Course title

Life Science



Course description

Life Science will target students in the 9th-12th grades; giving them a variety of science experiences that will prepare them for upper level science lab courses. Students will be exposed to critical elements of science that require them to activate prior knowledge in order to grasp new concepts while honing skills needed for the scientific inquiry process. Learners will explore science components with an emphasis on obtaining science vocabulary; writing skills; and mathematical proficiency in preparation for success in future lab sciences.

QUARTER 1: Nature of Science and Technology: Biotechnology and Bioinformatics

  • Introductory Biological Principles - Safety - Design systems/constraints - Interaction of Technology/Society


Week 1 and 2:

  • Through the use of technology students will be able to access their textbook and other science applications used to design systems and record data.†

  • Students will practice lab safety rules through experimentation demonstrating knowledge of lab safety rules; housekeeping safety rules; dress code safety rules; personal protection safety rules; and chemical safety rules. (Wet lab)

Week 3 and 4:†

  • Students will be able to design an experiment† that allows them to use technology to formulate; predict; question; and/or hypothesize an observation related to a basic biological concept. i.e. the effect of lights on plants. (Wet lab)

  • Students will be able to create a list of pros and cons based upon discussions and role play related to consumer product testing of new vaccines.

Nature of Science and Mathematics: Process and models of mathematics related to science:

  • Chemistry - Metric System - Graphs/Tables - Data Analysis.


Weeks 5-7:†

  • Students will be able to draw conclusions that large molecules are less soluble in water than smaller related molecules. (Wet lab)

  • Students will be able to interpret biological data by analyzing tables and graphs.

Week 8 and 9:

  • Students will be able to describe and use the metric system by completing a measurement and conversion lab. (Wet lab)

  • Students will be able to make a compare/contrast table related to the four groups of organic compounds.

QUARTER† 2: Scientific Vocabulary Anatomy: Ecology

  • Word Origins - Orthography ( mult-syllabic words) - Morphologies (prefixes and suffixes)


Week 10-12:†

  • Given a list of scientific vocabulary terms students will be able to discover the language of origin and the meaning of each word.

  • Students will be able to create and to discuss the purpose of compost bins. (Wet lab)

Week 13 and 14:†

  • Students will be able to decode; encode; and use scientific vocabulary terms as evidenced by creating a slideshow breaking down multisyllabic words.

  • Students will be able to record and interpret data collected during the greenhouse effect lab.†

Week 15-17:

  • Students will be able to use common grade appropriate Greek or Latin affixes and roots as clues to the meaning of a scientific term.

  • Students will be able to follow correct procedures when carrying out experiments. (Wet lab)

  • Students will be able to collect samples of pond water over the course of three weeks and determine the quality of the ecosystem.† (Wet lab)

  • Students will plant; observe; and record data related to how competition affects the growth of bean sprouts over the course of three weeks.†(Wet lab)

Week 18-19:

  • Review and final exams

QUARTER 3: Scientific Vocabulary Anatomy: Cytology (Cell Biology)†

  • Use of Microscope - Surface Area: Volume Ratio


Week 1 and 2:†

  • Students will be able to recognize parts of the microscope; be able to independently use the microscope; and record microscopic observations.† (Wet lab)

  • Utilizing research from the previous semester; students will be able to write informative/explanatory texts about scientific procedures/experiments.

Week 3 and 4:†

  • Students will develop and create cell models to demonstrate knowledge of cell structures and functions.†(Wet Lab)

  • Students will be able to decode; encode; and use scientific vocabulary terms as evidenced by creating a lab report that shows planning; revising; editing; while focusing upon addressing what is most significant for a specific purpose.

  • Working in teams; students will create cubes of varying sizes to demonstrate and recognize how the surface area:volume ratio changes as the size changes.

Week 5:

  • Students will be able to recognize and label the differences between passive and active transport by participating in a teacher developed model.

Week 6 and 7:

  • Students will obtain; evaluate; and communicate data showing the relationship of photosynthesis and cellular respiration by completing a photosynthesis lab. (Wet lab)

  • Students will be able to synthesize information from a range of sources into a coherent understanding of a process or concept.

  • Students will participate in a lab demonstrating the flow of energy; and discuss the similarities to their own bodies.

Week 8 and 9:†

  • Given materials; students will build a model of mitosis; and explain what occurs during the various phases.

  • Students will identify and measure phases of† mitosis in a microscope lab utilizing onion roots. (Wet lab)

Quarter 4:Genetics

  • DNA Structure - DNA Replication - Protein Synthesis


Week 10:†

  • Students will create models of DNA structure.†(Wet lab)

  • Students will identify personal traits; followed by identifying similar traits in their biological family if possible.†

Week 11 - 12:

  • Students will be able to infer whether traits are inherited and be able to independently complete a Punnett square.

  • Students will make inferences as they analyze results.

Week 13:†

  • Students will be able to determine the significance of mutations after playing a fork mutation game.

Week 14-15:†

  • Given a set of chromosome samples; students will identify chromosomal traits to create a child.

  • Students will choose desired traits to create a designer baby and the class will discuss the ethical ramifications.

Week 16 -17:

  • Students will complete AZ PBS interactive Meiosis lab (There are multiple independent challenges built into this lab. This will take at least two weeks).†(Wet lab)

  • Students will complete brief lab reports using the built in notepad in the Meiosis lab.

Week 18-19:

  • Review and final exams

During first semester wet labs occur approximately bi-weekly over one to two class periods. Second semester has six wet labs that will take two class periods for each lab. Class periods are 55 minute in length:

Semester 1

Week 2:† Boiling water in a paper cup

Week 3:† Effect of lights on students' plants

Week 5: Molecules and solubility

Week 8: Volume measurement

Week 10-12: Create† and use compost bins

Week 15: Alka seltzer and reaction rate

Week 16: Bean sprouts

Week 17: Field survey of local pond water: determine quality of the water

Semester 2

Week 1: Prepare wet mount

Week 3: Student observe different cell types in the microscope; i.e. amoeba; plant cells; etc.

Week 6: Photosynthesis lab

Week 8: Mitosis lab

Week 10: DNA extraction lab

Week 16: Meiosis lab

School country

United States

School state


School city


School / district Address

400 W. Elm

School zip code


Requested competency code

Lab Science

Date submitted



Approved competency code

  • LINT
  • Integrated science

Approved date

Online / Virtual