Curriculum Map

Weeks Content Skills Essential Questions Instruction Resources AssessmentsWhat topics are being covered? What is the important vocabulary, what do

the students need to know?

What do the students have to be

able to do connected to the

content?

What are the fundamental enduring

questions that will guide study and instruction

What activities are used to develop

skills and knowledge

What materials, texts, videos, interent, software or human resources support instruction?

What evidence is collected to establish that the Content and Skills have been learned?

UNIT2 Weeks The Nature

of Science The student uses the scientific processes and habits of mind to solve problems.

A. Can explain that investigations are conducted to explore new phenomena, to check onprevious results, to test how well a theory predicts, and to compare different theories.B. Understands that from time to time, major shifts occur in the scientific view of how the world works, but that more often, the changes that take place in the body of scientific knowledge are small modifications of prior knowledgeC. Can articulate that no matter how well one theory fits observations, a new theory might fit them as well or better, or might fit a wider range of observations,

What are the goals of science?What procedures are at the core of scientific methodology?What scientific attitudes help generate new ideas?Why is peer review important?What is scientific theory?What is the relationship between science and society?What characteristics do all living things share?What are the central themes of biology?How do different fields of biology differ in their approach to studying life?

Activity-Cholera Epidemic Mystery/Sleuth

Activity-Differentiate between primary, secondary, and tertiary resources materials

Research and find appropriate journal articles on line

Chapter Readings

"Biology" Miller and Levine Text, Lab equipment, powerpoint/smart board, computer based research (FOFweb, google scholar etc), local/national newspapers and scientific magazines, teacher created videos, worksheets, text book, PPT, think-pair-share, outside facilities (soils, lake, vegetation, etc.), electronic and physical models

Laboratory write-up: Using a microsope to estimate size and/or Heart Lab

Quick Lab: Replicating Procedures

2 Current events video essay

Design a semester long experiment to test hypotheses and describe data that would support these hypotheses. That includes figures and tables synthesized from data collected.

because in science, the testing, revising, and occasional discarding of theories, new and old, never ends and leads to an increasingly better understanding of how things work inthe world, but not to absolute truth.D. Describes that scientists in any one research group tend to see things alike and that therefore scientific teams are expected to seek out the possible sources of bias in the design of their investigations and in their data analysis.E. Demonstrtes that new ideas in science are limited by the context in which they areconceived, are often rejected by the scientific establishment, sometimes spring from unexpected findings, and usually grow slowly from many contributors.F. Understands that in the short run, new ideas that do not mesh well with mainstreamideas in science often encounter vigorous criticism and that in the long

run, theoriesare judged by how they fit with other theories, the range of observations theyexplain, how well they explain observations, and how effective they are in predicting new findings.G. Displays the importance of a sense of responsibility, a commitment to peerreview, truthful reporting of the methods and outcomes of investigations, and making the public aware of the findings.

Weeks Content Skills Essential Questions Instruction Resources AssessmentsWhat topics are being covered? What is the important vocabulary, what do

the students need to know?

What do the students have to be

able to do connected to the

content?

What are the fundamental enduring

questions that will guide study and instruction

What activities are used to develop

skills and knowledge

What materials, texts, videos, interent, software or human resources support instruction?

What evidence is collected to establish that the Content and Skills have been learned?

UNIT5 weeks Chemistry

of Life Biology,Matter, atom, Element, compound, molecule, covalent bond, polar covalent bond, nonpolar covalent bond, ionic bond, hydrogen bond, chemical reaction, solute, solvent, hydrophobic, hydrophilic, adhesion, cohesion, specific heat, homeostasis, heat of vaporization, pH, hydrocarbons, saturated, unsaturated, proteins, polymers, amino acids, nucleic acids, DNA/RNA, lipids, phospholipid, fats, oils carbohydrates, sugars, starches,monosacharide, disacharide, polysacharide, acids, bases, Lipoprotein,thermodynamics

Understand the role of electrons in chemical bonding and reactivity

Understand the various ways in which substances can interact– covalent bonds, hydrogen bonds, ionic bonds, and hydrophilic interactions.

Investigate the properties of water and their importance to organisms.

Conduct an experiment to test for the presence of life compounds in foods.

Examine the structure and function of enzymes as catalysts in living systems and experiment to

How do the unique properties of the four groups of organic compounds support the essential processes of life?

How do we observe qualitative and quantitative changes to describe chemical reactions and to verify these descriptions?

What are the basic principles that affect living things?

The Biological Periodic table

Handouts from Cell Physiology Coloring book: color code parts of proteins, lipids, carbohydrates, and nucleic acids

Calorimeter activity: Cheetos lab

Inquiry Lab Activities: the amazing properties of water!

Demonstration: Effect of catalyst on decomposition of H2O2

Activity: Modeling the factors that can affect the rate of an enzyme-facilitated reaction by acting out the role of an enzyme

5 Mini Inquiry Labs

"Biology" Miller and Levine Text, Lab equipment, powerpoint/smart board, computer based research (FOFweb, google scholar etc), local/national newspapers and scientific magazines, teacher created videos, worksheets, text book, PPT, think-pair-share, outside facilities (soils, lake, vegetation, etc.), electronic and physical models

Lab Report: Identifying Organic Compounds in Common Foods using various indicators

Laboratory Report: Water Chem of campus lake (12 chemical parameters and land-use sources)

5 Current event videos of Biochemistry and an essay

Tests/Quizzes

understand enzyme actions and factors that affect them.

Identify the basic types of macromolecules and explain how they are used in cells.

Understand the classes of organic compounds and how each is essential for life

Know how small molecules are linked together to form macromolecules and how macromolecules are broken down.

Bio chem Matching Computer Game

Use Molecular Model Kits to build models of glucose and other macromolecules

Inquiry Lab: Create a class pH scale through common household chemicals

Think Pair Share

Chapter Readings

Curriculum Map

Weeks Content Skills Essential Questions Instruction Resources AssessmentsWhat topics are being covered? What is the

important vocabulary, what do the students need to know?

What do the students have to be

able to do connected to the

content?

What are the fundamental enduring

questions that will guide study and instruction

What activities are used to develop

skills and knowledge

What materials, texts, videos, interent, software or human resources support instruction?

What evidence is collected to establish that the Content and Skills have been learned?

UNIT5

WeeksEcology and the Environment

biodiversity, community, niche, mualism, commensalism, competition, parasitsm, predation, resource partitioing, batesian and mullerian mimicry, coevolution, abiotic, biotic, biome, trophic level, consumer, producer, cladogram, diochotomus key, decomposer, detritivore scavenger, estuary, ecosystem, exponential growth, climate, aquifer, nitrogen fixation, population, biosphere, carrying capacity, density dependent/independent,

Describe ecosystem structure, biotic and abiotic factors, interactions between species, energy flow, productivity, succession, biogeochemical cycles.

Understand population dynamics, population growth, human population data, biodiversity, human influences on ecosystems and biodiversity, and sustainability.

Differentiate between exponential and logistical growth with relation to carrying capacity

Use foodweb to identify and distinguish between

What are the interrelationships between organisms and their environment and how do these relationships contribute to the stability of theecosystem?

How is energy passed from one trophic level to another?

How can carrying capacity of an ecosystem change?

How is population size regulated by abiotic and biotic factors?

How do organisms/humans impact their environment?

How does the environment impact organisms that live there?

Class Activity FOOD WEBS: http://www.gould.edu.au/foodwebs/kids_web.htm

Pesticides and Mercury in the food chain: pestic5.gif

Predator-Prey electronic graphing activity

Population Dynamics electronic modeling http://www.learner.org/courses/envsci/interactives/demographics/index.php

Complete Chain Reaction online Activity on Ecokids website and answer assigned questions- discussion

"Biology" Miller and Levine Text, Lab equipment, powerpoint/smart board, computer based research (FOFweb, google scholar etc), local/national newspapers and scientific magazines, teacher created videos, worksheets, text book, PPT, think-pair-share, outside facilities (soils, lake, vegetation, etc.), electronic and physical models

Biome/Climate Triptich: art and science project

Lab Report: Duckweed population dynamics

Soil and Water chemistry lab

Tests/quizzes

5 current event videos on local environmental issues and subsequent essays

exponential growth, r-selected/k-selected species, logistic growth

producers, consumers, decomposers and explain the transfer of energy through trophic levels

Describe how relationships among organisms (commensalism, mutualism, parasitism, predation and competition) add to the complexity of biological communities

Video: Finite Oceans

Think Pair Share

Chapter Readings

5 Mini Inquiry Labs

Curriculum Map

Weeks Content Skills Essential Questions Instruction Resources AssessmentsWhat topics are being covered? What is the important vocabulary, what do

the students need to know?

What do the students have to be

able to do connected to the

content?

What are the fundamental enduring

questions that will guide study and instruction

What activities are used to develop

skills and knowledge

What materials, texts, videos, interent, software or human resources support instruction?

What evidence is collected to establish that the Content and Skills have been learned?

UNIT6 weeks The Cell and

Cellular Transport Active Transport, Passive Transport,Cell Membrane,Cell wall,Cilia, Flagella, Vacuole, Chloroplast, Mitochonidra, Lysosome, Fluid Mosaic Model, Nucleus, Nucleolus, Nuclear Membrane, Cytoplasm, Cytoskeleton, Smooth ER, Rough ER, Ribosome, Chromatin Concentration Gradient, Isotonic, Hypertonic, Hypotonic, Diffusion, Facilitated Diffusion, Osmosis, Endocytosis, Exocytosis, Cytoplasm Cytoskeleton Diffusion, Sexual, Asexual Reproduction,

Describe the three parts of the cell theory

Differentiate between and properly use electron and light microscopes in terms of magnification power and appropriate uses

Compare and contrast prokaryotic and eukaryotic cells in terms of evolution, complexity, and representative organisms

List and describe all eukaryotic cell organelles in terms of structure and function

Differentiate between plant and animal cells

What is the structure and organization of life?

What is the difference between prokaryotic, eukaryotic, bacteria, plant and animal cells?

How are cells organized?

How do the functions of organelles contribute to the function of cell?

How are materials imported and exported from cells in order to maintain cellular homeostasis?

What are the processes involved with the different types of reproduction?

Why is cellular reproduction vital to living organisms?

How does mitosis allow for the even distribution of genetic information to new cells?

Gray’s Cell Physiology Coloring Book

Cells Alive Website: Videos and interactive tutorials: http://www.cellsalive.com/cells/cell_model.htm

Recreate in the media of your choice one of Hookes actual research/drawings from his book Micrograhia at http://archive.nlm.nih.gov/proj/ttp/flash/hooke/hooke.html

Recreate a map of the school using different areas as analogous functions to Cell parts

Inquiry Lab: Determining the differences between Plant and Animal cells (microscopes

"Biology" Miller and Levine Text, Lab equipment, powerpoint/smart board, computer based research (FOFweb, google scholar etc), local/national newspapers and scientific magazines, teacher created videos, worksheets, text book, PPT, think-pair-share, outside facilities (soils, lake, vegetation, etc.), electronic and physical models

Cell Rap Video

Art Project: Represent the stages of a cell (medium student choice)

Lab Report/Analysis simulating meiosis chromosome crossover

6 current event videos regarding cells (biochem tech, viruses, bacteriology disease, etc.) and subsequent essays

Tests/quizzes

Binary Fission, Mitosis, Prophase,Metaphase, Anaphase, Telophase, Cytokinesis, cyclin, kinase Cleavage Furrow, Interphase, Gap, Meiosis I, Meiosis II, Crossing Over, Independent Assortment, gamete, Stem Cells, Polar Bodies, Ooogenisis, Spermatogensis

Describe the function and importance of the cell membrane existing as a semipermeable bilayer

Evaluate the flow of molecules across a membrane via active and passive transport

Have a good understanding of the phases of mitosis and their relationship to the Cell Cycle.

Model, observe, and explain the process of meiosis and mitosis.

Compare and contrast mitosis and meiosis in plants and in animals.

How is the cell cycle regulated?

How does meiosis contribute to genetic diversity within a population?

and premade slides)

Teacher Demos for Passive Transport: copper sulfate and water, iodine and starch, osmosis in an egg (ongoing observations)

Introduction to the Cell/Cell Division Dramatic Video (you tube)

Create 3D model of Fluid Mosaic Model using only materials provided in bag chosen at random-think-pair-share

Physical Models:Plants vs Animal, Prokaryote vs Eukaryote, Mitosis vs Meiosis

Mini Lab:Microscope identification of Meiosis and mitosis

Lab Activity simulating meiosis chromosome crossover using Sordaria (Sordaria Genetics Biokit from Carolina Scientific)

Think Pair Share

Chapter Readings

Cellular Jeopardy

**Field Trip Scripps Career Panel Discussion and Tour

6 Mini Inquiry Labs

Curriculum Map

Weeks Content Skills Essential Questions Instruction Resources AssessmentsWhat topics are being covered? What is the important vocabulary, what do

the students need to know?

What do the students have to be

able to do connected to the

content?

What are the fundamental enduring

questions that will guide study and instruction

What activities are used to develop

skills and knowledge

What materials, texts, videos, interent, software or human resources support instruction?

What evidence is collected to establish that the Content and Skills have been learned?

UNIT6 Weeks Photosynthesis,

Cellular Respiration, and Plants

ATP, ADP, Asexual, Sexual, Autotroph, HeterotrophPhotosyntheiss, Glycolysis, Fermentation, Krebs Cycle, cirtric acid cycle, NADH, NADPH, Electron Transport Chain, Coenzyme, actvation energy, enzyme, catalyst, chlorphyll, photorespiration, photosystem, stroma, thylakoid, vascular plant, seed, sporophyte generation, angiosperm, bryophyte, gymnosperm, phototropin, photoperiodism, gametophyte, endosperm, monocot, dicot, transpiration, phloem, xylem, pollen, fruit, stamen, stomata,

Relate laws of thermodynamics to biological processes of metabolism, glycolysis, oxidative phosphorylation and photosynthesis.

Understand that organisms are interdependent, open systems that respond to their environment by converting energy from one form to another form of energy.

Explain how mitochondria work within the cell to harvest chemical energy

Explain how chloroplasts work to convert solar energy to chemical energy.

Differentiate between ATP production in

How is energy harnessed, converted , and utilized in living systems?

What is the role of ATP in coupling the cell’s anabolic and catabolic processes?

How do cells generate ATP in the presence and absence of oxygen?

What kinds of photosynthetic adaptations have evolved in response to different environmental conditions?

What are the 5 main groups of plants and how have four of these groups adaptd to life on land?

How are cells, tissues, and organs organized into systems that carryout the basic functions of a seed plant?

"The Effects of Light Intensity and Wavelength on the Rate of Photosynthesis" Online Lab Activity that uses this photosynthesis animation

Campus identification of flora, classify and create 10 passive learning identification signs

Web Animations:Photosythesis- http://www.stolaf.edu/people/giannini/flashanimat/metabolism/photosynthesis.swf

Calvin Cycle:http://www.science.smith.edu/departments/Biology/Bio231/calvin.html

"Biology" Miller and Levine Text, Lab equipment, powerpoint/smart board, computer based research (FOFweb, google scholar etc), local/national newspapers and scientific magazines, teacher created videos, worksheets, text book, PPT, think-pair-share, outside facilities (soils, lake, vegetation, etc.), electronic and physical models

Effects on Photosynthesis Lab Report/Presentation: Students design and carry out an experiment to quantify the effect an environmental variable (ex. pH, temperature, light intensity, age of leaves, etc. ) has on the rate of chlorophyll production in sweet pea through color spectometer

Fermentation Lab: Alcohol from yeast

Krebs Cycle Puzzle/Game

6 current event videos and subsequent essays

Tests/quizzes

stigma anaerobic and aerobic conditions.

Explain the process of trapping and converting light energy to carbohydrates

Compare and Contrast characteristics of bryophytes, seedless-vascular plants, gymnosperms and angiosperms and identify examples of each

Understand how plants react and respond to external signals

Compare and contrast monocots and dicots

Learn the process by which plants reproduce

Gylcolysis:http://www.northland.cc.mn.us/biology/Biology1111/animations/glycolysis.html

Read “Giant Sequoia Tree” and discuss

Plant Hormones Inquiry Lab: Students investigate role of ethylene in the process of fruit ripening(ongoing data collection/discussion)

Coloring/Labeling diagrams of: flowering plant, leaf, monocot, dicot

Plant Scavenger Hunt: In teams collect samples of various plants/plant parts or take photos from anywhere on Oxbridges Campus (IE: collect sample of dicot or photograph a seed dispersed by wind/water)

Help Wanted Plant Part Activity: Students match classified ads with analogous job descriptions to names of parts

Photosynthesis Webquest

Electron transport Chain (song)

Think Pair Share

Chapter Readings

Curriculum Map

Weeks Content Skills Essential Questions Instruction Resources AssessmentsWhat topics are being covered? What is the important vocabulary, what do the

students need to know?

What do the students have to be

able to do connected to the

content?

What are the fundamental enduring

questions that will guide study and instruction

What activities are used to develop

skills and knowledge

What materials, texts, videos, interent, software or human resources support instruction?

What evidence is collected to establish that the Content and Skills have been learned?

UNIT6 Weeks Genetics Phenotype,

Genotype, punnett square, heterozygous, homozygous, dominant, recessive, autosome, incomplete dominance, codominance, alleles, polygenic inheritance, genes, heredity, sex chromosome, x-linked inheritance, pedigrees, polyploidy, aneuploidy, mutation, deletion, substitution, insertion, translocations, duplication, autosomal genetic disorders, Double Helix, Nucelotide, Adenine, Thymine, Guanine, Cytosine, Uracil, DNA, RNA, mRNA,

Distinguish among observed inheritance patterns caused by various genetic traits (dominant, recessive, incomplete, codoniminance, polygenic etc)

Describe how laws of independent assortment and segregation cause genetic diversity

Use Punnett and Chi squares to determine the probability of genotype and phenotype inhertiances

Identify the roles of RNA and DNA, in control of cell processes, including protein synthesis.

Discuss the ways in which genetic

How does cellular information pass from one generation to another?

What is th structure of DNA and how does it function in genetic inheritance?

How does information flow from one cell nucleus to direct synthesis of proteins in the cytoplasm?

How did Mendel’s work lay the foundation of modern genetics?

How doe we use genetics to study Human inheritance?

What is the significance and impact of genetic engineering and biotechnology on human society?

Coin toss probability Activity

Punnett Square Activity- http://www2.edc.org/weblabs/punnett/punnettsquares.html

Bacteria and Virology / Flow Chart Activity

Watson of Watson and Crick  http://www.ted.com/talks/james_watson_on_how_he_discovered_dna.html

Activity/Simulation: Understanding Inheritance http://serendip.brynmawr.edu/sci_edu/waldron/

Karyotyping Activity-:

"Biology" Miller and Levine Text, Lab equipment, powerpoint/smart board, computer based research (FOFweb, google scholar etc), local/national newspapers and scientific magazines, teacher created videos, worksheets, text book, PPT, think-pair-share, outside facilities (soils, lake, vegetation, etc.), electronic and physical models

Lab Report: DNA extractionhttp://www.pbs.org/wgbh/nova/body/extract-your-dna.html

Research Project and Class Presentation: GMO FOODS

Human Karyotyping Activity: Lab groups provided with 4 envelopes containing photos of real individual human chromosomes, then create karyotype, and analyze to determine sex, possible genetic disorders etc

Tests/quizzes

tRNA, rRNATranscription, Translation, codon, anticodon, Biotechnology, blastocyst, recombinant DNA, clonding, plasmic, embryonic stem cell, blood typing, pluripotent, transgenic, operon, mutations (all types), gene regulation, karyotype, chromosome

information can be altered and relate the effects of the alterations to both individuals and species.

Describe the structure and replication of DNA, the structure and transcription of RNA, and the structure and translation of proteins.

Explain the application of restriction enzymes in genetic engineering.

Explain how genes are expressed and cells are differentiated.

Explain process of electrophoresis and compare factors that determine mobility and rate of migration

They will describe several methods of DNA technology and its applications. Students will describe various genetic disorders and issues concerning the ethics of genetic engineering.

http://www.biology.arizona.edu/human_bio/activities/karyotyping/karyotyping.html

VIDEO- Cracking the Code of lifewww.pbs.org/wgbh/nova/body/cracking-the-code-of-life.html

VIDEO- Food INC.

Inquiry Lab Activity: students model passing of sickle cell anemia trait and effects of malaria using beans and provided instructions

Article/Discussion: Price of Inbreeding: Purebred dogs

Online/Vritual Simulations:Virtual Drosphilia Breeding Study and Chi-Square Analysis Activity

DNA Fingerprintinghttp://www.pbs.org/wgbh/nova/ ,

Coloring/Labeling DNA, Transcription and Translation

DNA Decoding Secret Message

Activity

DNA physical model

ACTIVITY-Mitochondrial DNA and the human race

**Field Trip Tour Max Planck

Think Pair Share

Chapter Readings

Weeks Content Skills Essential Questions Instruction Resources AssessmentsWhat topics are being covered? What is the important vocabulary, what do

the students need to know?

What do the students have to be

able to do connected to the

content?

What are the fundamental enduring

questions that will guide study and instruction

What activities are used to develop

skills and knowledge

What materials, texts, videos, interent, software or human resources support instruction?

What evidence is collected to establish that the Content and Skills have been learned?

UNIT6 Weeks Evolution Natural Selection,

Evolution, radiometric dating, vestigial structures, fossil, directional selection, disruptive selection, genetic drift, adaptation, population, species, hardyweinberg, sexual selection, bottleneck effect, converget and divergent evolution, cladogram, binomial nomenclature. sympatric and allopatric speciation, phylogeny, homolougous structures, taxon, reproductive isolation, kingdom, phylum, taxa, endoderm, mesoderm, exoderm, protosome,

Understand the process of natural selection and the importance of environment-specific adaptations.

Explain how ancestral single celled eukaryotes evolved into multicellular eukaryotes

Acquire an understanding of the concepts of variation, natural selection, fitness, selection pressure, evolution, and adaptation.

Explain how evolution is evidenced by fossil record, comparative anatomy, genetics, molecular biology and natural selection.

Explain how evolution can result

What is Natural Selection?

How can populations evolve to new species?

What is the goal of biologists who classify things?

How are living things classified?

What are the distinguishing characteristics of each group (kingdoms and the major phyla anddivisions of animals and plants)?

How do fossils help biologists understand the history of life on earth?

Inquiry based lab: Natural Selection and the Peppered Moth Activity Modeling the Effects of the Industrial Revolution on the Moth population

Peppered Mothshttp://www.sharemylesson.com/teaching-resource/Applied-Science-The-Peppered-Moth-6109071/

Dichotomous key activity-http://www.saskschools.ca/curr_content/biology20/unit3/unit3_mod1_les1.htm

Dichotomous key -shoe activity

Charles Darwin Cartoon Activityhttp://www.sharemylesson.com/teaching-

"Biology" Miller and Levine Text, Lab equipment, powerpoint/smart board, computer based research (FOFweb, google scholar etc), local/national newspapers and scientific magazines, teacher created videos, worksheets, text book, PPT, think-pair-share, outside facilities (soils, lake, vegetation, etc.), electronic and physical models

Project Analysis: follow a species through explained evolutionary changes. Highlight specific features and their changes.

Students research and compare the scientific evidence for both evolution and creationism. Which has more concrete validity. Include the reasoning that scientists use for both theories. Explain how the word “theory” relates to both concepts.

Laboratory Report: Amino Acid Sequences as indicators of evolution

Family Tree Activity from Genetics _explained as a function of evolution (ex. Red hair, twins, etc.)

deutrosome, phyla, moluska, chordate, nematode, Platyhelminthes, nemertean, rotifer, porifera, Echinodermata, arthropoda, annelida, blastocoel, blastopore, cnidarian

in changes in biodiversity within a species

Understand the taxonomic organization of the major branches of eukaryotic evolution

resource/Charles-Darwin-Cartoon-Strip-activity-6077894/

Read dichotomous keys, cladograms/ phylogenetic trees of known species http://www.sharemylesson.com/teaching-resource/Cladograms-50001616/

Create a Map of Darwin’s travels and compare his major species at different locations

Darwin’s Finches: http://www.sharemylesson.com/teaching-resource/Biodiversity-and-Evolution-Darwin-and-39-s-finches-50006385/

Birds Beaks Inquiry Activity:Choose tools that are similar to bird beaks and attempt to eat specific foods along with: Form and Functionhttp://www.pbs.org/wnet/nature/fun/xray_flash.html

Investigating Phylum Annelida, Arthopoda, Molusca, Porifera, Cnidaria

Project: Creation of dichotomous key and cladogram for endangered species. Include how humans have affected their potential extinction.

Laboratory Report: Flatworm evolution by division

Tests/Quizzes

and Chordata Inquiry Based Lab Activities: Virtual dissections and flatworm lab

Guided readings, and Web Labs

Exploring Evolutionhttp://www2.edc.org/weblabs/ExploringEvolution/ExploringEvolutionMenu.html

Biology in Motion—Evolution Labhttp://biologyinmotion.com/evol/

Bottleneck theory: http://evolution.berkeley.edu/evosite/evo101/IIID3Bottlenecks.shtml

Animal Diversity Web Quest: http://animaldiversity.ummz.umich.eduThink Pair Share

Chapter Readings