pre-ap biology overview 2019 -2020€¦ · unit overview – the unit overview provides a brief...

Department of Teaching & Learning _____________________________________________________________________________________________

Pre-AP Biology

Overview 2019 -2020

This document is designed provide parents/guardians/community an overview of the curriculum taught in the FBISD classroom. It includes pacing, TEKS, Unit Overview, Big Ideas and Essential Questions, Concepts and Instructional Model. Definitions Overview– The content in this document provides an overview of the pacing and concepts covered in a subject for the year. TEKS – Texas Essential Knowledge and Skills (TEKS) are the state standards for what students should know and be able to do. Process Standards – The process standards describe ways in which students are expected to engage in the content. The process standards weave the other knowledge and skills together so that students may be successful problem solvers and use knowledge learned efficiently and effectively in daily life. Unit Overview – The unit overview provides a brief description of the concepts covered in each unit. Big Ideas and Essential Questions - Big ideas create connections in learning. They anchor all the smaller isolated, facts together in a unit. Essential questions (questions that allow students to go deep in thinking) should answer the big ideas. Students should not be able to answer Essential Questions in one sentence or less. Big ideas should be the underlying concepts, themes, or issues that bring meaning to content. Concept – A subtopic of the main topic of the unit Instructional Model – The structures, guidelines or model in which students engage in a particular content that ensures understanding of that content. Parent Supports The following resources provide parents with ideas to support students’ understanding Discovery Education Resources

Khan Academy

Texas Gateways

http://www.discoveryeducation.com/parents/

https://www.khanacademy.org/

https://www.texasgateway.org/


NSTA – Science Resources for Parents

National Geographic Kids

National Geographic

The 5E Instructional Model:

• It is based on the constructivist learning theory, which states that learners build or construct new ideas based on their experiences.

• It represents a recursive cycle of cognitive stages in inquiry-based learning. • Stages are intended to be completed sequentially, however you may revisit a stage more than once

during the 5E process. • It capitalizes on hands-on activities, students’ curiosity, and academic discussion among students. • Typically, NOT all five stages would be experienced in a single classroom period, but all five would

certainly be embedded in a series of lessons that would develop a particular concept, lasting days or weeks.

• It should be used to develop conceptual understanding over time with each stage building on the previous stage, rather than serve as a series of activities.

• It should be used in conjunction with other instructional strategies such as writing in science, graphing, graphic organizers, collaboration, etc.

Adopted Resources Middle School: https://www.fortbendisd.com/Page/93918 High School: https://www.fortbendisd.com/Page/93927 Process Standards The process standards in the Texas Essential Knowledge and Skills (TEKS) for mathematics, science, and social studies describe ways in which students are expected to engage with the content. These skills should be incorporated into the teaching of the TEKS when possible so that students can attain a greater depth of understanding of complex content. The student expectations addressing scientific processes are an integral part of the TEKS for science. In the STAAR science assessments, there is not a separate reporting category for process skills. Instead, these skills will be incorporated into at least 40% of the test questions from the content reporting categories. When student expectations are reported for an administered test, both content and process

http://www.nsta.org/parents/

https://kids.nationalgeographic.com/

https://www.nationalgeographic.com/

https://www.fortbendisd.com/Page/93918

https://www.fortbendisd.com/Page/93927


student expectations will be reported for science test questions that measure a content student expectation and incorporate a process student expectation (adapted from the TEA website).

Grading Period 1 Unit 1: Biomolecules and Cells Estimated Date Range: Aug. 14 – Sept. 16

Unit Overview: Laboratory Safety Concept: Students will review lab safety rules and procedures. Students will also compare the safety involved in a science classroom to the rules, guidelines and proper use of safety equipment classroom. The evaluation why safety is important in a science classroom and how it is used in everyday life will be a cornerstone of learning that will continue throughout the school year. Students will review previously learned information on how scientists identify and solve problems by planning and carrying out investigations in which hypotheses are formulated and tested. Collecting, analyzing and drawing conclusions from data are activities that will allow for students demonstrate their ability to express their understanding of scientific process in written form.  Biomolecules and Cells concept: Students will review functions of four biomolecules: lipids, carbohydrates, nucleic acids, and proteins. The students will also learn cell basics such as levels of organization, prokaryote cells vs. eukaryote cells, and receive a brief review of organelle function. Homeostasis and Cellular Transport will also be discussed during this unit, and cover the following: structure/function of plasma membrane, passive transport and active transport. Big Ideas:

• Following safety guidelines, rules and procedures maintains a safe, learning environment. • Although the goal of science is to explain natural and physical phenomena, it has limitations. • Transport of molecules into and out of cells plays a vital role in helping a cell maintain constant internal

conditions, or homeostasis, in a changing environment. • Proteins, lipids, and nucleic acids, are large biomolecules found in cells whose particular functions

determine the roles each play in carrying out important cell processes and in making up the structure of cells.

Essential Questions

• Why is safety important in science? • Does science have the answer for everything? • How does the transport of molecules into and out of a cell relate to homeostasis? • How do the functions of biomolecules determine their roles within a cell?

Concepts within Unit #1 TEKS

Concept #1: Laboratory Safety B.1B, B.2G, B.2H, B.3D Concept #2: Biomolecules B.9A, 9.C, 9.10C Concept #3: Cell Transport B.4A, B.4B

Unit 2: Energy Conversion in Cells Estimated Date Range: Sept. 17 – Oct. 4

Unit Overview: In this unit, students will be able to understand that all cells must obtain and use energy, and carry out energy conversions such as photosynthesis and cellular respiration to maintain homeostasis. In addition, students will

http://ritter.tea.state.tx.us/rules/tac/chapter112/ch112c.html


able to explain the processes of photosynthesis and cellular respiration in cells. By the end of the unit, students will be able to understand and explain how the exchange of energy relates to how we eat and breathe. Big Ideas:

• All cells must obtain and use energy and carry out energy conversions such as photosynthesis and cellular respiration to maintain homeostasis.

• Photosynthesis and cellular respiration are both processes that convert energy from one form to another to meet the energy needs of a cell, but they each start and end with different types of matter and energy.

Essential Questions • What are the similarities and differences between photosynthesis and cellular respiration?


Concept #1: Photosynthesis B.2G, B.2H, B.3D, B.4B, B.9A, B.9B Concept #2: Cellular Respiration B.2G, B.2H, B.3D, B.4B, B.9A, B.9B

Unit 3: Nucleic Acids and Protein Synthesis Estimated Date Range: Oct. 7 – Oct. 10

Unit Overview: In this unit, students will, students will be able to explain that genes are segments of DNA found on chromosomes in the nucleus, and they contain information that specify our traits. Explain that the two strands of DNA are held together down the middle by hydrogen bonds between the nitrogenous base pairs. In addition, student will be able to explain that the sequence of nucleotides, specifically nitrogen bases, in the DNA specifies the structure and function of a protein, and that proteins determine our traits. Activities will also include transcribing a strand of mRNA when given a strand of DNA, using base pairing rules. Big Ideas:

• DNA is made of nucleotides, each composed of a pentose sugar, a phosphate group, and a nitrogenous base. 

• Genetic information is carried in genes, which are segments of DNA found on chromosomes in the nucleus, which specify the traits of an organism in the sequence of nucleotides that produces specific proteins

• Genes differ from one another due to the sequence of the nitrogenous bases in the DNA nucleotides. DNA acts as a template for making RNA, and RNA carries the DNA instructions to the ribosomes to synthesize proteins. Altogether, this process is known as protein synthesis, which is a regulated process. 

• DNA sometimes contains mistakes, called mutations, which may be beneficial, harmful, or neutral. 

Essential Questions • What is DNA composed of? • How does DNA carry genetic information? • Why is DNA needed to make proteins? • How does the structure of DNA relate to the genetic information it carries?




Concept #1: DNA and RNA B.2G, B.2H, B.3D, B.4B, B.6A, B.9A, B.9C

Grading Period 2 Unit 3: Nucleic Acids and Protein Synthesis (continued)

Estimated Date Range: Oct. 15 – Oct. 28 Unit Overview: In this unit, students will, students will be able to explain that genes are segments of DNA found on chromosomes in the nucleus, and they contain information that specify our traits. Explain that the two strands of DNA are held together down the middle by hydrogen bonds between the nitrogenous base pairs. In addition, student will be able to explain that the sequence of nucleotides, specifically nitrogen bases, in the DNA specifies the structure and function of a protein, and that proteins determine our traits. Activities will also include transcribing a strand of mRNA when given a strand of DNA, using base pairing rules. Big Ideas:

• DNA is made of nucleotides, each composed of a pentose sugar, a phosphate group, and a nitrogenous base. 

• Genetic information is carried in genes, which are segments of DNA found on chromosomes in the nucleus, which specify the traits of an organism in the sequence of nucleotides that produces specific proteins

• Genes differ from one another due to the sequence of the nitrogenous bases in the DNA nucleotides. DNA acts as a template for making RNA, and RNA carries the DNA instructions to the ribosomes to synthesize proteins. Altogether, this process is known as protein synthesis, which is a regulated process. 

• DNA sometimes contains mistakes, called mutations, which may be beneficial, harmful, or neutral. 

Essential Questions • What is DNA composed of? • How does DNA carry genetic information? • Why is DNA needed to make proteins? • How does the structure of DNA relate to the genetic information it carries?


Concept #2: Protein Synthesis B.4A, B.6C, B.6D, B.6E, B.9C

Concept #3: Mutations and Gene Expression B.4A, B.6B, B.6D, B.6E, B.9A, B.9C Unit 4: Cell Cycle

Estimated Date Range: Oct. 29 – Nov. 11

Unit Overview: In this unit, students will explain the process of cell division and provide information on each phase of the cell cycle, Understand how the process of mitosis is related to the growth of the organism, and describe how mutations occur in cells.




Big Ideas: • Cells reproduce asexually for the purpose of growth and repair resulting in daughter cells that are

genetically identical to the parent cells. • The cell cycle includes several stages including DNA replication and mitosis. • The cell cycle includes DNA replication and mitosis.

Essential Questions

• What allows daughter cells to be genetically identical to the parent cell? • What occurs during each of the phases of the cell cycle? • Why is the cell cycle needed for multicellular organisms to grow?


Concept #1: Cell Cycle B.5A, B.5B, B.5C

Unit 5: Genetics Estimated Date Range: Nov. 12– Dec. 19

Unit Overview: In this unit, students will understand that DNA holds the genetic code and traits of offspring can be determined by analyzing the genetic traits of the parents. Differentiating between Mendelian and Non-Mendelian crosses, along with using Punnett squares to predict the outcomes of genetic events will also be focus of classroom activities. The students will also describe the process of Meiosis as it relates to asexual reproduction, and analyze real-world data to independently determine inheritance patterns shown in the data. Big Ideas:

• The outcomes of genetic crosses involving one or two traits can be predicted using mathematical models such as Punnett squares and the Law of Probability.

• We predict the outcome of genetic crosses to better understand the inheritance of traits, whether favorable or detrimental in nature.

Essential Questions • How can the outcomes of genetic crosses be predicted? • Why do we predict the outcome of genetic crosses?


Concept #1: Genetics B.4B, B.6A, B.6E, B.6F, B.6G, B.6H

Grading Period 3 Unit 6: Evolution

Estimated Date Range: Jan. 7 – Jan. 30

Unit Overview: In this unit, students will explain the various evidences of evolution and explore the mechanisms of evolution. In addition, the students will explain why populations change over time and not individuals, and explain the relationship between adaptations and natural selection.




Big Ideas: • Evidence such as the fossil record, biogeography, and homologies among organisms can be used to

identify patterns of change that are used to explain common ancestry. • Natural selection acts on variation within populations of organisms, selecting for traits that are more

favorable to the environment. • As populations of organisms become better adapted to changing environments, genetic diversity

increases in and among species.

Essential Questions • How can evidence be used to determine an organism’s ancestry? • How do adaptations relate to natural selection? • How does natural selection impact diversity in and among species?


Concept #1: Evidence of Common Ancestry B.4A, B.6B, B.7A, B.7B Concept #2: Mechanisms of Evolution B.6E, B.6G, B.7F Concept #3: Natural Selection and Populations B.6E, B.7C, B.7D, B.7E

Unit 7: Classification Estimated Date Range: Jan. 31 – Feb. 12

Unit Overview: In this unit, students will identify the 6 kingdoms, their traits, compare traits of kingdoms, and place organisms within kingdoms. The students will also categorize characteristics of organisms based on similarities and differences at different taxonomic levels. Big Ideas:

• Organisms can be categorized using a hierarchical classification systems based on similarities and differences among groups.

Essential Questions • What characteristics do all living things share? • How do scientists classify organisms?


Concept #1: Classification B.8A, B.8B, B.8C




Unit 8: Ecology Estimated Date Range: Feb. 2 – Mar. 6

Unit Overview: In this unit, students will learn that living things interact with other organisms and with their environment, and understand individual organisms and populations of organisms interact with each other and the environment. Students will learn that climate and the distribution of land and water play a role in shaping ecosystems and influencing the distribution of organisms on Earth. Information in this unit will help students discover that Human population and growth threatens environmental quality and biodiversity, so conservation methods are necessary to protect Earth's natural resources. Big Ideas:

• Ecosystems change over time in predictable ways, following a pattern of succession that produces changes in the diversity of species and populations.

• Energy and matter flow through the trophic levels of ecosystems in different ways that can be modeled and explained using food chains, food webs, and ecological pyramids.

Essential Questions • How do ecosystems change over time? • How do energy and matter flow through trophic levels?


Concept #1: Flow of Energy B.10C, B.11A, B.12A, B.12C, B.12D, B.12E Concept #2: Ecological Succession B.11B, B.12E

Grading Period 4 Unit 9: Processes in Plants

Estimated Date Range: Mar. 16 – Apr. 6 Unit Overview: In this unit, students will understand how systems in plants interact to carry out the life functions of transport, reproduction and response in plants. Know that water and minerals are transported upward from roots to shoots as xylem sap and that sugars are transported as phloem sap to roots and other parts of the plant. The students will also recognize the different tropisms that plants exhibit, and understand that through stomata, leaves take in CO2 and expel O2. Classroom experiences will help students understand that through the process of transpiration, the loss of water from leaves, creates a force within leaves that pulls xylem sap upward. In addition, the students will now and understand the roles and purposes of seeds, flowers and fruits in plant reproduction. Big Ideas:

• Plants have systems that depend on each other to function cohesively in the areas of transport, reproduction, and response.

• Plants, like all other organisms, must carry out processes in order to maintain homeostasis.  Interactions between plant organ systems occur that allow the processes of reproduction, transport, and response to take place.

Essential Questions • How and why do plant systems interact?




Concept #1: Processes in Plants B.4B, B.10C, B.11A, B10B

Unit 10: Processes in Animals Estimated Date Range: Apr. 7 – May 28

Unit Overview: In this unit, students will understand that certain biological functions are necessary for an organism to survive and that the body systems interact to carry out life processes. Understand importance of interdependence and interactions between biological systems to help them make connections between their own experiences and the biology of the human body. Study how organs and organ systems interact to break down food, regulate responses, keep them healthy, and respond to illness or injury. Big Ideas:

• Animals have systems that depend on each other to function cohesively.

• Interactions between animal organ systems occur that allow the processes of regulation, nutrient absorption, reproduction, and defense from injury or illness to take place so the animal can maintain homeostasis.

Essential Questions • Why do animal systems interact? • How do animals maintain homeostasis?


Concept #1: Processes in Animals B.4B, B.5C, B.9C, B.10A, B.10C, B.11A



pre-ap biology overview 2019 -2020€¦ · unit overview – the unit overview provides a brief...

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