Biology scope and sequence
Grade: 11
Semester: 2 year:2021
Theme of the semester: Change & Equilibrium, Reproduction, Growth,
Course description:
Students will learn through inquiry, investigation to promote learning, within four principles
1. Relate the biology to students’ current knowledge.
2. Emphasize the science focus of the lesson
3. Allow students to reflect on new knowledge.
4. Use assessments to build understanding.
Big Idea:
Accumulation of the environmental and genetic changes in the population leads to the evolution as a
feedback mechanism that contributes to biodiversity
1
LO.BI2.08
Compare and contrast the structures and functions of the human male and female reproductive systems:
1- identify analogous structures between the male and female organ systems. page 3
2- relate structures to their functions.
LO.BI2.09
Explain how the human reproductive system allows the variation needed for natural selection and page 4
evolution and demonstrate an understanding of gametogenesis through the process of meiosis
LO.BI2.10
Cite evidence from the fossil record to support the theory of natural selection and evolution: page5 &6
1) describe Darwin's theory of evolution by natural selection
2) use fossil evidence to show that genetic makeup descends from common ancestors
LO.BI2.11
Based on similarities in modern biological classification, show how to determine the phylogeny of any page 7&8
organism from micro to macro
LO.BI2.12
Compare and contrast microevolution and macroevolution and their interrelationship: page 9&10
1) define microevolution and macroevolution and
2) Explain the contribution of mutation, natural selection, genetic drift and gene flow in microevolution.
LO.BI2.13
page 11
Compare and contrast current work to genetically modify organisms and the theory of evolution over
geologic time
LO.BI2.14
Explain how human activities impact the sustainability of biodiversity. page 12&13
2
Compare and contrast the structures and functions of the human male and female reproductive systems:
LO. BI2.08
1- identify analogous structures between the male and female organ systems.
2- relate structures to their functions.
The big Activity No of Resources The concepts The
Month
weeks
Num.
domain planned and skills Sessions used evidence
of
concepts learned collected
1- presentation Modern Biology Chapter In class:
Students in groups 51 Reproductive System 1. Male power
explain the main p.1049-1060 reproductive point
Human structural features Web Animation structures - exit tick
Sexual of the male and 2 sessions The Male Reproductive 2. Formation
1st week
Reproductive female reproductive System at of sperm Homework:
system. www.humanbiology.com 3. Path and Analysis
Skills achieved: Delivery of Questions
Draw analogies Sperm from
between male and 4- Female Section 1, 2
female reproductive reproductive and 3
FEB
structures structures Reviews
2- Lab examination Modern biology-ch.15 5- Formation In class
Students in groups reproductive system of eggs complete a
through worksheet p.1049-1060 6. Ovarian work sheet
will examine the Preparation of the in lab handout
Essential cycle
2 sessions
Endometrium for
2nd Week
question main structure of 7. Menstrual
How does male and female Implantation at cycle
human life reproductive www.humanbiology.com 8. Fertilization
continue? organs 9. Pregnancy
Skills achieved: 10. Birth
using microscope
to Link form with Back
function
3
Explain how the human reproductive system allows the variation needed for natural selection and evolution and
LO.BI2.
demonstrate an understanding of gametogenesis through the process of meiosis.
09
The big Activity No of Resources The concepts The
Num. of
weeks
Month
domain planned and skills Sessions used evidence
concepts learned collected
Human 1- Investigation In class:
sexual Students investigate Campbell Chapter Worksheet
reproduction through simulation the 46 Animal 1. spermatogenesis
hormone cycle control of Reproduction p. 2. oogenesis
Essential the female and male 1003-1018 with an 3. testosterone homework:
question: Skills to be achieved: emphasis on 4. estrogen graphic
Is Variation 1. Compare and contrast Concept 46.4 and 5. hormonal drawing of
beneficial? spermatogenesis and Concept 46.5 controls of cycles hormonal
oogenesis (Diagram on cycle
1 session
3rd week
2. Draw analogies p.1008-1009) Concept
FEB.
between systems Check
Questions
46.4
Concept
Check
Questions
46.5
4
LO.BI2 Cite evidence from the fossil record to support the theory of natural selection and evolution:
.10 1) describe Darwin's theory of evolution by natural selection
2) use fossil evidence to show that genetic makeup descends from common ancestors
The big Activity No of Resources The concepts The evidence
Num. of
weeks
Month
domain planned and skills learned Sessions used collected
concepts
- Darwin and the SEPUP 1.Darwin’s In class: Activity
Development Activity 4/ influence on the sheet 4.1
of a Theory mechanism of Worksheet about
Darwin and the evolution
Reading: Students read theories (natural the reading
about Charles Darwin and Development of selection.) Homework: An
Evolution how his ideas were a Theory - S (p Darwin
The Fossil emerging from others’ and 2. Influence of eight sentence
Record led to the theory of 436¬-442), T summary about
experts, society
as evolution by natural (651¬-659) and culture who influenced
1 session
4th week
March
Evidence selection. during Darwin’s Darwin’s
time.
(Assign reading previously thinking and how
Essential and use the concept sheet 3. Evidence of they did so, The
question: during the class) evolution: geology, essay should
index fossil,
How did Skills achieved: Make biogeography, incorporate the
life accurate interpretations, concepts of
evolve? inferences and conclusions natural selection
from text principles.
5
2- INVESTIGATION: Activity 5 Using 5. Scientific In class: Activity
Using Fossil Evidence Fossil Evidence turning points sheet 5.1
to Investigate 6. Scientific And Exit ticket
To Investigate Whale Whale theories,
Evolution Students, Evolution S (p hypotheses
examine illustrations of 443-445) T ( p and
1 session
whale fossils and 663-671) observational
stratigraphic evidence.
representations to trace Practical :EXP 2:7. Hypothesis
the evolution of whales. whale evoluition testing
Rearrange the
whale ancestors in
Skills achieved: the beds from land
to sea
Communicate and defend
a scientific argument
3- READING: Evidence Activity 6 8. ndex fossil In class: exit
from the Fossil Record Evidence from 9. Stratigraphy ticket
Students read about how the Fossil and Homework:
scientists Record S p. radiometric graphic
interpret evidence from 446-453 T p. dating representation of
the fossil record, including 670-679 10. Lower organism using
2 sessions
the use of stratigraphy and Modern Biology strata fossil records
5th week
March
radiometric dating to : unit 4 11. from an area to
determine the age of fossils Evolution ( Transitional support the
p.297 -304) fossils theories of
/features natural selection
Campbell 9th edit and evolution cite
Unit 4: mechanism 12. co-opted
of evolution Ch22 features evidence about
dating and
6
LO.BI2. Based on similarities in modern biological classification, show how to determine the phylogeny of any organism
11 from micro to macro
The big Activity No of Resources used The concepts The
Num. of
planned and skills Sessions
Month
domain evidence
weeks
concepts learned collected
1- The Phylogeny of SEPUP: 1. Common In class:
Vertebrates Evolution unit - ancestry. Activity 7 -
Activ.7 (Teacher SS 7.1 and
Investigation: p.683) (Student 2. Biological
SS 3.1
Unit three: Students use a matrix p.454) classifications and
phylogeny of shared derived genealogical Homework:
characters to create -Study from: relationships. Analysis
Essential an evolutionary Campbell 9th Questions
3. Evidence of
question: edition (p.538
6th week and
tree for a group of common ancestry
1 session
7th week
-What affect sorting homology
March
vertebrates, and use from analogy
biodiversity? 4. Morphological
additional evidence to p.340
support a tree evidence (Homology ,
Analogy, and
hypothesis Vestigial structure)
Skills achieved:
1-Interpret data
2 Construct
explanations based on
knowledge and
reasoning
7
Doing Practical http://tolweb.org/ Criteria for In class
Students examine tree/home.pages/t scientific complete a
reehouses.html explanations worksheet
fossil and molecular a. the application of -Exit ticket
data to hypothesize Study from: appropriate
the evolutionary th
Campbell 9 edi evidence,
relationships between tion (p.538 sortin b. consistently
apes, and extinct and g homology from logical reasoning,
modern humans analogy p.340 c. basis in accepted
1 session
scientific knowledge.
Skills Achieved: 7. Theory of natural
1- Examine data to Practical: selection
identify trends and Exp3: Differentiate
8. Evidence for
relationships between Homology
and analogy evolution of
2- Develop conclusions hominids (Cranium
from evidence EXP4: Cranium
measurement measurements of
skulls)
9. Transitional
features in fossils
10. Phylogenetic
diversity
-Test will be at the end BI.2.10 and BI.2.11
- Midterm exam will be till this learning outcome
8
LO.BI2.12 Compare and contrast microevolution and macroevolution and their interrelationship:
1) define microevolution and macroevolution and
2) Explain the contribution of mutation, natural selection, genetic drift and gene flow in microevolution.
The big Activity No of Resources The concepts The evidence
Num. of
domain planned and skills Sessions used collected
Month
weeks
concepts learned
11- INVESTIGATION: SEPUP: 1. Speciation In class:
What is a Species? Activity 10 2. Biodiversity
Complete the
(Teacher and evolution
Students use the biological p.715) and extinction of sheet 10.1
species concept as one (Student taxa
piece of information about p.472)
Unit Four: where new species are in 3. Microevolution:
the process of separation a. mutation,
Maintaining from existing species. b. natural
selection,
Diversity – Students also investigate c. genetic drift,
And 9th week
Speciation the factors that lead to and d. gene flow
2 sessions
8th week
APRIL
Essential reproductive isolation of
question: species.
4. Adaptation
What affects Skills achieved: and selection:
Evolution? a. physical traits,
1- Communicate and b. behaviors,
defend a scientific c. biochemical
argument processes, and
2- Apply evidence and d. enhance
fitness
reasoning to formulate a
logical claim for where
populations are in the
process of speciation
9
13- The Processes and SEPUP: - In class :Use
Outcomes of Evolution Activ.13 SS 13.1 Answer
(Teacher. p the Analysis
Reading: Students read 748 ) questions p.496
about the concepts of (Student especially 2 &3
microevolution, .P489 )
adaptation, speciation, Homework:
Study from: Answer
macroevolution, and -Compare
Modern
extinction between macro
biology –
skills achieve: unit and micro
5.Macroevolution evolution.
1. Communicate and evolution
defend a scientific -What is meant
section
2 sessions
argument by adaptation
1(p317-318) and explain
2. Apply evidence and section
reasoning to formulate two examples
3(p326-329) of adaptations
genotype and phenotype
-What does the
of a hypothetical
word mass
genetically modified
extinction refer
organism
to? -
What does the
word fitness
refer to?
10
LO.BI2. Compare and contrast current work to genetically modify organisms and the theory of evolution over geologic
13 time
Num. of The big domain Activity No of Resources used The concepts The
concepts planned and Sessions evidence
Month
weeks
skills learned collected
This is a nice Self-learning A. Natural Simulation
synthesis of (students Campbell 9th eidt- selection with
Semester 1 & 2! project) B. Causes of Google
• Create A unit 4 (ch 23) genetic variation class
Essential model of a except concept23.2 C. Genetic Submission
Questions: plant that was expression
- Modern biology
How could genetic not successful – unit evolution D. Imapct of
as its section 1(p317-318) environmental
modification section 3(p326-329-
10th week
changes
APRIL
affect the rate of environment
E. Naturally
evolution and changed.
selected traits
biodiversity? include the
plants
genotypes and
phenotype.
Student
provide a
simulation or
presentation
11
LO.BI2. Explain how human activities impact the sustainability of biodiversity.
14
Num. of The big Activity No of Resources used The concepts The evidence
planned and skills Sessions collected
Month
weeks domain
concepts learned
TALK IT OVER: Science 1.Biodiversity In class:
Biodiversity and and global 2.Ecosystem The results of
Unit 5: Sustainability issue book SEPUP services the game
Maintaining (415- 421) 3.Protected areas during
Diversity Students play a game Using the link 4.Sustainability Activity 1 -
Essential in which they www.SEPUPlhs.org Uses SS
Question; manage one
1.1;1.2;1.3 and
- Can ecosystem on an study from:
1.4 . Especially
humans island to learn about Campbell 9th edit
sheet 1.4
11th week
sustain
1 session
how biodiversity and unit 8
which is the
MAY
their life sustainability are concept56(p.1238
styl’s and Reflection
connected. to 1244) and
sheet.
(p.1251
biodiversity? Skills achieve: establishing a
1. Develop
conclusions based on protected area)
evidence and
reasoning
2. Consider and
evaluate multiple
perspectives on an
issue
12
TALK IT OVER : Assign reading 5. Impact of In class:
Human Activities previously human activities frayr model to
and Biodiversity SEPUP pages on rates of be delivered
Students read (421- 431) natural change. Exit ticket:
scenarios that 6. Three levels of The Analysis
describe various biodiversity Questions in
human activities that a. ecosystem SEPUP from
affect the diversity of diversity, Act. 2- page
ecosystems, species, b. species 431
and Populations. diversity Homework:
(Caurosel Strategy) c. genetic One case
diversity. study on how
Skills achieve:
7. Human man altered
1 session
Argue a position and
activities often any of the
support it with
cause three types of
evidence
biodiversity to diversities (a
increase or paragraph
decrease. only – you
may use
photos but not
those in
SEPUP)
13
