Course title

Pre-AP Bio

Pre-requisite

Students pass a pre-test with an 80% or higher

Course description

The primary objective of the course is to provide students with a fundamental understanding of modern biology and scientific processes; building a foundation for success in the college level AP/IB courses to follow. The Pre-AP course places a higher priority on developing critical thinking skills by examining real world problems. Students will examine topics with more depth and include more advanced resource material in addition to the adopted text. Laboratory investigations will play a more prominent role and be more sophisticated than in regular biology. Students will be expected to design and carry out experiments using appropriate methods and resources.
Topics include: biological chemistry; life processes; cells; genetics; biotechnology; evolution; and ecology. This course satisfies a science lab requirement for state universities.

Course Sequence
IU 1 This unit will focus on common safety practices; traits of life and biological macromolecules.
IU 2 This unit will focus on the cell and cell parts while looking at tonicity and the movement of material within a cell and its environment.
IU 3 This unit will focus on the basic biochemical pathways between photosynthesis and respiration. The students will be able to recognize where energy comes from for life
IU 4 This unit will focus on DNA Replication and protein synthesis within a cell. Asexual reproduction for growth and repair of an organism will also be discussed through mitosis and mutations/environmental factors that can give rise to cancer will be looked at.
IU 5 This unit will focus on sexual reproduction and how variations can happen during meiosis. A look at different types of inheritance patterns will be explored through Mendelian genetics.
IU 6 This unit will focus on natural selection and how adaptations are selected for or against in the environment. Evidence for evolution will be looked at and discussed to show support for the theory of evolution.
IU 7 This unit will focus on ecology and the relationships of organisms within their environment.

Big Ideas
All living things have common traits/characteristics. Living things are diverse; but all living things share common physical; genetic; and
molecular characteristics; all of which are evidence of common ancestry.
There are appropriate methods and tools (including laboratory materials; equipment; technology; and electronic resources) to conduct
scientific investigations.
Science involves a particular way of knowing and understand common themes among scientific disciplines.
There are basic elements and molecules that are required for life and transfer of energy.

Essential Questions
What are the characteristics and wants of life and why are each of these necessary?
What are proper laboratory practices and how do we remain safe in the laboratory? What are some reasons to follow
appropriate procedure in a science lab and how does that relate to life or for use outside of the laboratory?
What are common themes in science and how do scientists investigate and experiment to learn about life?
What elements and molecules do all living things require and how are they obtained; made; and utilized?
What is the organization of life? (Heirarchy)
Learning Target Criteria for Success DOK
S1:C2:PO1
I can safely use lab equipment and conduct lab
experiments.
S1:C2:PO1 - Students will explain score 100% on
district lab safety assessment.
Level 2
Strand 1 --- ALL
I can conduct a lab investigation and analyze data for
patterns; results and correlations.
Strand 1 --- ALL - Students will collect data through a lab
investigation.
Studetns will graph and anaylze data.
Students will be able to determine patterns; correlations
and trends and give logical reasoning why these trends
exhist.
Level 2
S4:C1:PO1/S4:C5:PO5
I can determine "life" by using 5 commonly shared traits
of all living things.
S4:C1:PO1/S4:C5:PO5 - Students will be able to
identify the quality of "life" based on the 5 characteristics
of life.
Level 2
S4:C3:PO1/ S4:C5:PO5
I can describe the organization of the complexity of life from cells
to Biosphere.
I can also describe how atoms; molecules and organelles help
with the creation of life.
S4:C3:PO1/ S4:C5:PO5 - Students will list the
properties and organiation of each level in the heirarchy
of life..
Level 2
S4:C5:PO2
I can identify the structural components of the 4 primary
macromolecules of life; monomers/polymers.
I can identify the basic properties of the primary
elements of life on the periodic table.
S4:C5:PO2 - Students will discuss; describe; draw the 4
primary macromolecules and life and determine the
purpose of each of these within a living organism.
Students will be able to identify the parts of an atom and
how valence electron number relates to bonds that are
formed in compounds.
Level 3
S4:C5:PO2
I can describe the importance of enzymes to build and
break molecules at a rate fast enough for life to exist.
S4:C5:PO2 - Students will understand enzyme function
using a model. Level 3
S5:C4:PO4
I can determine what the different bond types are and
how they are important to life.
S5:C4:PO4 - Students will be able to distnguish the
difference between the types of bonds. (Covalent; ionic;
hydrogen and van der Wahl's forces).
Level 3

Priority Standard Pre-Requisite / Supporting Standard
S2:C2:PO2 Explain the process by which accepted ideas are challenged or extended by innovation.

Instructional Strategies/Suggestions
S1:C2:PO1
Lab Safety Lesson and Quiz
Teachers can teach any safety lesson they would like; as long as the quiz and safety contract are current from the PUSD portal.
The information from the portal will cover all lab scenarios. The information that should be covered should be focused on the relevant aspects of
the particular labs that students will be covering in the course.
Students are required to receive a 100% on the safety quiz prior to being able to sit for any future labs in class. There should be signature sheets
and quizzes; on file; that demonstrate that students have covered the information and are proficient in the information. By reviewing the
informatioN/Answers for the quiz; students will be insured to score 100%.
S1:C1:PO 1 - 4
S1:C2:PO 1 - 5
S1:C3:PO 1 - 4; 6; 7
S1:C4:PO 1 - 4
Required Lab Activities: Your Choice - Practice all skills
The purpose of this lab is for students to build on the understanding of following experimental protocols. Understanding data collection; correlations
and trends; reasons behind multiple trials; independent and dependent variables; control groups and experimental groups.
S4:C1:PO1; S4:C5:PO5
Traits of life
made of cells; grow and develop; reproduce with own energy; respond to stimuli; metabolism (chemical)
Students should know the five characteristics of living things (of life). They should also be able to classify different
scenarios using the appropriate traits of life. Students should also understand that; to be considered a living thing;
organisms must possess all five traits (i.e. understanding that viruses are not considered living because they don’t
possess all five traits).
S4:C3:PO1
S4:C5:PO5
Levels of organization
Atom – molecules – organelles – cells – tissue – organ – organ system - organisms (population) – community – ecosystem
– biome – biosphere
PEORIA UD 11 Materials Bank
For additional instructional materials in Classrooms; visit https://peoriaud.schoolnet.com
Generated 7/24/2017
Page 3 of 7
Students should be able identify the different levels of organization of life (specifically; molecules to organism) and be
able to classify different scenarios into the appropriate level. Students should also be able to relate this concept to the
traits of life and that all living things have levels of organization.
S4:C5:PO2
Organic Molecules: Molecules of Living Things
Molecular structure of organic molecules; molecular modeling; monomers and polymers of organic molecules. Build and
draw carbohydrates; Lipids; Proteins; Nucleic Acids
Students should understand the basic chemical structures of the 4 molecules of living things and how they are
differentiated from one another. The students should be able to recognize and draw the structures and functions of carbs; lipids;
proteins and nucleic acids. They should also be able to identify the polymer and monomers of each
Identify the basic building blocks and functions of each in life
Students should understand the basic uses of each of the 4 organic molecules and understand how they relate to the
living things. They should understand the basic uses of each molecule by living things (i.e. carbohydrates are primarily
used as an energy source) and why it’s important for living things to get each of these nutrients (i.e. proteins are
necessary for building tissue).
S4:C5:PO2
Enzyme Function
The students should be able to describe the function of an enzyme and how enzyme function can be altered/destroyed.
(Protein that are acting as a catalyst and are not used up in a reaction)
S5:C4:PO4
Types of Bonds
The students should be able to identify and describe the structural nature of the following:
Hydrogen; Covalent; Ionic; van der Wahl's forces.

Standards Covered
Arizona State Science Standards
1: Inquiry Process
1.1: Formulate predictions; questions; or hypotheses based on observations. Evaluate appropriate resources.
1.1.PO 1: Evaluate scientific information for relevance to a given problem.
1.1.PO 2: Develop questions from observations that transition into testable hypotheses.
1.1.PO 3: Formulate a testable hypothesis.
1.1.PO 4: Predict the outcome of an investigation based on prior evidence; probability; and/or modeling (not guessing or inferring).
1.2: Design and conduct controlled investigations.
1.2.PO 1: Demonstrate safe and ethical procedures (e.g.; use and care of technology; materials; organisms) and behavior in all science inquiry.
1.2.PO 2: Identify the resources needed to conduct an investigation.
1.2.PO 3: Design an appropriate protocol (written plan of action) for testing a hypothesis:
1.2.PO 4: Conduct a scientific investigation that is based on a research design.
1.2.PO 5: Record observations; notes; sketches; questions; and ideas using tools such as journals; charts; graphs; and computers.
1.3: Evaluate experimental design; analyze data to explain results and to propose further investigations. Design models.
1.3.PO 1: Interpret data that show a variety of possible relationships between variables; including:
1.3.PO 2: Evaluate whether investigational data support or do not support the proposed hypothesis.
1.3.PO 3: Critique reports of scientific studies (e.g.; published papers; student reports).
1.3.PO 4: Evaluate the design of an investigation to identify possible sources of procedural error; including:
1.3.PO 6: Use descriptive statistics to analyze data; including:
1.3.PO 7: Propose further investigations based on the findings of a conducted investigation.
1.4: Communicate results of investigations.
1.4.PO 1: For a specific investigation; choose an appropriate method for communicating the results.
1.4.PO 2: Produce graphs that communicate data.
1.4.PO 3: Communicate results clearly and logically.
1.4.PO 4: Support conclusions with logical scientific arguments.
4: Life Science
4.1: Understand the role of the cell and cellular processes.
4.1.PO 1: Describe the role of energy in cellular growth; development; and repair.
4.3: Analyze the relationships among various organisms and their environment.
4.3.PO 1: Identify the relationships among organisms within populations; communities; ecosystems; and biomes.
4.5: (Including Human Systems) Understand the organization of living systems; and the role of energy within those systems.
4.5.PO 2: Describe the role of organic and inorganic chemicals (e.g.; carbohydrates; proteins; lipids; nucleic acids; water; ATP) important to living things.
4.5.PO 5: Describe the levels of organization of living things from cells; through tissues; organs; organ systems; organisms; populations; and
communities to ecosystems.
5: Physical Science
5.4: Investigate relationships between reactants and products in chemical reactions.
5.4.PO 4: Distinguish among the types of bonds (i.e.; ionic; covalent; metallic; hydrogen bonding).

School Country

United States

School state

Arizona

School city

Glendale

School Address

6330 W. Thunderbird Road

School zip code

85306

Requested competency code

Lab Science

Date submitted

08/23/2017

Approved

Yes

Approved competency code

• LBIO
• Biology

Approved date

10/5/2017

Online / Virtual

No