Teaching this Course:
Biology I, a requirement for all SC high school students, should be taught in an engaging manner that ignite's students to desire more information. The course should be 30% labs, so in a 90-day semester, 27-days should be devoted to hand-on laboratory activities. Standards Handout for Students
To help students remember important past information, have them use this template to write summary information at the conclusion of each unit. Give each student a manila folder on which to paste their collection unit summaries.
Biology I, a requirement for all SC high school students, should be taught in an engaging manner that ignite's students to desire more information. The course should be 30% labs, so in a 90-day semester, 27-days should be devoted to hand-on laboratory activities. Standards Handout for Students
To help students remember important past information, have them use this template to write summary information at the conclusion of each unit. Give each student a manila folder on which to paste their collection unit summaries.
Download 2021-22 Bio 1 Curriculum Map HERE
CP vs. Honors:
In SC, students in Honors classes are weighted with a .5 GPA step above College Preparatory classes. It is important that students in Honors classes are challenged beyond the CP curriculum to ensure that the additional .5 GPA weighting is earned. Currently there are no standardized curriculum divisions between the two courses, but teachers should consider the following suggestions:
In SC, students in Honors classes are weighted with a .5 GPA step above College Preparatory classes. It is important that students in Honors classes are challenged beyond the CP curriculum to ensure that the additional .5 GPA weighting is earned. Currently there are no standardized curriculum divisions between the two courses, but teachers should consider the following suggestions:
- Honors' students should complete the same labs as CP students, plus additional labs that take them to a higher level of exposure to scientific concepts and principles.
- All students should be required to write at least 2 formal lab reports. Honors' students should write at least 4 formal lab reports.
- All students should complete 2-3 research projects that analyze real data and help students to gain a real world view of course content. Honors' students may be assigned a project for each unit of study. Project ideas include:
- Locate and analyze the results of a recent clinical trial of a new medication. After studying the results, would you recommend this medication? Do its benefits outweigh its risks?
- Each week students must locate and write a brief summary of a Biology-related news article. Honors' students must choose 4 during the semester to elaborate on in a formal essay and additional research.
- Have students research a virus that currently infects record numbers of people. What are the recommended preventive measures? Is the development of a vaccine in progress?
- Have students study the latest in cancer research. What's something we are just now learning about cancer or cancer treatment? Why is this new information important?
- Have students research some of the most popular diet programs. What do these programs have in common? How are they different? Based on what students have learned about the energy of different biological molecules, which diet probably leads to the most (most rapid) weight loss?
- Have students research a trait that is common in their family and make a pedigree. Honor's students must research this trait to see how common it is in the USA and world, and maybe the origins of the trait.
- Have students research careers that are related to Biology. What majors and what schools would offer the best preparation?
- What is the basis of the debate about climate change? What evidence, for or against, do the biggest proponents use to bolster their argument?
- What endangered species live in our area? What factors are threatening these species? Have students develop a conservation plan for an endangered species that lives in our area.
Week# |
Unit * Essential Learnings |
Specific Topics *Essential Labs |
Engaging Questions & Links |
1 |
Intro Introduce the study of Biology. |
-Lab Safety -Characteristics of Life -Scientific Method -Periodic Table Review -What’s new in Biology? -Why is Biology need-to-know information? |
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2 |
Cells H.B.2B.1* H.B.2B.2 H.B.2B.3 H.B.2C.1 H.B.2C.2 H.B.2C.3 |
-Cell Theory -Prokaryotic vs Eukaryotic Cells -Organelle Functions -Viruses-are they living? |
-So, without exception, all living things are made of cells? No exceptions? -Purple Earth Hypothesis -I've heard the word "virus" means "poison." What does this mean? -Expert: Coronavirus isn't Alive, but it Still Can Harm |
3 |
Cells H.B.2A.1 H.B.2A.2 |
-Active vs. Passive Transport -Lipids-structure and function in the cell membrane *LAB-starch-iodine or potato-saltwater -Cell Transport |
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4 |
Cells H.B.2D.1 H.B.2D.2 H.B.2D.3 H.B.2D.4 |
-Cell Differentiation -Cell Cycle and Regulation -Cancer -Pros and Cons of Stem cell use |
-If someone breaks a bone they wear a cast for 6 weeks. If someone gets a cut, they heal in 2-3 days, why is there a difference? -Why do we say children heal faster than adults? -An adult is made of approx. 37-trillion cells, why so many? How are they different? |
5 |
Energy H.B.2A.1* H.B.2A.2 H.B.3A.1 H.B.3A.2 H.B.3A.3* H.B.3A.4 H.B.3A.5 |
-Photosynthesis-emphasize the formula -Carbohydrates as a source of energy |
-Think back to 7th grade when you evaluated chemical equations to determine if they were balanced--is the photosynthesis equation balanced? -Why do we say plants make their own food? -What about venus fly traps (and other carnivorous plants)--do they make their own food? -Why do some people believe in a low carb diet? |
6 |
Energy continued |
-Cellular respiration-emphasize the formula -Lipids—food sources, structure & function as energy source -Enzymes *LAB-Enzymes (pineapple- gelatin OR liver-peroxide) |
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7 |
Energy continued |
-Proteins—food sources, structure & function -AMP-ADP-ATP cycle (active transport, calories, bio molecules) -Fermentation-alcoholic and lactic acid |
-Why do we need to eat protein, if our cells can make protein? -If someone is vegetarian, how do they get protein? -I've heard of lactic acid in terms of sports/athletes--what's the relation? |
8 |
Heredity H.B.4A.1* H.B.4C.1* H.B.4C.2 H.B.4C.3 H.B.4A.2 H.B.4B.2* H.B.4B1* H.B.4D.1* |
-Meiosis -Mendelian Genetics (Punnett Squares) -Mendel’s Laws |
-If human cells have 46 chromosomes, how can a man and woman make a baby with 46 chromosomes--wouldn't the baby's cells have 92 chromosomes? -Why are siblings different? -Remember Punnett Squares from 7th grade--what about Punnett Squares with 2 traits? -If Mendel's Laws were untrue, what would happen? |
9 |
Heredity continued |
-Extensions of Mendelian genetics -DNA / RNA / Protein |
-So, everything is not simply dominant or recessive? Like what? -What are some different proteins that I may know of? Do all of the cells in an organism make the same proteins? |
10 |
Heredity continued |
-Mutations -Genetic Technologies |
-Some mutations are good? How can that be? -Are there any common mutations in people? -I know someone who when through chemotherapy 3 times because his cancer kept returning, then he was given stem cell therapy and is fine. How does that work? -Clemson recently added BioEngineering as a major--is that related to what we are studying? |
11 |
Evolution H.B.5A.1* H.B.5A.2* H.B.5A.3* H.B.5B.1* H.B.5B.2* H.B.5C.1 H.B.5C.2 H.B.5C.3 |
-Linnaean Classification Review (2 days) -Natural Selection -Impact of the Environment on Living Things |
-What exactly do we mean when we say “species?” -If we think blue-green algae were the first living thing, how did we get so much diversity? -If there's "natural selection," is there also "artificial selection?' |
12 |
Evolution continued |
-Evidence of Evolution—Embryology,Biochemistry, Paleontology -Phylogenetic Trees *LAB-Bunny online simulation, or Peppered Moth |
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13 |
Ecology H.B.6A.1 H.B.6A.2 H.B.6B.1* H.B.6B.2* H.B.6C.1 H.B.6D.1* |
-Interrelationships among organisms -How populations are affected by density-dep., density-indep., abiotic, and biotic factors -Succession |
-How can the Earth be home to 8.7 million species? -Shouldn’t there be competition, other issues? |
14 |
Ecology continued |
-Geochemical Cycles—Carbon, Nitrogen, Water -Maintenance of Ecosystems and the atmosphere -Impact of Humans *LAB-Impact of Humans |
-Why must water be recycled? -Rock Hill Water Service -What is the role of fungi in recycling nutrients? -Do all living things affect all other living things? -What are some of the most detrimental things humans do to the environment? |
15 |
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-Review for EOC |
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16 |
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Teacher-Directed Actvities |
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17 |
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Teacher-Directed Activities |
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18 |
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Teacher-Directed Actvities |
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In December 2017, representatives from the SC Dept. of Education's Office of Assessment presented the information linked below to SCSELA (SC Science Education Leadership Association). The presentation breaks down state data from 2017 EOCEP and SCPASS. It shares the specific weakness noted through the test results. Teachers may use this information to inform their instruction for the future. See presentation.
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2021 SC Biology Standards
2021 SC Earth Science Standards
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2021 SC Physics Standards
2021 SC Chemistry Standards
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