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11th & 12th Grade English/Language Arts Writing Standards Essential to Advanced
Placement Biology
. W 1.1 Demonstrate an understanding of the elements of discourse (e.g., purpose, speaker,
audience, form) when completing
narrative, expository, persuasive, or descriptive writing assignments.
W 1.3 Structure ideas and arguments in a sustained, persuasive, and sophisticated way and
. support them with precise and
relevant examples.
. W 1.5 Use specific language in natural, fresh, vivid ways to establish a specific tone.
W 1.6 Develop presentations by using clear research questions and creative and critical
. research strategies (e.g. Field
studies, oral histories, interviews, experiments, electronic sources).
. W 1.7 Use systematic strategies to organize and record information.
. W 1.8 Integrate databases, graphics, and spreadsheets into word-processed documents.
W 1.9 Revise text to highlight the individual voice, improve sentence variety and style, and
. enhance subtlety of meaning
and tone in ways that are consistent with the purpose, audience, and genre.
. W/0 1.1 Demonstrate control of grammar, diction, and paragraph and sentence structure and
an understanding of English
usage.
• W 2.3 Write expository compositions, including analytical essays and research reports. (9/10
standard)
Marshal evidence in support of a thesis and related claims, including information on all
a. relevant perspectives.
Make distinctions between the relative value and significance of specific data, facts, and
c. ideas.
Research
Utilization of various sources of information from library and
computer network Application of specific research skills through
interaction with the library media specialist
Technology
Application of biotechnology as a learning tool (gel electrophoresis,
bacterial transformation, spectrophotometer analysis, etc.) Use of
library/media center and computer labs Use of EKG and other
computer-based research tools Application of technology to research
process
Ethics
Knowledge of and adherence to school/classroom rules, with
particular emphasis on honesty policy, respect for self and others
Emphasis on personal responsibility for attentiveness, constructive
use of class time, diligence in daily assigned work and projects
FIRST SEMESTER
Explicit Instruction: power points with figures, diagrams and animations, use of
question-answer relationships with the text
2. Gene regulation
1 a. standard 4a – the general pathway by which ribosomes synthesize proteins, using
tRNAs to translate genetic information in mRNA
2 b. standard 4b – how to apply the genetic coding rules to predict the sequence of
amino acids from a sequence of codons in RNA
3 c. standard 4e – proteins can differ from one another in the number and sequence of
amino acids
3. Mutation
1 a. standard 4c – how mutations in the DNA sequence of a gene may or may not affect
the expression of the gene, or the sequence of amino acids in an encoded protein
2 b. standard 7c – new mutations are constantly being generated in a gene pool
Activity: Students will view video and read articles purporting different
theoriesabout the origin of life and write an essay defending one
theory.
SECOND SEMESTER
Explicit Instruction: power points with figures, diagrams and animations, use of
question-answer relationships with the text
Webbing/mapping: animal and plant processes, evolutionary relationships
V. STUDENT ASSESSMENT
1 . Teacher/ publisher-generated activities, projects, writing, quizzes,
tests and final exams
2 . Lab practicals and laboratory reports
3 . The use of rubrics to grade writing and/ or projects, by both teacher
and student peers
Lab Work
1 . Teacher models the lab before conducting the experiment. (auditory, visual)
2 . Teacher gives verbal and written directions (auditory, visual)
3 . Students complete the lab experiment correctly (kinesthetic, tactual, gustatory and
olfactory as instructed)
4 . Students analyze data and report lab results in proper format. (visual, tactual)
5 . Students derive a unique experimental approach to solving a given hypothesis (tactual,
kinesthetic)
Class Work
1 . Participatory lecture to facilitate content development. (kinesthetic, auditory,
visual, olfactory, tactual)
2 . Diagram structures and sequence biological/physiological events (tactual, visual)
3 . Problem-solving and critical thinking pertaining to ethical dilemmas (auditory)
4 . Reading and writing as a means to communicate understanding of content. (visual,
tactual)
5 . Bring in speakers to show career/real-world connections (auditory, visual, tactual)
6 . Cooperative group work (auditory, visual, tactual, kinesthetic)
Independent/Group Work
1 . Students construct models (tactual, kinesthetic, visual)
2 . Students diagram biological/physiological events (visual)
3 . Students do independent research and presentations (auditory, visual)
LOGICAL
1 . Students sequence events in the cell cycle, DNA replication, protein synthesis
2 . Design a controlled experiments relating to the twelve required lab exercises
3 . Students construct models of organ systems
4 . Students sequence physiological events each system uses to maintain homeostasis
5 . Students analyze pedigrees to determine patterns of inheritance
SPATIAL
1 . Students construct a model of the cell and its organelles
2 . Diagram various organ systems and show relationships of structures
3 . Students will understand depth of focus on a microscope and know each of the
parts of the microscope.
4 . Students will make drawings of lab observations
5 . Students will construct maps and flow charts of biological/physiological processes
MUSICAL
. Students write and sing a rap song or use acronyms to learn concepts relating to each
system
BODILY/KINESTHETIC
1 . Students will act out respiration, photosynthesis, muscle contraction, phagocytosis,
and other biological/physiological processes
2 . Students will serve as experimental subjects for labs involving reflexes, blood
pressure, and respiration
INTERPERSONAL
1 . Students will participate in collaborative research projects
2 . Students will performed lab experiments in cooperative groups
3 . Students will simulate biological/physiological processes
INTRAPERSONAL
1 . Students seek individual help during lunch or after school
2 . Students will keep journals/learning logs for each unit