Whitman-Hanson Regional High School provides all students with a high- quality education in order to develop reflective, concerned citizens and contributing members of the global community.

823/824/825 Biology I Honors Part A, B & C Grade 9 180 Days
Course Description / The goal of this course is to provide the student with an increased opportunity for advanced study and a
broad background in Biology. This course is recommended for the student who has shown a high degree of
interest in previous science and mathematics courses and plans a career in science or a related field. This
course is presented in more depth and at an accelerated pace. The topics considered are similar in structureto the conventional Biology I at the Academic level. Biology Honors demands a commitment to academicexcellence and more independent involvement on the part of the student.
Instructional Strategies / Instructional Strategies include but may not be limited to the following:
Power point notes and lecture, laboratory work, group work, problems solving, videos, projects, and diagram labeling.
Student Learning Expectations / 1.Read, write and communicate effectively.
2.Utilize technologies appropriately and effectively.
3.Apply critical thinking skills.
4.Explore and express ideas creatively.
5.Participate in learning both individually and collaboratively.
6.Demonstrate personal, social, and civic responsibility.

1

Unit of Study : The Nature of Life

MA Standard/Strands: / 1. The Chemistry of Life
Central Concept: Chemical elements form organic molecules that interact to perform the basic functions of life.
1.1 Recognize that biological organisms are composed primarily of very few elements. The six most common are C, H, N, O, P, and S.
1.2 Describe the basic molecular structures and primary functions of the four major categories of organic molecules (carbohydrates, lipids, proteins, nucleic acids).
1.3 Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, that have an effect on enzymes.
Time Frame: / 4 weeks
Text
(Chapter/Pages) /
  • Prentice Hall Biology Chapter 1 The Science of Biology– pages 2-28
  • Prentice Hall Biology Chapter Chapter 2 The Chemistry of Life– Pages 35-53

Other Resources: /
  • power-points
  • videos / notes
  • scientific method of inquiry activity
  • characteristics of life collage
  • Introductory of the Microscope Lab
  • Build Organic molecules with kits
  • Catalase Enzyme lab

Essential Questions
Concepts, Content: / Explain what the goal of science is.
Explain what a hypothesis is.
Describe how scientists test hypotheses.
Explain how a scientific theory develops.
Describe some characteristics of living things.
Explain how life can be studied at different levels.
Describe the measurement system most scientists use.
Explain how light microscopes and electron microscopes are similar and different.
Describe two common laboratory techniques.
Explain why it is important to work safely in biology.
Identify the three subatomic particles found in atoms.
Explain how all of the isotopes of an element are similar and how they are different.
Explain what chemical compounds are.
Describe the two main types of chemical bonds.
Explain why water molecules are polar.
Differentiate between solutions and suspensions.
Explain what acidic solutions and basic solutions are.
Describe the functions of each group of organic compounds.
Explain how chemical reactions affect chemical bonds in compounds.
Describe how energy changes affect how easily a chemical reaction will occur.
Explain why enzymes are important to living things.
Targeted Skill(s): /
  • Reading, writing, independent and collaborative work in labs, higher-level thinking and discussion, mastery of essential questions, concepts, and content
See Appendix A, Reading Standards for Literacy in Science 9-10
Writing: / Teacher created essays, open response questions from previous MCAS Biology exams. FDA Letter written for the organic chemistry section.
See Science and Technical Subjects sections of Appendix B, Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6 – 12
Assessment Practices: /
  • Labs
  • Teacher created tests and quizzes
  • Open response questions and summary essays

Unit of Study : Cells

MA Standard/Strands: / 2. Cell Biology
Central Concepts: Cells have specific structures and functions that make them distinctive. Processes in a cell can be classified broadly as growth, maintenance, and reproduction.
2.1 Relate cell parts/organelles (plasma membrane, nuclear envelope, nucleus, nucleolus, cytoplasm, mitochondrion, endoplasmic reticulum, Golgi apparatus, lysosome, ribosome, vacuole, cell wall, chloroplast, cytoskeleton, centriole, cilium, flagellum, pseudopod) to their functions. Explain the role of cell membranes as a highly selective barrier (diffusion, osmosis, facilitated diffusion, active transport).
2.2 Compare and contrast, at the cellular level, the general structures and degrees of complexity of prokaryotes and eukaryotes.
2.3 Use cellular evidence (e.g., cell structure, cell number, cell reproduction) and modes of nutrition to describe the six kingdoms (Archaebacteria, Eubacteria, Protista, Fungi, Plantae, Animalia).
Time Frame: / 2 weeks
Text
(Chapter/Pages) /
  • Prentice Hall Biology Chapter 7 Cell Structure and Function –Pages 169-193

Other Resources: /
  • Power-points
  • Videos / notes
  • Demonstrations / kit activities
  • Lab – onion cell

Essential Questions
Concepts, Content: / Explain what the cell theory is.
Distinguish between prokaryotes and eukaryotes.
Describe the function of the cell nucleus.
Describe the functions of the major cell organelles.
Identify the role of the cytoskeleton.
Identify the main functions of the cell membrane and the cell wall.
Describe what happens during diffusion.
Explain the processes of osmosis, facilitated diffusion, and active transport.
Describe cell specialization
Identify the organizational levels in multicellular organisms.
Targeted Skill(s): /
  • Reading, writing, independent and collaborative work in labs, higher-level thinking and discussion, mastery of essential questions, concepts, and content
  • See Appendix A, Reading Standards for Literacy in Science 9-10

Writing: / Teacher created essays, open response questions from previous MCAS Biology exams.
See Science and Technical Subjects sections of Appendix B, Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6 – 12
Assessment Practices: /
  • Labs
  • Teacher created tests and quizzes
  • Open response questions and summary essays.

Unit of Study : Cells

MA Standard/Strands: / 2. Cell Biology
Central Concepts: Cells have specific structures and functions that make them distinctive. Processes in a cell can be classified broadly as growth, maintenance, and reproduction.
2.4 Identify the reactants, products, and basic purposes of photosynthesis and cellular respiration. Explain the interrelated nature of photosynthesis and cellular respiration in the cells of photosynthetic organisms.
2.5 Explain the important role that ATP serves in metabolism.
Time Frame: / 1.5 weeks
Text
(Chapter/Pages) /
  • Prentice Hall Biology Chapter 8 Photosynthesis– Pages 201-214

Other Resources: /
  • Power-points
  • Videos / notes
  • Demonstrations / activities

Essential Questions
Concepts, Content: / Explain where plants get the energy they need to produce food.
Describe the role of ATP in cellular activities.
Explain what the experiments of van Helmont, Priestley, and Ingenhousz reveal about how plants grow.
State the overall equation of photosynthesis.
Describe the role of light and chlorophyll in photosynthesis.
Describe the structure and function of a chloroplast.
Describe what happens in the light dependent reactions.
Explain what the Calvin cycle is
Identify factors that affect the rate at which photosynthesis occurs.
.
Targeted Skill(s): /
  • Reading, writing, independent and collaborative work in labs, higher-level thinking and discussion, mastery of essential questions, concepts, and content
  • See Appendix A, Reading Standards for Literacy in Science 9-10

Writing: / Teacher created essays, open response questions from previous MCAS Biology exams.
See Science and Technical Subjects sections of Appendix B, Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6 – 12
Assessment Practices: /
  • Labs
  • Teacher created tests and quizzes
  • Open response questions and summary essays.

Unit of Study : Cells

MA Standard/Strands: / 2. Cell Biology
Central Concepts: Cells have specific structures and functions that make them distinctive. Processes in a cell can be classified broadly as growth, maintenance, and reproduction.
2.4 Identify the reactants, products, and basic purposes of photosynthesis and cellular respiration. Explain the interrelated nature of photosynthesis and cellular respiration in the cells of photosynthetic organisms.
2.5 Explain the important role that ATP serves in metabolism.
Time Frame: / 1.5 weeks
Text
(Chapter/Pages) /
  • Prentice Hall Biology Chapter 9 Cellular Respiration – Pages 221-232

Other Resources: /
  • Power-points
  • Videos / notes
  • Demonstrations / activities

Essential Questions
Concepts, Content: / Describe what happens in the light dependent reactions.
Explain what the Calvin cycle is
Identify factors that affect the rate at which photosynthesis occurs.
Explain what cellular respiration is.
Describe what happens during the process of glycolysis.
Name the two main types of fermentation.
Describe what happens during the Krebs cycle.
Explain how high energy electrons are used by the electron transport chain.
Identify three pathways the body uses to release energy during exercise.
Compare photosynthesis and cellular respiration.
Targeted Skill(s): /
  • Reading, writing, independent and collaborative work in labs, higher-level thinking and discussion, mastery of essential questions, concepts, and content
  • See Appendix A, Reading Standards for Literacy in Science 9-10

Writing: / Teacher created essays, open response questions from previous MCAS Biology exams.
See Science and Technical Subjects sections of Appendix B, Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6 – 12
Assessment Practices: /
  • Labs
  • Teacher created tests and quizzes
  • Open response questions and summary essays.

Unit of Study : Cells

MA Standard/Strands: / 2. Cell Biology
Central Concepts: Cells have specific structures and functions that make them distinctive. Processes in a cell can be classified broadly as growth, maintenance, and reproduction.
2.6 Describe the cell cycle and the process of mitosis. Explain the role of mitosis in the formation of new cells, and its importance in maintaining chromosome number during asexual reproduction.
Time Frame: / 2 weeks
Text
(Chapter/Pages) /
  • Prentice Hall Biology Chapter 10 Cell Growth and Division– Pages 241-252

Other Resources: /
  • Power-points
  • Videos / notes
  • Demonstrations / activities

Essential Questions
Concepts, Content: / Explain what cellular respiration is.
Describe what happens during the process of glycolysis.
Name the two main types of fermentation.
Describe what happens during the Krebs cycle.
Explain how high energy electrons are used by the electron transport chain.
Identify three pathways the body uses to release energy during exercise.
Compare photosynthesis and cellular respiration.
Explain the problems that growth causes for cells.
Describe how cell division solves the problem of cell growth.
Name the main events of the cell cycle.
Describe what happens during the four phases of mitosis.
Identify a factor that can stop cells from growing.
Describe how the cell cycle is regulated.
Explain how cancer cells are different from other cells.
Targeted Skill(s): /
  • Reading, writing, independent and collaborative work in labs, higher-level thinking and discussion, mastery of essential questions, concepts, and content
  • See Appendix A, Reading Standards for Literacy in Science 9-10

Writing: / Teacher created essays, open response questions from previous MCAS Biology exams.
See Science and Technical Subjects sections of Appendix B, Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6 – 12
Assessment Practices: /
  • Labs
  • Teacher created tests and quizzes
  • Open response questions and summary essays.

Unit of Study : Genetics

MA Standard/Strands: / 3. Genetics
Central Concepts: Genes allow for the storage and transmission of genetic information. They are a set of instructions encoded in the nucleotide sequence of each organism. Genes code for the specific sequences of amino acids that comprise the proteins characteristic to that organism.
3.4 Distinguish among observed inheritance patterns caused by several types of genetic traits (dominant, recessive, codominant, sex-linked, polygenic, incomplete dominance, multiple alleles).
3.5 Describe how Mendel’s laws of segregation and independent assortment can be observed through patterns of inheritance (e.g., dihybrid crosses).
3.6 Use a Punnett Square to determine the probabilities for genotype and phenotype combinations in monohybrid crosses.
Time Frame: / 4 weeks
Text
(Chapter/Pages) /
  • Prentice Hall Biology Chapter 11 Introduction to Genetics– Pages 262-285
  • Prentice Hall Biology Chapter 14 The Human Genome – Pages 340-365

Other Resources: /
  • Power-points
  • Videos / notes
  • Demonstrations / kit activities
  • Labs

Essential Questions
Concepts, Content: / What is the principle of dominance?
What happens to alleles during segregation?
How do geneticists use the principles of probability
How do geneticists use Punnett squares?
What is the principle of independent assortment?
What inheritance patterns exist in addition to dominance?
How do small changes in DNA cause genetic disorders?
What determines whether a person is male or female?
Why are sex-linked disorders more common in males than in females?
Targeted Skill(s): /
  • Reading, writing, independent and collaborative work in labs, higher-level thinking and discussion, mastery of essential questions, concepts, and content
  • See Appendix A, Reading Standards for Literacy in Science 9-10

Writing: / Teacher created essays, open response questions from previous MCAS Biology exams.See Science and Technical Subjects sections of Appendix B, Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6 – 12
Assessment Practices: /
  • Labs
  • Teacher created tests and quizzes
  • Open response questions and summary essays

Unit of Study : Genetics

MA Standard/Strands: / 3. Genetics
Central Concepts: Genes allow for the storage and transmission of genetic information. They are a set of instructions encoded in the nucleotide sequence of each organism. Genes code for the specific sequences of amino acids that comprise the proteins characteristic to that organism.
3.1 Describe the basic structure (double helix, sugar/phosphate backbone, linked by complementary nucleotide pairs) of DNA, and describe its function in genetic inheritance.
3.2 Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic code. Explain the basic processes of transcription and translation, and how they result in the expression of genes. Distinguish among the end products of replication, transcription, and translation.
3.3 Explain how mutations in the DNA sequence of a gene may or may not result in phenotypic change in an organism. Explain how mutations in gametes may result in phenotypic changes in offspring.
Time Frame: / 2 weeks
Text
(Chapter/Pages) /
  • Chapter 12 DNA and RNA – Pages 286-317

Other Resources: /
  • Power-points
  • Videos / notes
  • Demonstrations / activities
  • Labs

Essential Questions
Concepts, Content: / What is the relationship between genes and DNA?
What is the overall structure of the DNA molecule?
What happens during DNA replication?
What are the three main types of RNA?
What happens during transcription?
What happens during translation?
What is the significance of mutations on living things?
What are the types of mutations?
How are most eukaryotic genes controlled?
Targeted Skill(s): /
  • Reading, writing, independent and collaborative work in labs, higher-level thinking and discussion, mastery of essential questions, concepts, and content
  • See Appendix A, Reading Standards for Literacy in Science 9-10

Writing: / Teacher created essays, open response questions from previous MCAS Biology exams.See Science and Technical Subjects sections of Appendix B, Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6 – 12
Assessment Practices: /
  • Labs
  • Teacher created tests and quizzes
  • Open response questions and summary essays

Unit of Study : Evolution and Biodiversity

MA Standard/Strands: / 5. Evolution and Biodiversity
Central Concepts: Evolution is the result of genetic changes that occur in constantly changing environments. Over many generations, changes in the genetic make-up of populations may affect biodiversity through speciation and extinction.
5.1 Explain how evolution is demonstrated by evidence from the fossil record, comparative anatomy, genetics, molecular biology, and examples of natural selection.
5.3 Explain how evolution through natural selection can result in changes in biodiversity through the increase or decrease of genetic diversity within a population.
Time Frame: / 3 weeks
Text
(Chapter/Pages) /
  • Chapter 15 Darwin’s Theory of Evolution– Pages 368-391
  • Chapter 16 Evolution of Populations– Pages 392-415

Other Resources: /
  • Power-points
  • Videos / notes
  • Demonstrations / activities
  • Labs

Essential Questions
Concepts, Content: / What was Charles Darwin’s contribution to science?
What evidence of evolution did Darwin present?
How is natural selection related to a species’ fitness?
How is evolution defined in genetic terms?
What are the main sources of heritable variation in a population?
What conditions are needed to maintain genetic equilibrium?
What is genetic drift?
How does natural selection affect single-gene and polygenic traits?
Describe the process of speciation in the Galapagos Islands.
What factors are involved in the formation of new species?
Targeted Skill(s): /
  • Reading, writing, independent and collaborative work in labs, higher-level thinking and discussion, mastery of essential questions, concepts, and content
  • See Appendix A, Reading Standards for Literacy in Science 9-10

Writing: / Teacher created essays, open response questions from previous MCAS Biology exams.
See Science and Technical Subjects sections of Appendix B, Writing Standards for Literacy in History/Social Studies, Science, and Technical Subjects 6 – 12
Assessment Practices: /
  • Labs
  • Teacher created tests and quizzes
  • Open response questions and summary essays

Unit of Study : Evolution and Biodiversity