Topic 1: Relationships Among Organisms

Vocabulary I need to know: Processing Section: Fill this out to help you take
notes and reflect on your learning
1. mutualism
3 New Things I 1. Mutualism is when both are
2. commensalism Learned being helped
3. parasitism 2. Commensalism is when only
4. interdependence one species is being helped

5. coevolution 3. Parasitism is when one is being

helped and the other is being
harmed.

Highlight vocabulary that you need to 2 Ways this 1.

information is
review more used in real life
(think how 2.
scientists use it).

1 Question I have 1.
Notes – Topic 1: Relationships Among Organisms

●This is a space for YOU to keep notes to help you with future projects and the
End of Course Exam. You can write your notes or add pictures to help you with
this section.
●Answer a minimum of ONE question listed below. If you need to review all
questions, you should answer all questions you need to study more.

1. Describe the five major types of interactions between organisms.

2. Examine how symbiotic relationships can create dependency among species.
3. Explain how invasive species affect the environment they occupy.
Invasive species have no natural predators. They can overpopulate and hurt the
ecosystem.
4. Describe various ways evidence can be interpreted or explained.
Lab: Interdependence of Organisms
Vocabulary I need to know: Notes:
1. _______________ – (insert bullet points as needed)
2. _______________
3. _______________
4. (insert more as needed)
Topic 2: The Cycles of Matter
Vocabulary I need to know: Processing Section: Fill this out to help you take
notes and reflect on your learning
1. _______________
3 New Things I 1.
2. _______________ Learned
3. _______________ 2.
4. (insert more as needed)
3.

Highlight vocabulary that you need to

review more 2 Ways this 1.
information is
used in real life
(think how 2.
scientists use it).

1 Question I have 1.
Notes – Topic 2: The Cycles of Matter
●This is a space for YOU to keep notes to help you with future projects and the
End of Course Exam. You can write your notes or add pictures to help you with
this section.
●Answer a minimum of ONE question listed below. If you need to review all
questions you should answer all questions you need to study more.

1. Identify the four spheres of Earth.

2. Explain how water, carbon, and nitrogen cycle through an ecosystem.

3. Describe the importance of the water, carbon, and nitrogen cycles.

Topic 3: Energy Flow in Ecosystems
Vocabulary I need to know: Processing Section: Fill this out to help you take
notes and reflect on your learning
1. biome
3 New Things I 1.a decomposer recycles
2. food chain Learned nutrients back into the
environment
3. biomas
2. if one organism is removed
from the food chain, it affects the
rest of the food chain.
Highlight vocabulary that you need to 3.only 10 percent of energy gets
review more pass from the energy pyramid.

2 Ways this 1. a decrease of bees can affect

information is the reproduction of plants. It can
used in real life affect the other organisms that
(think how depend on those plants
scientists use it). 2.

1 Question I have 1.
Notes – Topic 3: Energy Flow in Ecosystems
●This is a space for YOU to keep notes to help you with future projects and the
End of Course Exam. You can write your notes or add pictures to help you with
this section.
●Answer a minimum of ONE question listed below. If you need to review all
questions you should answer all questions you need to study more.

1. Distinguish between producers, consumers, and decomposers.

Producers (autotrophs) convert energy into organic matter that other organisms
can consume.
Consumers (heterotrophs) get their energy from other organisms. They can be
omnivores, carnivores, or herbivore.
Decomposers break down dead matter and convert it into inorganic substance.
2. Explain the flow of energy through an ecosystem using food chains and food
webs.
The flow of energy is represented by food chains and food webs. It shows the
energy transfer of one organism to another.
Topic 4: Social Behavior
Vocabulary I need to know: Processing Section: Fill this out to help you take
notes and reflect on your learning
1. areodynamic
3 New Things I 1. some interactions can lead to
2. behavior Learned interdependence
3. forage 2. a school of fish are fishes frond
4. social behavior the same species that swim
together.
3. Herding, Flocking and
schooling, Migrating, and
Highlight vocabulary that you need to cooperating hunting are all social
review more behavior
2 Ways this 1. The social behaviors reminds
information is me of a family dynamic
used in real life
(think how 2.
scientists use it).

1 Question I have 1.
Notes – Topic 4: Social Behavior
●This is a space for YOU to keep notes to help you with future projects and the
End of Course Exam. You can write your notes or add pictures to help you with
this section.
●Answer a minimum of ONE question listed below. If you need to review all
questions you should answer all questions you need to study more.

1. Examine social behavior and its benefits.

2. Describe examples of social behavior.
Flocking and schooling, herding, cooperative hunting, migrating.
Topic 5: Population Size and Structure
Vocabulary I need to know: Processing Section: Fill this out to help you take
notes and reflect on your learning
1. birth rate
3 New Things I 1. (birth rate + immigration) -
2. emigration Learned (death rate +emigration) =
population
3. death rate
2. Density dependant is
4. immigration competition (food, mate,
territory),predation, and diseases.
+ and - to population
Highlight vocabulary that you need to 3.Density independent is
environmental (food, climate,
review more seasonal changes) + and - to the
population depending on the
impact.
2 Ways this 1.
information is
used in real life
(think how 2.
scientists use it).
Notes – Topic 5: Population Size and Structure

●This is a space for YOU to keep notes to help you with future projects and the
End of Course Exam. You can write your notes or add pictures to help you with
this section.
●Answer a minimum of ONE question listed below. If you need to review all
questions you should answer all questions you need to study more.

1. Explain how birth rate, death rate, immigration, and emigration affect population
size.
2. Describe the limiting factors that affect a population in a given environment.
Competition (food or mates), Predators, Climate (producers being affected),
diseases, natural disasters.
3. Differentiate between density-dependent and density-independent factors.

4. Evaluate the impact of science and technology on society.

Topic 6: Population Growth
Vocabulary I need to know: Processing Section: Fill this out to help you take
notes and reflect on your learning
1. logistic growth; population slows or
stops then has an exponential 3 New Things I 1. population growth changes
Learned over time by birth rate, dead
groth rate, immigration, and
emigration
2. exponential growth; population is
2.
growing at a constant rate
3. caring capacity: the max an area
3.
can support a population
4. population crash: the aftermath of
2 Ways this 1.
exceeding carrying capacity information is
used in real life
(think how 2.
Highlight vocabulary that you need to scientists use it).
review more 1 Question I have 1.
Notes – Topic 6: Population Growth
●This is a space for YOU to keep notes to help you with future projects and the
End of Course Exam. You can write your notes or add pictures to help you with
this section.
●Answer a minimum of ONE question listed below. If you need to review all
questions you should answer all questions you need to study more.

1. Identify factors that affect population growth.

2. Compare and contrast exponential and logistic growth models.
3. Determine factors that influence a species’ carrying capacity.
4. Predict trends and outcomes based on a given set of data.
Topic 7: Succession and Extinction
Vocabulary I need to know: Processing Section: Fill this out to help you take
notes and reflect on your learning
1. biodiversity
3 New Things I 1.
2. community Learned
3. species 2.
4. ecosystem
5. _______________ 3.

6. _______________
2 Ways this 1.
7. (insert more as needed) information is
used in real life
(think how 2.
Highlight vocabulary that you need to scientists use it).
review more 1 Question I have 1.
Notes – Topic 7: Succession and Extinction

●This is a space for YOU to keep notes to help you with future projects and the
End of Course Exam. You can write your notes or add pictures to help you with
this section.
●Answer a minimum of ONE question listed below. If you need to review all
questions you should answer all questions you need to study more.

1. Identify and explain the stages of succession in an ecosystem.

2. Identify factors that may disturb ecosystem stability.
3. Assess the importance of biodiversity in an ecosystem.
4. Locate data on a table and relate that data to a corresponding graph.
Topic 8: Human Impact on the Environment
Vocabulary I need to know: Processing Section: Fill this out to help you take
notes and reflect on your learning
1. _______________
3 New Things I 1. water pollution is oil
2. _______________ Learned spills,runoffs, and
groundwater pollution
3. _______________
2. land pollution is landfills,
4. (insert more as needed) mining, dumping, and littering

3. air pollution impacts the ozone.

Highlight vocabulary that you need to
review more 2 Ways this 1. parts of new york were built
information is over landfills
used in real life
(think how 2.
scientists use it).

1 Question I have 1. Are electric cars actually more

sustainable than gas cars if they
use non-renewable energy?
Notes – Topic 8: Human Impact on the Environment

●This is a space for YOU to keep notes to help you with future projects and the
End of Course Exam. You can write your notes or add pictures to help you with
this section.
●Answer a minimum of ONE question listed below. If you need to review all
questions you should answer all questions you need to study more.

1. Relate the greenhouse effect to global warming and explain its impact on the
environment.
2. Analyze how human populations affect resources.
There are more mouth to feed and the need for resources increases.. We arent
giving the animals enough time to reproduce and make up for the lost
population.
Give examples of human activities that have been beneficial and detrimental to
the environment.
3. Give examples of science contributions impacting sustainability.
Biology 1 – Learning Check #1
– I need to complete Learning Check: Vocabulary I need to know:
___________________________________
1. _______________
2. _______________
– The code for this learning check is:
___________________________________ 3. _______________
4. (insert more as needed)

Check List: Check Items off as you

complete them.
❑ Reached out to teacher for Learning
Check Code
❑ Complete Learning Check
❑ If teacher was unavailable/school was not
in session I sent an EMAIL to my teacher
letting them know that I needed this code
on the next scheduled school day.
 Topic 1: Darwin’s Theory

Unit 2: Lab: Natural Selection

Natural Topic 2: Factors Affecting Genetic

Variation
Selection Topic 3: Factors Affecting Biological
Diversity
– Table of Topic 4: Biogeographic Isolation

Contents Topic 5: Biological Evidence and the

Fossil Record
Topic 6: Evolutionary Relationships

Unit 2 Project

Learning Check #3
Topic 1: Darwin’s Theory
Vocabulary I need to know: Processing Section: Fill this out to help you take
notes and reflect on your learning
1. _______________
3 New Things I 1. Not all organisms are
2. _______________ Learned equipped for the same
survival
3. _______________
2. not all equal- some are better
4. (insert more as needed)
3. adaptations will be passed
down to future generations and
Highlight vocabulary that you need to change the whole population
review more 2 Ways this 1.
information is
used in real life
(think how 2.
scientists use it).

1 Question I have 1.
Notes – Topic 1: Darwin’s Theory
●This is a space for YOU to keep notes to help you with future projects and the
End of Course Exam. You can write your notes or add pictures to help you with
this section.
●Answer a minimum of ONE question listed below. If you need to review all
questions you should answer all questions you need to study more.

1. Summarize the main points of Darwin’s theory.

2. Summarize the major concepts of natural selection.
3. Explain how natural selection acts as a mechanism of evolution.
4. Describe how scientific investigations lead to new scientific questions.
Lab: Natural Selection
Vocabulary I need to know: Notes:
1. _______________ – (insert bullet points as needed)
2. _______________ – gene flow: can increase and decrease
3. _______________ variations between populations

4. (insert more as needed) – genetic drift: a random decrease in

genetic variations
– natural selection is a change that can
help species survive.
Topic 2: Factors Affecting Genetic Variation
Vocabulary I need to know: Processing Section: Fill this out to help you take
notes and reflect on your learning
1. _______________
3 New Things I 1.
2. _______________ Learned
3. _______________ 2.
4. (insert more as needed)
3.

Highlight vocabulary that you need to

review more 2 Ways this 1.
information is
used in real life
(think how 2.
scientists use it).

1 Question I have 1.
Notes – Topic 2: Factors Affecting Genetic Variation

●This is a space for YOU to keep notes to help you with future projects and the
End of Course Exam. You can write your notes or add pictures to help you with
this section.
●Answer a minimum of ONE question listed below. If you need to review all
questions you should answer all questions you need to study more.

1. Give examples of how environmental factors affect genetic variation and

influence natural selection.
2. Describe genetic drift and gene flow as mechanisms of evolution.
3. Predict trends and outcomes based on a given set of data.
Topic 3: Factors Affecting Biological Diversity
Vocabulary I need to know: Processing Section: Fill this out to help you take
notes and reflect on your learning
1. _______________
3 New Things I 1. is a process where
2. _______________ Learned organisms adapt to survive
3. _______________ 2. affected by variation,
4. (insert more as needed) overpopulation, and adaptation

3. the two phases of speciation (a

new species) are geographic
Highlight vocabulary that you need to isolation and reproductive
review more isolation.
2 Ways this 1. domesticated animals lack the
information is abilities to
used in real life
(think how 2.
scientists use it).

1 Question I have 1.
Notes – Topic 3: Factors Affecting Biological Diversity

●This is a space for YOU to keep notes to help you with future projects and the
End of Course Exam. You can write your notes or add pictures to help you with
this section.
●Answer a minimum of ONE question listed below. If you need to review all
questions you should answer all questions you need to study more.

1. Explain how new or varied species originate via natural selection.

geographic isolation and reproductive isolation
2. Examine how directional, disruptive, and stabilizing selection affect biological
diversity.
directional selection affect biodiversity by evolution and adaptive change.
disruptive selection: evolution, phenotypic, and genetic genetic variation.
stabilizing selection: no evolution or adaptive changes, and reduces variations in
biodiversity.
3. Judge claims made by scientific explanations, data, or arguments.
Topic 4: Biogeographic Isolation
Vocabulary I need to know: Processing Section: Fill this out to help you take
notes and reflect on your learning
1. population
3 New Things I 1. biogeographic isolation is
2. gene pool Learned separating members of the
same species. Geographic
3. genetic diversity (rivers, continents moving)
and biological forces (mating
4. evolution seasons)
Highlight vocabulary that you need 2.
to review more
3.

2 Ways this 1.
information is
used in real life
(think how 2.
scientists use it).
Notes – Topic 4: Biogeographic Isolation
●This is a space for YOU to keep notes to help you with future projects and the
End of Course Exam. You can write your notes or add pictures to help you with
this section.
●Answer a minimum of ONE question listed below. If you need to review all
questions you should answer all questions you need to study more.

1. Explain the concept of biogeographic isolation.

2. Analyze how new species are formed by reproductive and geographic isolation.
3. Analyze the relationship between biogeographic isolation and the theory of
evolution.
4. Give examples of how hypotheses lead to new experimental methods.
Topic 5: Biological Evidence and the Fossil Record
Vocabulary I need to know: Processing Section: Fill this out to help you take
notes and reflect on your learning
1. comparative anatomy
3 New Things I 1.vestigial structure that evolved
2. molecular homologies Learned to not have a function in the
organism
3. _______________
2.
4. (insert more as needed)
3.
Highlight vocabulary that you need to
review more 2 Ways this 1.
information is
used in real life
(think how 2.
scientists use it).

1 Question I have 1.
Notes – Topic 5: Biological Evidence and the Fossil Record

●This is a space for YOU to keep notes to help you with future projects and the
End of Course Exam. You can write your notes or add pictures to help you with
this section.
●Answer a minimum of ONE question listed below. If you need to review all
questions you should answer all questions you need to study more.

1. Distinguish scientific evidence that supports the theory of evolution.

2. Assess the comparative anatomies among organisms.
3. Describe how the fossil record shows common ancestry between organisms.
4. Explain the role of scientific argumentation in evaluating the validity of data,
claims, hypotheses, and observations.
Topic 6: Evolutionary Relationships
Vocabulary I need to know: Processing Section: Fill this out to help you take
notes and reflect on your learning
1. linnease
3 New Things I 1. scienteist used molecular
2. cladistic Learned clocks to determine
evolutionary relationships
3. (insert more as needed)
2. clade= groups of organisms tht
share characteristics, node=
diverging points of populations,
Highlight vocabulary that you need to taxa= endpoint of branches
review more 3.

2 Ways this 1.
information is
used in real life
(think how 2.
scientists use it).

1 Question I have 1.
Notes – Topic 6: Evolutionary Relationships

●This is a space for YOU to keep notes to help you with future projects and the
End of Course Exam. You can write your notes or add pictures to help you with
this section.
●Answer a minimum of ONE question listed below. If you need to review all
questions you should answer all questions you need to study more.

1. Analyze the relationships among organisms based on a variety of shared

characteristics.
2. Interpret evolutionary relationships among organisms on a cladogram.
3. Explain how understanding evolutionary history impacts classification of
organisms.
4. Describe various ways evidence can be interpreted or explained.
Biology 1 – Learning Check #2
– I need to complete Learning Check: Vocabulary I need to know:
___________________________________
1. _______________
2. _______________
– The code for this learning check is:
___________________________________ 3. _______________
4. (insert more as needed)

Check List: Check Items off as you

complete them.
❑ Reached out to teacher for Learning
Check Code
❑ Complete Learning Check
❑ If teacher was unavailable/school was not
in session I sent an EMAIL to my teacher
letting them know that I needed this code
on the next scheduled school day.
 Topic 1: Methods of
Unit 3: Classification
Lab: Using a Dichotomous
Understand Key
Topic 2: The Kingdoms
ing Topic 3: Types of Plants
Organisms– Topic 4: Protists and Fungi
Table of Topic 5: Bacteria
Contents Unit 3 Project
Learning Check #1
Topic 1: Methods of Classification
Vocabulary I need to know: Processing Section: Fill this out to help you take
notes and reflect on your learning
1. taxonomy
3 New Things I 1. “modern taxonomy uses
2. binomial nomenclature Learned evolutionary relationships n
genetic evidence to classify
3. phylogenetic tree organisms”
2. phylogenetic trees can have
different information based on
Highlight vocabulary that you need to how accurate the info is
review more 3. common names cant be used
for scientific classification

2 Ways this 1. using the scientific names are

information is more complicated but accurate
used in real life
(think how 2.
scientists use it).

1 Question I have 1.
Notes – Topic 1: Methods of Classification
●This is a space for YOU to keep notes to help you with future projects and the
End of Course Exam. You can write your notes or add pictures to help you with
this section.
●Answer a minimum of ONE question listed below. If you need to review all
questions you should answer all questions you need to study more.

1. Explain the purpose of biological taxonomy.

2. Describe how organisms are classified.
domain, kingdom, phylum, class, order, family, genus, species
3. Explain reasons why systems of classification may change.
4. Organize data using specific grouping methods.
Lab: Using a Dichotomous Key
Vocabulary I need to know: Notes:
1. _______________ – (insert bullet points as needed)
2. _______________
3. _______________
4. (insert more as needed)
Topic 2: The Kingdoms
Vocabulary I need to know: Processing Section: Fill this out to help you take
notes and reflect on your learning
1. peptidoglycan
1. domain: bacteria, archaea, eukarya
3 New Things I
2. _______________ Learned kingdom: eubacteria, archaebacteria,
protista,fungi,plantae, animalia
3. _______________ 2. scientist organize by
body type- unicellular or multicellular
4. (insert more as needed) cell type- prokaryotic (no nucleus)/eukaryotic
cell structure- cell wall
nutrition- autotrophic/ heterotrophic

Highlight vocabulary that you need to 3. Eubacteria- unicellular, prokaryotic, cell wall,
autotrophic or heterotrophic, photosynthetic or
review more disease-causing or decomposers

2 Ways this 1. not all bacteria is bad like the

information is bacteria in yogurt (helps w
used in real life digestion)
(think how 2.
scientists use it).

1 Question I have 1.
Notes – Topic 2: The Kingdoms
●This is a space for YOU to keep notes to help you with future projects and the
End of Course Exam. You can write your notes or add pictures to help you with
this section.
●Answer a minimum of ONE question listed below. If you need to review all
questions you should answer all questions you need to study more.

1. Distinguish the six kingdoms of living organisms.

eubacteria, archaebacteria, animilia, plantae, protista, fungi
2. Summarize the levels of biological classification.
3. Compare characteristics of taxonomic groups.
4. Organize data using specific grouping methods.
Topic 3: Types of Plants
Vocabulary I need to know: Processing Section: Fill this out to help you take
notes and reflect on your learning
1. _______________
3 New Things I 1. seedless:
2. _______________ Learned bryophytes ,pteriodophytes.
seed: gymnosperms,angiosperm
3. _______________ angiosperm: monocots, dicots

4. (insert more as needed) 2. dicots have two embryonic

seeds

3. seedless plants produce spores. Spores

Highlight vocabulary that you need to can develop into an adult without another cell.
review more
2 Ways this 1.
information is
used in real life
(think how 2.
scientists use it).

1 Question I have 1.
Notes – Topic 3: Types of Plants
●This is a space for YOU to keep notes to help you with future projects and the
End of Course Exam. You can write your notes or add pictures to help you with
this section.
●Answer a minimum of ONE question listed below. If you need to review all
questions, you should answer all questions you need to study more.

1. Summarize the origin and evolution of land plants.

2. Distinguish ways that plants are grouped.
3. Differentiate between gymnosperms and angiosperms.
4. Organize data using specific grouping methods.
Topic 4: Protists and Fungi
Vocabulary I need to know: Processing Section: Fill this out to help you take
notes and reflect on your learning
1. asexual reproduction
the process of reproduction without joining gametes 1. protist- contradiction
3 New Things I
eukaryotic that is plantlike, animal like, or
2. sexual reproduction Learned fungi like.
the process of reproduction of joining gametes (egg cell and sperm) multicellular, unicellular, or in a colony
autotroph or heterotroph
3. unicellular can move or stationary
made of one cell
2.
4. multicellular
made of multiple cells

5. autotroph 3.
can make its own food

6. heterotroph 2 Ways this 1.

consumes other organisms to receive energy information is
used in real life
(think how 2.
Highlight vocabulary that you need to review scientists use it).
more
Notes – Topic 4: Protists and Fungi
●This is a space for YOU to keep notes to help you with future projects and the
End of Course Exam. You can write your notes or add pictures to help you with
this section.
●Answer a minimum of ONE question listed below. If you need to review all
questions you should answer all questions you need to study more.

1. Characterize the three common types of protists.

2. Distinguish between the five phyla of fungi.
3. Relate the structures found in protists and fungi to their functions.
4. Show how scientific evidence can affect societal decisions.
Topic 5: Bacteria
Vocabulary I need to know: Processing Section: Fill this out to help you take
notes and reflect on your learning
1. _______________
3 New Things I 1.
2. _______________ Learned
3. _______________ 2.
4. (insert more as needed)
3.

Highlight vocabulary that you need to

review more 2 Ways this 1.
information is
used in real life
(think how 2.
scientists use it).

1 Question I have 1.
Notes – Topic 5: Bacteria
●This is a space for YOU to keep notes to help you with future projects and the
End of Course Exam. You can write your notes or add pictures to help you with
this section.
●Answer a minimum of ONE question listed below. If you need to review all
questions you should answer all questions you need to study more.

1. Characterize three common forms of bacteria.

2. Compare modes of bacterial reproduction.
3. Explain how bacteria infects other organisms.
4. Examine the contributions of scientists from various scientific disciplines.
Biology 1 – Learning Check #3
– I need to complete Learning Check: Vocabulary I need to know:
___________________________________
1. _______________
2. _______________
– The code for this learning check is:
___________________________________ 3. _______________
4. (insert more as needed)

Check List: Check Items off as you

complete them.
❑ Reached out to teacher for Learning
Check Code
❑ Complete Learning Check
❑ If teacher was unavailable/school was not
in session I sent an EMAIL to my teacher
letting them know that I needed this code
on the next scheduled school day.
Biology 1 Project Options
Steps to Follow
− You will be completing 2 projects 1. Contact your teacher and let them
for Biology 1 – one for each know what project you have
module chosen
• Each module has different options to
choose from 2. Print/collect all of the materials that
• Carefully read through each options you need to complete your project
and pick one to Complete 3. Carefully read the instructions and
• You will only fill out the slide that rubric for your project – check with
corresponds to the project that you
your teacher if you need
chose
clarification
• You can delete the other slides
4. If your project has a presentation,
schedule it with your teacher
Module 1 Project Options – pick
one
1. STEM Project
• Students will investigate how a rooftop garden can support biodiversity in an
ecosystem. They will determine a good area, locality, or building and then design
their garden.
2. Ecosystem Research Presentation
• Students will create an 8-10 slide presentation to summarize their research and
conclusions from the Biome Research paper.
3. Create a Lab
• Students will design and carry out a lab covering at least one concept from the
Ecology module.
4. Biome Project
• Students will create a diorama, brochure, or other visual of the ecosystem
presented in their research paper.
Module 1, Option A: STEM Project
Key Question
• How can a rooftop garden
support biodiversity within an
ecosystem?

Project Overview
• Students will use the Engineering
Design Process to design a
rooftop garden
– Clearly define a problem
– Evaluate the project using specific
design considerations
– Summarize challenges
– Choose & design a solution
Module 1, Option B: Ecosystems Presentation
Key Question
• What characteristics make up different
biomes and ecosystems?

Project Overview
• Create an 8-10 slide presentation to
give to your teacher that includes the
following information
– Latitude/longitude
– Continent where biome can be found
– Flow of energy
– Population sizes in ecosystem
– Abiotic & biotic factors
– Threats to biodiversity
– Conserving biodiversity
 Module 1, Option C – Create a Lab

Project Overview: For this project, you will be creating and completing a lab that you
design.
*This lab can be completed at the resource center, but any materials not provided by the
resource center will need to be approved by your teacher.

Key Steps:
1) What is an area covered over the last module/unit that you would like more information
on?
2) What is a TESTABLE question that you have regarding your chosen area of focus?
3) Determine the materials needed to test this question.
4) Get materials approved by your teacher before moving forward.
5) Write a procedure to test your question. Then, get your procedure approved by your
teacher.
6) Complete your lab. Then, complete a lab report for your lab.
Module 1, Option
D: Biome Project
Key Question
– What characteristics make up different
biomes and ecosystems?

Project Overview
– Create a diorama, brochure, or other visual
representation of your chosen
ecosystem/biome
– Location
– Flora
– Fauna
– Energy flow
– Biotic factors
– Abiotic factors
– Human interaction
Module 2 Project Options – pick
one
1. Evolution Presentation
• Students will design and describe a new organism and its evolutionary history in
an 8-10 slide presentation.
2. Create a Lab
• Students will design and carry out a lab covering at least one concept from the
Evolution module.
3. Animal Classification Project
• Students will classify animals while going on a virtual OR in-person tour of a zoo.
4. Evolution Writing Assignment with Visual
• Students will design and describe a new organism and its evolutionary history,
including a visual of the organism.
Module 2, Option A: Evolution Presentation
Key Focus
• Use what you have learned from the
Evolution module to design and
describe a new organism and its
evolutionary history.

Project Overview
• Write a description of your organism
including the following elements
– Scientific & common name
– Evolutionary history
– Is it living or extinct?
– Where is/was the organism found?
– Key characteristics – including physical and
behavioral traits
– Explain why the organism’s traits are useful
 Module 2, Option B – Create a Lab

Project Overview: For this project, you will be creating and completing a lab that you
design.
*This lab can be completed at the resource center, but any materials not provided by the
resource center will need to be approved by your teacher.

Key Steps:
1) What is an area covered over the last module/unit that you would like more information
on?
2) What is a TESTABLE question that you have regarding your chosen area of focus?
3) Determine the materials needed to test this question.
4) Get materials approved by your teacher before moving forward.
5) Write a procedure to test your question. Then, get your procedure approved by your
teacher.
6) Complete your lab. Then, complete a lab report for your lab.
Module 2, Option C: Animal Classification Project
Key Focus
• To recognize that living things can be grouped
into science-based classifications
• To investigate the many ways animals can be
grouped

Project Overview
• Students will go on a (virtual, if needed) tour of
the Hamilton Zoo and fill out worksheets on
– Classifying Vertebrates
– Where can I hide? – Camouflage
– Fur, feathers, skins, or scales?
– What group do I come from?
– Observing animals
– Classification key
– Bird, reptile, mammal, amphibian, or fish
– Who am I?
Module 2, Option D: Evolution Writing Assignment w/ Visual
Key Focus
• Use what you have learned from this evolution module to
design and describe & create a visual of a new organism
and its evolutionary history

Project Overview
• Write a 3-paragraph narrative describing your organisms’
evolution and its key traits, including
– Scientific & common name
– Evolutionary history
– Is it living or extinct?
– Where is/was the organism found?
– Key characteristics – including physical and behavioral traits
– Explain why the organisms' traits are useful
– Include 4 story elements
• You will also need to draw or use technology to create a
visual representation of your organism
– Drawing
– Movie
– Animation
– Comic strip
– 3D replica
– Other – to be approved by teacher
 Notes for Final Exam
− (insert bullet points as needed)
 Notes for Final Exam
− (insert bullet points as needed)
 Notes for Final Exam
− (insert bullet points as needed)
End of Course Exam on
Illuminate
– The code for this End of Course Exam is: ___________________
– After completing your End of Course Exam, rate how you feel you did on the
Chemistry 1 End of Course Exam on Illuminate. Move the under the smiley that
best represents how you feel. Be honest, this is not graded, just lets your teacher
know how the course went overall.

That was
tough! I need
I feel great! I
to study more
think I aced
and retake the
I feel okay! I that exam!
exam.
think I did
enough to pass
the exam.
EXTRA
S
 Critical Reading
Processing Page (output)
Quick Write: What are some key takeaways that you’ve learned
about the critical reading process?

Brainsto
rm: List
ways
that you
will use
the
critical
reading
process
in your
science
Comic strips
 Interactive poster

Here is some text. Remove it and

Here is some text. Remove it and replace it with your
replace it with your own! Even add
own! Even add some hyperlinks in it. Here is some
some hyperlinks in it. Here is some
text. Remove it and replace it with your own! Even
text. Remove it and replace it with
add some hyperlinks in it.
your own! Even add some hyperlinks
Here is some text. Remove it and replace it with your
in it.
own! Even add some hyperlinks in it.
Here is some text. Remove it and
Here is some text. Remove it and replace it with your
replace it with your own! Even add
own! Even add some hyperlinks in it.
some hyperlinks in it.
Here is some text. Remove it and replace it with your
Here is some text. Remove it and
own! Even add some hyperlinks in it.
replace it with your own! Even add
some hyperlinks in it. Here is some text.
Here is some text. Remove it and Remove it and
replace it with your own! Even add replace it with your
some hyperlinks in it. own! Even add some
hyperlinks in it.
 Writer’s notebook:
Your text goes in here.
drafting

Your text goes in here.

Your text goes in here.

Your text goes in here.

Your text goes in here.

 Outside/Outside Outside/Outside
<definition>
<image>

Outside Outside
<Context Clues> <Context Clues>

Unfamiliar Word
Inside Inside
<Prefix, Root, <Root, Base,
Base, Cognates> Suffix,
Cognates>

Outside Outside
<educated <educated
guess> guess>

Outside/Outside Outside/Outside
<link> <synonyms>
Question:
Hypothesis: Materials:

Observations : Procedure:

Conclusion: