Biology CP Curriculum Pacing Guide 2017-2018
Biology CP – Curriculum Pacing Guide – 2017-2018Content AreasUnit 1 – Biochemistry and EnzymesPacingConceptualUnderstanding8 daysH.B.2AThe essential functions of a cell involve chemical reactions that take place between many different types ofmolecules (including carbohydrates, lipids, proteins and nucleic acids) and are catalyzed by enzymes.SC Performance IndicatorsRecommended SEPs for TeachingH.B.2A.1Construct explanations of how the structures ofcarbohydrates, lipids, proteins, and nucleic acids(including DNA and RNA) are related to theirfunctions in organisms.S.1A.2S.1A.6Develop and use models.Construct explanations.H.B.2A.2Plan and conduct investigations to determinehow various environmental factors (includingtemperature and pH) affect enzyme activity andthe rate of biochemical reactions.S.1A.3S.1A.4S.1A.6Plan and carry out investigations.Analyze and interpret data.Construct explanations.SuggestedActivities TextbookCorrelationGlencoe BiologyLab – BiochemistryDemo - Observing Water Transport in CeleryDemo - Polarity DemoLab - Catalysis: Decomposition of Hydrogen PeroxideLab - There’s No Such Thing as Fresh Pineapple JelloLab - Enzyme Rate of Reaction of HandaseLab – Identifying Organic CompoundsLab – Food Label and MacromoleculesActivity- Toothpickase Enzyme ModelAnderson School District Five12017-2018
Biology CP – Curriculum Pacing Guide – 2017-2018Content AreasUnit 2 – Cell Structure and FunctionPacing9 daysH.B.2BOrganisms and their parts are made of cells. Cells are the structural units of life and have specializedsubstructures that carry out the essential functions of life. Viruses lack cellular organization and therefore cannotindependently carry out all of the essential functions of life.H.B.2CTransport processes which move materials into and out of the cell serve to maintain the homeostasis of the cell.ConceptualUnderstandingSC Performance IndicatorsRecommended SEPs for TeachingH.B.2B.1Develop and use models to explain howspecialized structures within cells (including thenucleus, chromosomes, cytoskeleton,endoplasmic reticulum, ribosomes and Golgicomplex) interact to produce, modify, andtransport proteins. Models should compare andcontrast how prokaryotic cells meet the samelife needs as eukaryotic cells without similarstructures.S.1A.2 Develop and use models.S.1A.3 Plan and carry out investigations.H.B.2B.2Collect and interpret descriptive data on cellstructure to compare and contrast differenttypes of cells (including prokaryotic versuseukaryotic, and animal versus plant versusfungal).S.1A.4 Analyze and interpret data.S.1A.8 Obtain, evaluate, and communicate information.H.B.2B.3Obtain information to contrast the structure ofviruses with that of cells and to explain, ingeneral, why viruses must use living cells toreproduce.S.1A.8 Obtain, evaluate, and communicate information.H.B.2C.1Develop and use models to exemplify how thecell membrane serves to maintain homeostasisof the cell through both active and passivetransport processes.S.1A.1 Ask questions.S.1A.2 Develop and use models.Anderson School District Five22017-2018
Biology CP – Curriculum Pacing Guide – 2017-2018Content AreasUnit 2 – Cell Structure and FunctionPacing9 daysSC Performance IndicatorsRecommended SEPs for TeachingH.B.2C.2Ask scientific questions to define the problemsthat organisms face in maintaining homeostasiswithin different environments (including waterof varying solute concentrations).S.1A.1 Ask questions.S.1A.2 Develop and use models.H.B.2C.3Analyze and interpret data to explain themovement of molecules (including water) acrossa membrane.S.1A.1 Ask questions.S.1A.2 Develop and use models.SuggestedActivities TextbookCorrelationGlencoe BiologyLab – Comparing Plant and Animal Cells/ProkaryotesActivity - Coloring Sheets of Animal and Plant CellsTextbook - Classzone “Get Through a Cell Membrane”Lab - Osmosis Across a Chicken Egg MembraneLab - Osmosis LabLab - Osmosis Using ElodeaDemo - Potato OsmosisLab – Normal and Plasmolyzed Elodea CellsLab - The Compound MicroscopeDemo – Observing Water Transport in a Celery StalkWorksheet – Introduction to Light MicroscopeAnderson School District Five32017-2018
Biology CP – Curriculum Pacing Guide – 2017-2018Content AreasUnit 3 – Photosynthesis and Cellular RespirationPacingConceptualUnderstanding8 daysH.B.3ACells transform energy that organisms need to perform essential life functions through a complex sequence ofreactions in which chemical energy is transferred from one system of interacting molecules to another.SC Performance IndicatorsRecommended SEPs for TeachingH.B.3A.1Develop and use models to explain how chemicalreactions among ATP, ADP, and inorganicphosphate act to transfer chemical energy withincells.S.1A.6Construct explanations.H.B.3A.2Develop and revise models to describe howphotosynthesis transforms light energy intostored chemical energy.S.1A.1S.1A.2S.1A.3S.1A.6Ask questions.Develop and use models.Plan and carry out investigations.Construct explanations.H.B.3A.3Construct scientific arguments to support claimsthat chemical elements in the sugar moleculesproduced by photosynthesis may interact withother elements to form amino acids, lipids,nucleic acids or other large organic molecules.S.1A.1S.1A.2S.1A.3S.1A.6Ask questions.Develop and use models.Plan and carry out investigations.Construct explanations.H.B.3A.4Develop models of the major inputs and outputsof cellular respiration (aerobic and anaerobic) toexemplify the chemical process in which thebonds of molecules are broken, the bonds of newcompounds are formed and a net transfer ofenergy results.S.1A.1S.1A.2S.1A.3S.1A.6Ask questions.Develop and use models.Plan and carry out investigations.Construct explanations.Anderson School District Five42017-2018
Biology CP – Curriculum Pacing Guide – 2017-2018Content AreasUnit 3 – Photosynthesis and Cellular RespirationPacing8 daysSC Performance IndicatorsH.B.3A.5Recommended SEPs for TeachingPlan and conduct scientific investigations orcomputer simulations to determine therelationship between variables that affect theprocesses of fermentation and/or cellularrespiration in living organisms and interpret thedata in terms of real-world phenomena.SuggestedActivities TextbookCorrelationGlencoe BiologyS.1A.1S.1A.2S.1A.3S.1A.6Ask questions.Develop and use models.Plan and carry out investigations.Construct explanations.Lab - Photosynthesis and Plant PigmentsLab - Examining the Rate of PhotosynthesisDemo - Energy Transfer in Photosynthesis – Chlorophyll FluorescenceDemo - Chromatography of Plant PigmentsLab - Wavelengths of Light and PhotosynthesisDemo - Effect of Temperature on Yeast FermentationDemo - Yeast Fermentation DemoLab – Clothespin LabAnderson School District Five52017-2018
Biology CP – Curriculum Pacing Guide – 2017-2018Content AreasUnit 4 – Cell Growth and DivisionPacingConceptualUnderstanding10 daysH.B.2DThe cells of multicellular organisms repeatedly divide to make more cells for growth and repair. Duringembryonic development, a single cell gives rise to a complex, multicellular organism through the processes ofboth cell division and differentiation.SC Performance IndicatorsRecommended SEPs for TeachingH.B.2D.1Construct models to explain how the processesof cell division and cell differentiation produceand maintain complex multicellular organisms.S.1A.2S.1A.6Develop and use models.Construct explanations.H.B.2D.2Develop and use models to exemplify thechanges that occur in a cell during the cell cycle(including changes in cell size, chromosomes,cell membrane/cell wall, and the number of cellsproduced) and predict, based on the models,what might happen to a cell that does notprogress through the cycle correctly.S.1A.2S.1A.6Develop and use models.Construct explanations.H.B.2D.3Construct explanations for how the cell cycle ismonitored by check point systems andcommunicate possible consequences of thecontinued cycling of abnormal cells.S.1A.6Construct explanations.B.5.2Explain how genetic processes result incontinuity of life-forms over time.S.1A.6Construct explanations.Anderson School District Five62017-2018
Biology CP – Curriculum Pacing Guide – 2017-2018Content AreasUnit 4 – Cell Growth and DivisionPacing10 daysSuggestedActivities TextbookCorrelationGlencoe BiologyLab - Mitosis WebLabActivity - Mitosis FlipbookLab – Onion Root Tip MitosisActivity - Chromosome Simulation BioKitTextbook - ClasszoneUniversity of Arizona Internet Lab on Mitosis – http://www.biology.arizona.edu/cell bio/activities/cell cycle/cell cycle.htmlAnderson School District Five72017-2018
Biology CP – Curriculum Pacing Guide – 2017-2018Content AreasUnit 5 - MeiosisPacingConceptualUnderstanding3 daysH.B.4AEach chromosome consists of a single DNA molecule. Each gene on the chromosome is a particular segment ofDNA. The chemical structure of DNA provides a mechanism that ensures that information is preserved andtransferred to subsequent generations.H.B.4BIn order for information stored in DNA to direct cellular processes, a gene needs to be transcribed from DNA toRNA and then must be translated by the cellular machinery into a protein or an RNA molecule. The protein andRNA products from these processes determine cellular activities and the unique characteristics of an individual.Modern techniques in biotechnology can manipulate DNA to solve human problems.H.B.4CSex cells are formed by a process of cell division in which the number of chromosomes per cell is halved afterreplication. With the exception of sex chromosomes, for each chromosome in the body cells of a multicellularorganism, there is a second similar, but not identical, chromosome. Although these pairs of similar chromosomescan carry the same genes, they may have slightly different alleles. During meiosis the pairs of similarchromosomes may cross and trade pieces. One chromosome from each pair is randomly passed on to form sexcells resulting in a multitude of possible genetic combinations. The cell produced during fertilization has one setof chromosomes from each parent.SC Performance IndicatorsRecommended SEPs for TeachingH.B.4A.1Develop and use models at different scales toexplain the relationship between DNA, genes,and chromosomes in coding the instructions forcharacteristic traits transferred from parent tooffspring.S.1A.1S.1A.2S.1A.6Ask questions.Develop and use models.Construct explanations.H.B.4B.1Develop and use models to describe how thestructure of DNA determines the structure ofresulting proteins or RNA molecules that carryout the essential functions of life.S.1A.1S.1A.2S.1A.6Ask questions.Develop and use models.Construct explanations.H.B.4C.1Develop and use models of sex cell formation(meiosis) to explain why the DNA of thedaughter cells is different from the DNA of theparent cell.S.1A.1S.1A.2S.1A.6Ask questions.Develop and use models.Construct explanations.Anderson School District Five82017-2018
Biology CP – Curriculum Pacing Guide – 2017-2018Content AreasUnit 5 - MeiosisPacing3 daysSuggestedActivities TextbookCorrelationGlencoe BiologyActivity – Chromosome Simulation BioKitActivity - Doing the Meiosis ShuffleActivity- Mitosis and Meiosis Side/Side ColoringAnderson School District Five92017-2018
Biology CP – Curriculum Pacing Guide – 2017-2018Content AreasUnit 6 – Sexual Reproduction and Mendelian GeneticsPacingConceptualUnderstanding6 daysH.B.4AEach chromosome consists of a single DNA molecule. Each gene on the chromosome is a particular segment ofDNA. The chemical structure of DNA provides a mechanism that ensures that information is preserved andtransferred to subsequent generations.H.B.4CSex cells are formed by a process of cell division in which the number of chromosomes per cell is halved afterreplication. With the exception of sex chromosomes, for each chromosome in the body cells of a multicellularorganism, there is a second similar, but not identical, chromosome. Although these pairs of similar chromosomescan carry the same genes, they may have slightly different alleles. During meiosis the pairs of similarchromosomes may cross and trade pieces. One chromosome from each pair is randomly passed on to form sexcells resulting in a multitude of possible genetic combinations. The cell produced during fertilization has one setof chromosomes from each parent.SC Performance IndicatorsRecommended SEPs for TeachingH.B.4A.1Develop and use models at different scales toexplain the relationship between DNA, genes,and chromosomes in coding the instructions forcharacteristic traits transferred from parent tooffspring.S.1A.1S.1A.2S.1A.6Ask questions.Develop and use models.Construct explanations.H.B.4C.1Develop and use models of sex cell formation(meiosis) to explain why the DNA of thedaughter cells is different from the DNA of theparent cell.S.1A.1S.1A.2S.1A.6Ask questions.Develop and use models.Construct explanations.H.B.4C.2Analyze data on the variation of traits amongindividual organisms within a population toexplain patterns in the data in the context oftransmission of genetic information.S.1A.1S.1A.2S.1A.6Ask questions.Develop and use models.Construct explanations.Anderson School District Five102017-2018
Biology CP – Curriculum Pacing Guide – 2017-2018Content AreasUnit 6 – Sexual Reproduction and Mendelian GeneticsPacing6 daysSC Performance IndicatorsH.B.4C.3 SuggestedActivitiesTextbookCorrelation Recommended SEPs for TeachingConstruct explanations for how meiosis followedby fertilization ensures genetic variation amongoffspring within the same family and geneticdiversity within populations of sexuallyreproducing organisms.S.1A.1S.1A.2S.1A.6Ask questions.Develop and use models.Construct explanations.Lab - Probability and Mendelian GeneticsSponge Bob Genetics - www.sciencespot.net/Media/gen spbobgenetics.pdfwww.sciencespot.net/Media/gen spbobgenetics2.pdfWorksheet – The YetiLab - Genetics Corn LabLab - Making A Face-A Genetic SimulationGlencoe BiologyAnderson School District Five112017-2018
Biology CP – Curriculum Pacing Guide – 2017-2018Content AreasUnit 7 - GeneticsPacing7 daysH.B.4CSex cells are formed by a process of cell division in which the number of chromosomes per cell is halved afterreplication. With the exception of sex chromosomes, for each chromosome in the body cells of a multicellularorganism, there is a second similar, but not identical, chromosome. Although these pairs of similar chromosomescan carry the same genes, they may have slightly different alleles. During meiosis the pairs of similarchromosomes may cross and trade pieces. One chromosome from each pair is randomly passed on to form sexcells resulting in a multitude of possible genetic combinations. The cell produced during fertilization has one setof chromosomes from each parent.H.B.4DImperfect transmission of genetic information may have positive, negative, or no consequences to the organism.DNA replication is tightly regulated and remarkably accurate, but errors do occur and result in mutations which(rarely) are a source of genetic variation.ConceptualUnderstandingSC Performance IndicatorsRecommended SEPs for TeachingH.B.4C.1Develop and use models of sex cell formation(meiosis) to explain why the DNA of thedaughter cells is different from the DNA of theparent cell.S.1A.2S.1A.4S.1A.6Develop and use models.Analyze and interpret data.Construct explanations.H.B.4C.2Analyze data on the variation of traits amongindividual organisms within a population toexplain patterns in the data in the context oftransmission of genetic information.S.1A.2S.1A.4S.1A.6Develop and use models.Analyze and interpret data.Construct explanations.H.B.4C.3Construct explanations for how meiosis followedby fertilization ensures genetic variation amongoffspring within the same family and geneticdiversity within populations of sexuallyreproducing organisms.S.1A.2S.1A.4S.1A.6Develop and use models.Analyze and interpret data.Construct explanations.Anderson School District Five122017-2018
Biology CP – Curriculum Pacing Guide – 2017-2018Content AreasUnit 7 - GeneticsPacing7 daysSC Performance IndicatorsH.B.4D.1Recommended SEPs for TeachingDevelop and use models to explain howmutations in DNA that occur during replication(1) can affect the proteins that are produced orthe traits that result and (2) may or may not beinherited.SuggestedActivities TextbookCorrelationGlencoe BiologyS.1A.2Develop and use models.Lab - Karyotyping WeblabLab - How Can Karyotype Analysis Explain Genetic DisordersWorksheet - Human Pedigree – HemophiliaActivity - Cystic Fibrosis PedigreeLab - Drosophila Lab #1Lab - Drosophila Lab #2Lab - Simulated Blood TypingWorksheet - Exploring Hereditary TraitsAnderson School District Five132017-2018
Biology CP – Curriculum Pacing Guide – 2017-2018Content AreasUnit 8 – Protein SynthesisPacing5 daysH.B.4AEach chromosome consists of a single DNA molecule. Each gene on the chromosome is a particular segment ofDNA. The chemical structure of DNA provides a mechanism that ensures that information is preserved andtransferred to subsequent generations.H.B.4BIn order for information stored in DNA to direct cellular processes, a gene needs to be transcribed from DNA toRNA and then must be translated by the cellular machinery into a protein or an RNA molecule. The protein andRNA products from these processes determine cellular activities and the unique characteristics of an individual.Modern techniques in biotechnology can manipulate DNA to solve human problems.H.B.4DImperfect transmission of genetic information may have positive, negative, or no consequences to the organism.DNA replication is tightly regulated and remarkably accurate, but errors do occur and result in mutations which(rarely) are a source of genetic variation.ConceptualUnderstandingSC Performance IndicatorsH.B.4A.1Recommended SEPs for TeachingDevelop and use models at different scales toexplain the relationship between DNA, genes,and chromosomes in coding the instructions forcharacteristic traits transferred from parent tooffspring.H.B.4A.2Develop and use models to explain howgenetic information (DNA) is copied fortransmission to subsequent generations ofcells (mitosis).H.B.4B.1Develop and use models to describe how thestructure of DNA determines the structure ofresulting proteins or RNA molecules that carryout the essential functions of life.Anderson School District Five14S.1A.2S.1A.6Develop and use models.Construct explanations.S.1A.2S.1A.6Develop and use models.Construct explanations.2017-2018
Biology CP – Curriculum Pacing Guide – 2017-2018Content AreasUnit 8 – Protein SynthesisPacing5 daysSC Performance IndicatorsRecommended SEPs for TeachingH.B.4B.2Obtain, evaluate and communicate informationon how biotechnology (including gelelectrophoresis, plasmid-based transformationand DNA fingerprinting) may be used in thefields of medicine, agriculture, and forensicscience.S.1A.2S.1A.6Develop and use models.Construct explanations.H.B.4D.1Develop and use models to explain howmutations in DNA that occur during replication(1) can affect the proteins that are produced orthe traits that result and (2) may or may not beinherited.S.1A.2S.1A.6Develop and use models.Construct explanations.SuggestedActivities TextbookCorrelationGlencoe BiologyLab - DNA Extraction from Various SourcesLab - DNA Extraction from FruitLab - Discovering DNA StructureActivity - Codon BingoLab - Internet Protein Synthesis Lab #1 and #2Lab - Sci Fly Mutation LabLab - Protein Synthesis ModelingAnderson School District Five152017-2018
Biology CP – Curriculum Pacing Guide – 2017-2018Content AreasUnit 9 - BiotechnologyPacingConceptualUnderstanding4 daysH.B.2DThe cells of multicellular organisms repeatedly divide to make more cells for growth and repair. Duringembryonic development, a single cell gives rise to a complex, multicellular organism through the processes ofboth cell division and differentiation.H.B.4BIn order for information stored in DNA to direct cellular processes, a gene needs to be transcribed from DNA toRNA and then must be translated by the cellular machinery into a protein or an RNA molecule. The protein andRNA products from these processes determine cellular activities and the unique characteristics of an individual.Modern techniques in biotechnology can manipulate DNA to solve human problems.SC Performance IndicatorsRecommended SEPs for TeachingH.B.2D.4Construct scientific arguments to support thepros and cons of biotechnological applications ofstem cells using examples from both plants andanimals.S.1A.1S.1A.8Ask questions.Obtain, evaluate, and communicate information.H.B.4B.2Obtain, evaluate and communicate informationon how biotechnology (including gelelectrophoresis, plasmid-based transformationand DNA fingerprinting) may be used in thefields of medicine, agriculture, and forensicscience.S.1A.7Engage in scientific argument from evidence.SuggestedActivities TextbookCorrelationGlencoe BiologyProject - Biotechnology Research PaperActivity - The Great Cake HeistActivity - Forensic Science: A Paternal CaseProject - GMO ResearchAnderson School District Five162017-2018
Biology CP – Curriculum Pacing Guide – 2017-2018Content AreasUnit 10 – Biological EvolutionPacingConceptualUnderstanding10 daysB.5The student will demonstrate an understanding of biological evolution and the diversity of lifeSC Performance IndicatorsRecommended SEPs for TeachingB-5.1Summarize the process of natural selection.B-5.2Explain how genetic processes result in thecontinuity of life-forms over time.B-5.3Explain how diversity within a species increasesthe chances of its survival.B-5.4Explain how genetic variability and environmentalfactors lead to biological evolution.B-5.5Exemplify scientific evidence in the fields ofanatomy, embryology, biochemistry, andpaleontology that underlies the theory ofbiological evolution.S.1A.2S.1A.5S.1A.6Develop and use models.Use mathematics and conceptual thinking.Construct explanations.B-5.6Summarize ways that scientists use data from avariety of sources to investigate and criticallyanalyze aspects of evolutionary theory.S.1A.1S.1A.2S.1A.3S.1A.4S.1A.6Ask questions.Develop and use models.Plan and carry out investigations.Analyze and interpret data.Construct explanations.B-5.7Use a phylogenetic tree to identify theevolutionary relationships among different groupsof organisms.S.1A.1S.1A.2S.1A.3S.1A.4Ask questions.Develop and use models.Plan and carry out investigations.Analyze and interpret data.Anderson School District Five17S.1A.1S.1A.2S.1A.3S.1A.4S.1A.5S.1A.6Ask questions.Develop and use models.Plan and carry out investigations.Analyze and interpret data.Use mathematics and conceptual thinking.Construct explanations.2017-2018
Biology CP – Curriculum Pacing Guide – 2017-2018Content AreasUnit 10 – Biological EvolutionPacing10 daysSuggestedActivities TextbookCorrelationGlencoe BiologyActivity – Natural Selection in Teddy GrahamsLab - The NERD LabLab - Jelly Belly Jelly Beans and Evolutionary Principles in the ClassroomActivity - Monster ClassificationActivity Button Classification Using a Dichotomous KeyActivity - Making CladogramsLab - Island Biogeography and Evolution: Solving a Phylogenetic Puzzle Using Molecular GeneticsActivity - Evolution: The Molecular ConnectionAnderson School District Five182017-2018
Biology CP – Curriculum Pacing Guide – 2017-2018Content AreasUnit 11 - EcologyPacingConceptualUnderstanding7 daysH.B.6AEcosystems have carrying capacities, which are limits to the numbers of organisms and populations they cansupport. Limiting factors include the availability of biotic and abiotic resources and challenges such as predation,competition, and disease.H.B.6BPhotosynthesis and cellular respiration are important components of the carbon cycle, in which carbon isexchanged between the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological,and biological processes.H.B.6CA complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively stableover long periods of time. Fluctuations in conditions can challenge the functioning of ecosystems in terms ofresource and habitat availability.SC Performance IndicatorsRecommended SEPs for TeachingH.B.6A.1Analyze and interpret data that depict changesin the abiotic and biotic components of anecosystem over time or space (such as percentchange, average change, correlation andproportionality) and propose hypotheses aboutpossible relationships, between the changes inthe abiotic components and the bioticcomponents of the environment.H.B.6A.2Use mathematical and computational thinking tosupport claims that limiting factors affect thenumber of individuals that an ecosystem cansupport.Anderson School District Five19S.1A.5Use mathematics and conceptual thinking.2017-2018
Biology CP – Curriculum Pacing Guide – 2017-2018Content AreasUnit 11 - EcologyPacing7 daysSC Performance IndicatorsRecommended SEPs for TeachingH.B.6B.1Develop and use models of the carbon cycle,which include the interactions betweenphotosynthesis, cellular respiration and otherprocesses that release carbon dioxide, toevaluate the effects of increasing atmosphericcarbon dioxide on natural and agriculturalecosystems.H.B.6B.2Analyze and interpret quantitative data toconstruct an explanation for the effects ofgreenhouse gases (such as carbon dioxide andmethane) on the carbon cycle and globalclimate.H.B.6C.1Construct scientific arguments to support claimsthat the changes in the biotic and abioticcomponents of various ecosystems over timeaffect the ability of an ecosystem to maintainhomeostasis.Anderson School District Five20S.1A.2Develop and use models.S.1A.4S.1A.6S.1B.1Analyze and interpret data.Construct explanations.Construct devices or design solutions.2017-2018
Biology CP – Curriculum Pacing Guide – 2017-2018Content AreasUnit 11 - EcologyPacing7 daysSuggestedActivities TextbookCorrelationGlencoe BiologyLab - Food Web WeblabActivity - Arctic Hare Food WebActivity - Killer Whale Food Web GameActivity - Nitrogen Cycle Jigsaw Cycles PresentationsActivity – The LoraxActivity - Ecosystem Scavenger HuntLab - Gene Frequencies and Sickle Cell AnemiaLab - Establishing Hardy-Weinberg EquilibriumLab - Lynx Eats the Hare LabLab - Fish FightActivity - Good BuddiesTextbook - Classzone ActivitiesAnderson School District Five212017-2018
Biology CP – Curriculum Pacing Guide – 2017-2018 Anderson School District Five 1 2017-2018 Content Areas Unit 1 – Biochemistry and Enzymes Pacing 8 days Conceptual Understanding H.B.2A The essential functions of a cell involve chemical reactions that take place between many different types of molecules (including carbohydrates, lip
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*** Will need curriculum alignment PD to implement newly adopted Literacy program into Pacing Guide*** Ganado USD-PACING GUIDE (Language Arts/6th Grade) Page 1 Ganado Unified School District #20 (Language Arts/6th Grade) PACING Guide SY 2021-2022 Resources Learning GoalAZ College and Career Readiness . Conventions of Standard English .
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