. / Most students in the group can accurately answer most questions related to facts in the pamphlet and to technical processes used to create the pamphlet. / Several students in the group appear to have little knowledge about the facts or technical processes used in the pamphlet.
Attractiveness & Organization / The pamphlet has exceptionally attractive formatting and well-organized information. / The pamphlet has attractive formatting and well-organized information. / The pamphlet has well-organized information. / The pamphlet's formatting and organization of material are confusing to the reader.

Comments:

Human Body:Glands and Hormones of the Endocrine System

Gland / Hormone / Function(s) of Hormone
01.thyroid / thyroxine
02.parathyroids / parathyroid hormone
03.adrenal cortex / corticoids
04.adrenal medulla / adrenaline
noradrenaline
05. pituitary, anterior lobe / growth hormone
LH
LTH
FSH
ACTH
TSH
06.pituitary, posterior lobe / oxytocin
vasopressin
07.Islets of Langerhans / glucagon
insulin
08.ovaries / estrogens
progesterone
09.testes / Androgens (testosterone)
10.thymus / thymosins
11.digestive glands / gastrin
secretin
12.pineal gland / melatonin

Human Body: Nerve Impulse Process Guide

Directions: As you read and participate in class activities, focus on the processes involved in the transmission of nerve impulses. Write your notes and responses on this handout.

  1. A nerve impulse is a change in the electric charge or distribution of ions along the cell membrane of a neuron. What causes this change of ion distribution?
  1. Draw a segment of a neuron that is in a resting state. Describe the distribution of

sodium and potassium ions inside and outside the cell membrane. This is known as the resting potential and the neuron is said to be polarized.

  1. Draw a segment of the neuron that has been stimulated by some sort of stimulus (for example light, pressure, heat). Describe the distribution of the sodium and potassium ions. This is known as the action potential and the neuron is said to be depolarized.
  1. How does the neuron become repolarized or return back to its resting potential?
  1. What is the sodium-potassium pump? What is its role in maintaining the resting potential?
  1. How are impulses transmitted from one neuron to another? What is the role of neurotransmitters in this process?
  1. What is a myelinated neuron? What is the role of Schwann cells in forming the myelin sheath? How does the nerve impulse travel along a myelinated neuron?

Human Body: Vocabulary Self-Awareness Chart Name______

Topic: The Human BodyDate______

Word /  / √ /  / Example / Definition
01. tissue
02. epithelial
tissue
03. muscle
tissue
04. nerve
tissue
05. connective
tissue
06.
07.
08.
09.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.

Lab Report: Experimental Design

Teacher Name:
Student Name: ______

CATEGORY / 4 / 3 / 2 / 1
Experimental Hypothesis / Hypothesized relationship between the variables and the predicted results is clear and reasonable based on what has been studied. / Hypothesized relationship between the variables and the predicted results is reasonable based on general knowledge and observations. / Hypothesized relationship between the variables and the predicted results has been stated, but appears to be based on flawed logic. / No hypothesis has been stated.
Experimental Design / Experimental design is a well-constructed test of the stated hypothesis. / Experimental design is adequate to test the hypothesis, but leaves some unanswered questions. / Experimental design is relevant to the hypothesis, but is not a complete test. / Experimental design is not relevant to the hypothesis.
Variables / All variables are clearly described with all relevant details. / All variables are clearly described with most relevant details. / Most variables are clearly described with most relevant details. / Variables are not described OR the majority lack sufficient detail.
Scientific Concepts / Report illustrates an accurate and thorough understanding of scientific concepts underlying the lab. / Report illustrates an accurate understanding of most scientific concepts underlying the lab. / Report illustrates a limited understanding of scientific concepts underlying the lab. / Report illustrates inaccurate understanding of scientific concepts underlying the lab.
Lab Report Rubric
Teacher Name: ______
Student Name: ______
CATEGORY / 4 / 3 / 2 / 1
Experimental Hypothesis / Hypothesized relationship between the variables and the predicted results is clear and reasonable based on what has been studied. / Hypothesized relationship between the variables and the predicted results is reasonable based on general knowledge and observations. / Hypothesized relationship between the variables and the predicted results has been stated, but it appears to be based on flawed logic. / No hypothesis has been stated.
Materials / All materials and setup used in the experiment are clearly and accurately described. / Almost all materials and the setup used in the experiment are clearly and accurately described. / Most of the materials and the setup used in the experiment are accurately described. / Many materials are described inaccurately OR are not described at all.
Procedures / Procedures are listed in clear steps. Each step is numbered and is a complete sentence. / Procedures are listed in a logical order, but steps are not numbered and/or are not in complete sentences. / Procedures are listed but are not in a logical order or are difficult to follow. / Procedures do not accurately list the steps of the experiment.
Variables / All variables are clearly described with all relevant details. / All variables are clearly described with most relevant details. / Most variables are clearly described with most relevant details. / Variables are not described OR the majority lack sufficient detail.
Data / Neat, accurate representation of the data in tables and/or graphs. Graphs and tables are labeled and titled. / Accurate representation of the data in tables and/or graphs. Graphs and tables are labeled and titled. / Accurate representation of the data in written form, but no graphs or tables are presented. / Data are not shown OR are inaccurate.
Conclusion / Conclusion includes whether the findings supported the hypothesis, possible sources of error, and what was learned from the experiment. / Conclusion includes whether the findings supported the hypothesis and what was learned from the experiment. / Conclusion includes what was learned from the experiment. / No conclusion was included in the report OR shows little effort and reflection.

Comments:

Word Grid for Comparison of Mitosis and Meiosis

  1. Complete the word grid below by writing the word “mitosis” or “meiosis” in the blank adjacent to the statement that properly fits the process.

DESCRIPTION / MITOSIS or MEIOSIS
a. involves one division cycle
b. functions in growth and repair
c. daughter cells are haploid
d. initiated in germ cells
e. completed when two daughter cells are formed
f. involves two division cycles
g. daughter cells are diploid
h. daughter cells have one chromosome from
each homologous pair
i. completed when four daughter cells are formed
j. insures genetic continuity (each generation is
genetically identical)
k. insures genetic variation (each generation is not
genetically identical)
  1. Write a summary statement about the major differences between mitosis and meiosis. Why is each process important to the continuation of living species?

Word Grid for Comparison of Mitosis and Meiosis Answers

  1. Complete the word grid below by writing the word “mitosis” or “meiosis” in the blank adjacent to the statement that properly fits the process.

DESCRIPTION / MITOSIS or MEIOSIS
a. involves one division cycle / mitosis
b. functions in growth and repair / mitosis
c. daughter cells are haploid / meiosis
d. initiated in germ cells / meiosis
e. completed when two daughter cells are formed / mitosis
f. involves two division cycles / meiosis
g. daughter cells are diploid / mitosis
h. daughter cells have one chromosome from
each homologous pair / meiosis
i. completed when four daughter cells are formed / meiosis
j. insures genetic continuity (each generation is
genetically identical) / mitosis
k. insures genetic variation (each generation is not
genetically identical) / meiosis
  1. Write a summary statement about the major differences between mitosis and meiosis. Why is each process important to the continuation of living species?

Student answers will vary.

Photosynthesis Process Guide

Directions: As you read and participate in class activities, focus on the processes involved in photosynthesis. Write your notes and responses on this handout.

  1. Define photosynthesis.
  1. What materials are required for this process? What materials are produced?
  1. Write the overall reaction for photosynthesis in both words and chemical symbols.
  1. Describe the events that occur in the light-dependent (light) photosynthetic reactions.
  1. Describe the events that occur in the light-independent (dark) photosynthetic reactions. What enzyme catalyzes this reaction?
  1. How do the light-dependent and light-independent reactions function together?

Identify the reactants and products of each set of reactions, and state how these substances flow between the reactions.

Plant Tropisms

Tropism / Stimulus / Example
  1. phototropism

  1. thigmotropism

  1. gravitropism

  1. hydrotropism

  1. chemotropism

Poster or PowerPoint® Presentation Rubric

Student Name: ______

Date: ______

CATEGORY / 4 / 3 / 2 / 1
Content Accuracy / All content throughout the presentation is accurate. There are no factual errors. / Most of the content is accurate, but there is one piece of information that might be inaccurate. / The content is generally accurate, but one piece of information is clearly flawed or inaccurate. / Content is typically confusing or contains more than one factual error.
Sequencing of Information / Information is organized in a clear, logical way. It is easy to anticipate the type of material that might be on the next card. / Most information is organized in a clear, logical way. One card or item of information seems out of place. / Some information is logically sequenced. An occasional card or item of information seems out of place. / There is no clear plan for the organization of information.
Use of Graphics / All graphics are attractive (size and colors) and support the theme/content of the presentation. / A few graphics are not attractive but all support the theme/content of the presentation. / All graphics are attractive but a few do not seem to support the theme/content of the presentation. / Several graphics are unattractive AND detract from the content of the presentation.
Effectiveness / Project includes all material needed to gain a comfortable understanding of the topic. It is a highly effective study guide. / Project includes most material needed to gain a comfortable understanding of the material but is lacking one or two key elements. It is an adequate study guide. / Project is missing more than two key elements. It would make an incomplete study guide. / Project is lacking several key elements and has inaccuracies that make it a poor study guide.

Comments:

PROTEIN SYNTHESIS

Date______

Class Period______

  1. the role of DNA in the synthesis of proteins

  1. events occurring in the
process of transcription
  1. the role of mRNA

  1. the role of tRNA

  1. the role of rRNA

  1. events occurring in the
process of translation
  1. significance of the
triplet code
  1. significance of codons
and anticodons
  1. importance of
amino acid sequences

Safety Contract: StudentPlease return this signed acknowledgement to the teacher.

I acknowledge that:

  • I have received a copy of the Rules of Laboratory Conduct for Safety in the Laboratory.
  • I have read and understand the policies and procedures as written in the rules for laboratory safety.
  • I know the location of safety equipment in the laboratory.
  • I understand the importance of adhering to the policies stated in the rules.
  • I have shared the information with my parent/guardian.
  • I understand that there is zero tolerance for unsafe practices during laboratory situations and that the teacher will remove whomever he/she deems is acting irresponsibly and that a grade of zero may result as a consequence of misconduct.
  • I understand that I will not be permitted to perform laboratory activities unless this contract is signed by both me and my parents (guardians) and is on file with the teacher.

I further agree to closely follow all other instructions, written or oral, given by the teacher in class.