extra credit biology assignments

Easy Peasy All-in-One High School

An extension of easy peasy all-in-one homeschool, biology with lab, found a problem check here ..

Prerequisite : Middle school biology and chemistry

Recommended: 9th or 10th

PRINTABLES: We have compiled all of the worksheets used in this course. You can print them yourself or purchase them bound in book form. These are NOT a full offline course, just the worksheets used in this online course .

buy – print

Test Prep: CLEP Biology This course covers the basic material for this exam, but this is considered a very hard test, and I would suspect more will need to be studied to learn everything required for this huge exam. It’s worth the same as two college courses, which is why it covers so much.

Course Description: This course is based on Georgia Virtual Learning’s High School Biology courses , though it pulls in other resources throughout. (You don’t need to visit their course page – it has been retired on their site. Everything you need will be linked in the lessons below.) This curriculum includes topics such as the scientific method, cells, biochemistry, photosynthesis and respiration, mitosis and meiosis, DNA and RNA, genetics, ecology, evolution and creation, taxonomy, viruses and bacteria, protists and fungi, and finally animals. Students will learn through texts, videos, online interactives and through hands-on and virtual lab investigations. (GVL course pages are linked as sources for the pages I copied their information from. They are all edited to some degree. All of the crossword puzzles are made from the GVL material as well as study questions and key term sheets.) And a thank you to Holly Dunn and Liz Mogg for all their help with preparing this course.

Notes: I believe in a literal six-day creation of the world by our holy, loving, almighty, creative God. This will be discussed in the beginning of the course to give the framework for how evolution will be approached. Natural selection is taught as it corresponds with Biblical truth but not beyond that. Students will gain some understanding of secular evolutionary thought and come away strengthened in their faith. Many of the materials mention “millions of years,” and I can’t get away from that, but the students will not be required to take any of that as fact. There is no test on evolution; instead, students finish that chapter by presenting their beliefs about creation and evolution.

Materials needed

Lesson 1*(*)

Welcome to your first day of school! I wanted to give you one important reminder before you begin. Many of your lessons below have an internet link for you to click on. When you go to the different internet pages for your lessons, please DO NOT click on anything else on that page except what the directions tell you to. DO NOT click on any advertisements or games. DO NOT click on anything that takes you to a different website. Just stay focused on your lesson and then close that window and you should be right back here for the next lesson. Okay?

If you didn’t get here through My EP Assignments , I suggest you go there and create an account.
(*)Print out your First Quarter Grading sheet or use the Excel version.
Keep in mind that your success in Biology will be directly proportional to the amount of effort you invest. You should complete every activity assigned to strengthen your understanding of each concept.
Put forth your best effort. Be responsible for your own learning.
Read directions carefully.
Believe in your abilities. Confidence is half the battle.
Read all text and supplementary materials as assigned.
Try, and then try again.
Complete all assignments as assigned.
Ask Questions!
Practice. Practice. Practice.
Safety Laboratory – safety is important! Although many labs are online, students will be conducting some labs at home. All students are encouraged to wear protective equipment at all times while conducting labs.
Save all your work to your hard drive or disk and also save it in another location (i.e., a disk or flash drive).
Sometimes things can happen to your computer, and it may be necessary for you to prove that you have completed all assignments.
Cheating and plagiarism is lying and stealing.

What is Biology?

*Read over the key terms . You don’t need to learn all of these terms now. Use this to refresh your memory about what you’ve learned previously.
This is your answer key for the course.
This is the end of your work for this course for your first day. You are allowed to move at your own pace (this is homeschooling), but it’s intended you complete one lesson a day.
Learn about the terminology of biology . This chart shows how the words used in biology are formed. They have meanings.
Read about the “ Study of Life .”
Over the next few days you will look more closely at the characteristics of life. For today, think about what you already know about living and non-living things. Even if you have never taken a biology course before, you know some characteristics/attributes that living things have in common. Make a list of what living things have in common. What makes something alive?
Characteristic : the need to be able to obtain and use energy
Description : If something is alive, it needs a source of energy.
Example : Plants get their energy from the sun. Animals eat plants or other animals. Mushrooms feed on decaying organic material. (source ) NOTE: Do NOT click on “source” links. Those tell us where we originally got the lesson material from. You do NOT need it for your lesson.
Here is an example of what you can write for that. Highlight the space between the parentheses. ( What are some things that define living things, that you don’t find in nonliving things. Think about animals versus rocks. Animals eat (consume energy). Animals reproduce. Animals are born. Animals die. Generalize those. Characteristic : Living things consume energy Description : Living things need energy to live. Example : Plants need sun, animals need food Characteristic : Living things reproduce Description : Living things have to be able to create more of themselves since they have a definite life/death cycle. Example : Mammals/babies, Reptiles/eggs, plants/seeds Characteristic : All living things die Description : Living things have an end. They do not live forever Example : Trees loose leaves, roots die, animals die )

Lesson 3 * (Note that an asterisk * indicates that there is a worksheet on this lesson)

*Print the outline , or just create your own.
The title is Characteristics of Life.
Then you will write “I. All living things are made with one or more cells.”
Then you would indent and write A., B. etc., with some information.
Watch the short video on how living things are made up of cells.
Read about examples of single-cell organisms .
Add 3 subpoints A., B., and C. to your outline with important information about cells.
Plants use the process of photosynthesis to get energy. Cell organelles called chloroplasts convert the sun’s energy into usable energy for the plant.
Animals have organelles called mitochondria, which carry out a chemical reaction which turns the food we eat into energy during digestion when the food is broken down. The energy is used by our cells to keep us going.
Add 3 subpoints to your outline under this point.
Watch the Seed to Flower video.
Do you jump when you hear a loud noise?
Do you squint when a light is bright?
Do you react to smells?
Add 3 subpoints
The most common form of asexual reproduction is when bacteria and other single-cell organisms divide themselves into two identical cells. They reproduce by dividing. It can happen as quickly as every thirty minutes.
Reproduction sexually is the combining and multiplying of cells, instead of the dividing of them. This most commonly happens when male and female single cells combine and then multiply.
Some animals can only reproduce every couple of years. Others, like mice, can reproduce every month. Some have one baby at a time, while others, like the toad, can have thousands at once.
Every organism has a life cycle, a beginning and an end.
Every organism deteriorates and breaks down eventually.
Every living thing comes to a point when its cells can no longer do what they must in order to survive.
Add 3 subpoints.
Watch this short video for an overview of the role of homeostasis in the body.
respiration rate
amount of waste products in the blood
the amount of water in the body
Read over this list and descriptions of the characteristics of living things .
How does this compare to what you’ve learned?
Pretend you’ve discovered something you think is alive. Present it to the scientific community (your family) and give at least twelve points of evidence that it is biotic, using at least six characteristics of life you’ve just learned about. (Read the grading guide below to make sure you do what you are supposed to do.)
Score up to 5 points for each of six characteristics. State the characteristic and two ways your specimen exhibits that characteristic.
Is it biotic or abiotic ? Biotic means living and abiotic means non-living. However, biotic things that are now dead can be considered both biotic and abiotic. It becomes not so straightforward at that point.
Read about what biology is and answer the four Lesson Review Questions at the end. (You don’t need to use the links in the reading. I will be linking separately to materials that you should use. This site may require you to log in. If you don’t have one, please create an account.)
Check your answers . All answers can be found on the answer pages linked on Lesson 1.
Record your score out of 4.
There are many other problems with evolutionary ideas. One is that species don’t interbreed, so when the first mutated and crossed the reproductive line, it wouldn’t have had a mate and would have just died off.
A Christian who believes God created man in His image and that man has a spirit can’t believe that man was accidentally created by mutation. At what point did human become human and receive a spirit and become God’s image?
Read the story of creation . The video won’t play. You have to read the page and click on “Next” until you get to the section on the “Fall.”
Complete the quiz .
Check your answers .
Record your score out of 8.
If you struggle with the idea of a young earth but believe God as its creator, there’s a movie called The Genesis Code that looks at another way to consider the time involved. I don’t struggle with young earth. There are PhD scientists way smarter than me who have studied it and believe the science agrees with it.
And remember, if you are relying on science for your “facts,” they are changing all the time. They don’t know. They only guess. However, God’s truth, the Bible, is unchanging. What’s true will always be true. (Here’s a Forbes article about the creation of the world. They thought the universe was expanding. And everyone said that’s how the universe was formed. Then they said that was wrong and they thought it was a Big Bang. And everyone said that’s how the universe was made. They now know both those things aren’t right, and the article says “nobody knows.” At least they are honest about it. That’s why the only one who can tell us what happened is the only One who was there!)

Lesson 9 (Materials Needed)

Read through the organization of life terms .
Read over the safety information .
Complete the lab, “ Do Sugar Crystals Grow .” Read and follow the directions!
Thinking about biotic and abiotic…Did the sugar grow? How did it grow? Did it reproduce? When it stopped growing, did it die?
Score 10 points for completing the experiment and 5 points for answering the questions.
Record your score out of 15.
Look over your notes from this unit on the characteristics of life.
Complete the crossword puzzle for review as well.
*Take this quiz to see what you remember about your introduction to biology. Always hold onto things like this because they make excellent review materials for later tests and exams.
Check your answers . They just have to be the right idea, not the exact words.
Record your score out of 7.

Scientific Method

*Fill in the blanks on the note page . Use this page on experiments and the internet.
Record 6 points for completing each blank on the page. Take off one point for each incomplete blank.
Save this sheet for studying!
Write a brief paragraph on how you have used or could use the scientific method to solve a problem.
Record 5 points for completing the paragraph.
You don’t need to use the links on the page, but if the video is working, you can watch it or part of it.
Record your score out of 4, up to two points for each question.
The independent variable is the one being tested. It’s the manipulated variable. They are changing it.
The controlled variables are kept the same each time.
The dependent variable depends on the independent variable. It’s the outcome; it’s what responds to the change in the independent variable.
Record your score out of 10.
Complete this assignment on developing a controlled experiment .
Record your score out of 20. 1 point for each answer + 4 points for the graph if it is labeled and complete. Take off one point for any missing answer.
Answer the “ What is the Scientific Method? ” questions using “Test Yourself.” If you don’t get them all right, then use the video lesson.
Record 5 points for completion, if you completed the assignment.
Review the metric system . Look it over and try to fill in the blanks.
Weight vs Mass: What’s the Difference
Converting Units in the Metric System: Length/Volume
Measuring Density
Here’s some practice converting units .
Record up to 15 points. (There were 16 questions today, 10 in step 1 and 7 in step 3. Don’t record more than 15 points. It gives you wiggle room, not extra credit.)
Watch the scientific method video .
Review the chapter on scientific investigation by answering the questions. Just answer in your head, and then click or highlight to see the answers.
Match the terms and definitions .
Complete the vocabulary crossword puzzle .
Read about the “ Organization of Life .”
Record 5 points for completion.
There are limits to science .
It is said that scientists start from two basic assumptions: that the world is explainable and understandable, and that our understanding must be based on what is truthfully perceived and observed. As a Christian I can see how the world having a Creator makes things explainable and understandable. No one except God saw what happened long ago. The Bible is the only record we have of what happened. The Bible is an extremely accurate history book. The scientists who say we must observe in order to know have never, ever observed one species evolving into another, in any way, shape, or form. It’s not “real” science. I wasn’t there to observe the world’s creation, but God was, and we have His record of it.
Write two questions that can be answered by science and two questions that can’t.
Remind yourself about the hierarchy of life .
Check your answer .
Read the Structure Fits Function assignment. ( source ) (You can complete this on Lesson 20.) Here’s some help in understanding how structure determines the function .
Complete the Structure Fits Function assignment. You can do additional research to answer the questions.
Look over the answers on the answer pages.
Record a score of 20. Take off a point for any incomplete or just plain wrong answers.
Review all of your notes and quizzes from the course so far.
Take the scientific method quiz .
Intro to Cells Read and answer review questions one through three.
Record your score out of 3.
*Print out these note pages on cells . Fill in the blanks where info is missing as you read and watch the videos.
Read about cells and watch the video.
Watch this guy talk really fast about this stuff.
Continue filling in your notes from the information on this page on cell organelles .
Click around and learn about cell structure . You can use this to help you if you are still filling in blanks.
Take the quiz on Prokaryotic and Eukaryotic cells. (4 questions, 8 points)
Take the quiz on cell organelles. (10 questions, 20 points)
If you missed any, you can regain those points by answering any of these cell test questions correctly. (If you missed one above, that ended up being 2 points off your total. Here one correct answer is one point.)

Lesson 25(*) (Materials: vinegar, eggs, corn syrup/salt/other)

Look at this lab report template .
(*)Start Osmosis Lab . NOTE: You will be using 4 eggs for this experiment. Read through the whole lab first. All 4 eggs will go through the vinegar step (Step 1) together. And then you will divide those 4 eggs for Step 2. Two of the post-vinegar eggs will go in water, and the other two will go in your solution.
Write a lab report according to the template. (You can only do the first parts of this today.)
Continue lab observation.
Review cells .
Finish your lab and report.
Score your lab report according to this rubric .
Record your score out of 20.
What happened? Water was traveling through the membrane. Life seeks balance. The process is called homeostasis. The water left the cell, the egg, through the membrane and went into the syrup that didn’t have any water. You can soak an egg in water. What will happen? Why?
Watch this video on plant cells .
Review the terms with flashcards, test, or one of the activities.
If necessary, review cells one more time!
Take the quiz .
Record your score out of 10. (There are 11 questions. That means you can miss one and still get 10 points.)
Complete this cell project . You can use any websites/notes necessary.
Score your cell project out of 20. Take off a point for any missing pieces or any obviously wrong answers.
Hold onto your project!
Do the test .
Record your total score out of 20.
Read “ What Are Stem Cells? “
Read “ The Continuing Controversy Over Stem Cells: A Christian View. “
Explain to someone why you chose the jobs you did on your cell project. Present your project.
Score up to 10 points for confident, clear explanations.
Read about diffusion and answer the first 2 review questions (scroll past the 5 explore more questions to find them). You can also answer the 3rd question for extra credit.
Record your score out of 2. Give yourself 1 extra credit point if you correctly answered the 3rd question.
Read about diffusion and osmosis with videos from Khan Academy.
Watch the guy talk fast about cell transport .
Here is an explanation of how osmosis works.
Have someone open the vinegar bottle a couple of feet away from you. Count how many breaths you take before you smell it. That’s showing you the time it takes for the vinegar to diffuse through the air.
Watch this video of an osmosis experiment.
Note for #6: Starch molecules are too big to cross the dialysis bag membrane.
Note for #9: the picture of the tube is at the very bottom of the first page.
Record your score out of 15. There are fifteen questions. Some are combined under one number.
hyper- and hypo- tonic
fish in saltwater
What egg solution was hypertonic and which was hypotonic?
Use the homeostasis and cell transport flashcards and/or activities.
Review all of your notes and materials from this chapter on cells. You could also review by exploring inside a cell .
Take the homeostasis and cell transport test .
Record your score out of 25. The matching questions are worth 2 points each. The others are worth 1 point each. Start at 25 and take off for any wrong answer.
Watch “ The Inner Life of a Cell .” Can you recognize any parts of a cell and their functions?

Biochemistry

Read about water and pH . You’ll be answering questions about this tomorrow.
Look at water bonded into a droplet and a piece of ice . Click the options to view both the liquid model and the ice model. Make observations. What’s different about the liquid and ice models?
If you need help with acids and bases , here’s a link to talk you through it.
*Answer the questions . Refer to yesterday’s reading assignment to answer these.
#19 is worth 7 points — one point for each part that is correct. There is a possibility of 28 points for this assignment. Record your score out of 25 (potential for extra credit).
Explore molecules . You don’t have to understand everything going on in all of these. What can you observe?
Build two molecules. Use what you can find (things like toothpicks, pretzels, stirrers, straws, marshmallows, soft candies, and cotton balls) to build either a molecule of water or a molecule of salt and either glucose or vitamin C .
You can use this pH scale picture (or search for your own).
Read about macromolecules and carbohydrates.
*Take notes according to this graphic organizer .
Then go to this link and read more on carbohydrates and look at their structure and makeup. (Here’s an explanation for younger students . Don’t feel bad about looking up things on kid sites to get a general idea before you tackle harder material. It can be a smart practice.)
Follow the arrows on the chart . ( alternate link ) Where do macromolecules come from?
Read about lipids . Don’t forget to take notes on your graphic organizer (printed on Lesson 41).
Now read this page on lipids . (site for younger students )
Read about proteins and enzymes . Don’t forget to take notes.
Read about proteins . (site for younger students )
Then read about enzymes .
Read about nucleic acids . Don’t forget to take notes on your graphic organizer (printed on Lesson 41).
Watch the video on the chemical structure of nucleic acids.
Then read this page on nucleic acids for younger students.
Answer the questions on macromolecules .
Check your answers to the questions.
Score 10 points for correctly answering the questions on macromolecules. Take off one point for any answer you didn’t find.
Score up to 20 points for completing the graphic organizer (from Lesson 41). There are 5 parts to complete each for carbohydrates, proteins, nucleic acids, and lipids. Take off a point for any block you missed.
*Print out the lab worksheets .
Complete the four labs, starting by clicking on carbohydrates . Fill out the worksheets as you go.
Record the steps AS you go through the labs.
Score up to 12 points for completing the 12 blank sections. Take off a point for any missing part of your answer.
Record your score out of 12.

This is the end of the first quarter. If you are using a paper grading sheet, divide your total score by the total possible. It should be less than 1 (unless you have a perfect or better than perfect score). Multiply your result by 100 (just ignore decimals). That’s your grade percentage (e.g., 87%). Your goal is 90% or better. Place your graded work and labs in a safe place to be included in your portfolio.

Grading scale: 90-100 is an A, 80-89 is a B, 70-79 is a C, 60-69 is a D, < 60 is an F

Lesson 46(*)

(*)Print out your new grading sheet or use the Excel version.
Review what you’ve learned. Scroll down and read through the topics. Read through cell theory.
Choose one property of water and describe what would happen if water didn’t have that property. Write a paragraph. (Make sure you know what cohesion is.)
Record 5 points for a paragraph that completes the assignment.
Review biochemistry . This is for review. You don’t need to use this page to learn new things, unless you want to!
Read about bonds .
Take the quiz at the bottom of the page. Give yourself a bonus point for reading the long page and record your score out of 6.
Carbon can have how many bonds?
Define: polarity, cohesion, solvent, organic compounds.
Score your definitions, up to 2 points for each definition.
Study your note pages from these three chapters we’ve completed so far. You should also use these vocabulary flashcards to study for a test tomorrow. You can use the flashcards or any of the other activities.
When you are ready, write the definitions of the terms on this test . You may not use notes when you are taking this test. You do not have to get the exact words that are in the answers, but you need to get the meaning correct.
Score up to 2 points for each answer. (This leaves room for getting one point for a partially correct answer.)
Record your score out of 24.

Photosynthesis and Respiration

*Print out the notes for this chapter. What’s familiar? What’s foreign?
Quick reminder
Explanation
What does this equation say? 6H 2 O + 6CO 2 —-> C 6 H 12 O 6 + 6O 2
Read it in English. 6H2O would read, “Six water molecules.”
Complete the photosynthesis interactive.
Score 5 points for completing each section.
Go through the cellular respiration and energy page .
*Take your time. Take notes using this Cell Respiration Notes Guide . You won’t be filling this out all today. Be sure you have it for tomorrow’s lesson, too!
Here are some videos on ATP: one two three .
Go through the page on aerobic cellular respiration . Use your Cell Respiration Notes Guide from Lesson 52 to take notes.
Then do the same with anaerobic cellular respiration .
Scroll down to the Self Check and answer the question .
Finish your notes for this section.
Record up to 35 points for completion. (The numbering repeats at the end of the notes.)
Go through this lesson on cellular respiration .
Go through this page on cellular respiration and then answer the questions at the bottom. You won’t just find all the answers directly on the page.
Record your score out of 8 (one point each).
*Print out your note-taking guide .
Read about chloroplasts . Take notes.
Try the Pearson Pigment Lab I . (This is archived and SLOW to load. Be patient. On the page with the picture of a test tube with a green line at the bottom. Be patient. The colors will start to rise up and separate.)
The last part of the lab activity is a quiz. Don’t click to check your answers. Check them here. (answers: a, b, c )
Score up to 10 points for completing each step of the lab. You can add a point for each correct quiz answer.
Record your score out of 10. (Potential for extra credit)
Read about photosynthesis and watch the videos.
Continue to fill out the note pages from Lesson 55.
Watch the video on the limiting factors of photosynthesis .
Use the photosynthesis interactive . Read the descriptors next to the pictures. You can click on the images to see them bigger. (This requires Ad Block turned off.)
When you get to the equation for photosynthesis, write it down. Read it as an English sentence. Explain to someone what it says.
Then read the puzzlers. What do you think? Scroll down to see varying responses.
Listen to this guy talk fast about photosynthesis .
Watch this video on what’s going on inside a cell and how it obtains energy .
Listen to this guy talk fast about ATP and cellular respiration .
Draw a diagram of cellular respiration.
*Cut and paste and complete the worksheets on cellular energy and photosynthesis.
Act out (somehow) cellular energy and photosynthesis. Use people, props, puppets, whatever.
Do it for an audience. They should know something by the time you are done!
Record up to 10 points for completing today’s assignment.
Review and complete the review questions, Light-Reactions-of-Photosynthesis . You don’t have to do the practice section.
Review and complete the review questions, Chloroplasts . You don’t have to do the practice section.
Record your score out of 6.
Answer the questions as you watch the video, The Powerhouse of the Cell . Read them before you start the video!
Work through the cellular respiration game . Keep going!
Record 16 points for completion.
Crossword Puzzle
Record up to 8 points for eight correct answers in the crossword puzzle.
Write a poem or song about photosynthesis or cellular respiration for extra credit. Record 5 points for acceptable completion after your song or poem has been performed before an audience.
*Complete the study guide . Can you do it without your notes?
Score up to 28 points for 14 well-answered questions. Score up to 2 points for not using your notes.
Record your score out of 28. (potential for extra credit)
Answer the questions . You can use your notes or the links in the course as necessary.
Score 1 point for each of the 19 questions.
Record your score out of 19.
Read the list or use the flashcards.
Do at least three activities until you know the answers.
When you are ready, take the test .
Mitosis and Meiosis
*Print and read the vocabulary for the chapter. What’s familiar? What’s foreign?
Read about chromosomes and the organization of DNA . Make sure to watch the videos.
*Fill out the chart on the cell cycle as you can. ( NOTE : The Khan video about the “events in each stage of the cell cycle” is going to be most helpful with the middle column of your chart.)
Read about and answer review questions on Asexual and Sexual Reproduction .
How do these animals reproduce ?

Lesson 68(*)

Read about mitosis and watch the video.
I won’t require this, but I want you to do this. Make your own mitosis flip book . I would encourage this. Make the book and give it to someone to flip through. Explain what’s happening to them. Even if you don’t make the book, describe mitosis to someone.
Read about DNA . ( Alternate link ) Keep clicking on “next.” Don’t worry about the mitosis animation. You’ve seen it before. Answer the problem questions.
Go through the cell division interactive .
Here are images of the phases .
Go through the beginning of this to help you get started .
Record your score out of 50.
*Answer the questions . You can use the links in the course and the internet if necessary.
Record up to 23 points for answering 23 questions correctly. Potential for an extra credit point.
Read about meiosis . Make sure to use the links on the page.
*Print the questions and answer them without using your notes.
Now, you can use your notes for anything you couldn’t answer.
Score 2 points for every question you got right on your own. Score 1 point for every question you had to use your notes for.
Record your score out of 24. (potential for extra credit)
Watch the videos on mitosis and meiosis .
Write out what happens during mitosis and meiosis.
Read through the list of characteristics .
Go through the review with as much detail as you need to. Answer the questions at the end. Keep clicking on “next.”
There will be quizzes on Lesson 77 on mitosis and meiosis. You can review your notes.
Do mitosis quiz.
Do meiosis quiz. Check your own answers with the answers listed on the page. Don’t worry about the score shown.
Give yourself a point for doing each quiz and one point for each correct answer. Record your score out of 20.
DNA and RNA
*Print out your vocabulary notes for the next chapter on DNA and RNA and read them over.
Go through the DNA notes . You don’t have to take the quiz. Just keep moving through. This is an introduction to what we’ll be covering in this unit.
*Fill in these notes as you use the video on the DNA/RNA page below.
Go through the page on DNA and RNA .
The chemical structure of DNA (launch the resource)
Chargaff’s ratio (launch the resource)
How to extract your DNA
How to extract DNA from anything
(*) Origami DNA
Go through the page on DNA replication .
Watch this video showing DNA replication.
Watch the video on the history of the double helix discovery .
Go through the page on protein synthesis .
Watch the video on replication and translation .
Go through the page on protein synthesis and mutation .
Look at some outcomes of mutation .
*Print the DNA workshop questions.
Use the video to answer the questions you just printed.
Record your score out of 17. (half point each, potential for extra credit)
Snork Synthesis Lab (That has the Snoopy Snork DNA cut off. This version from Biology Corner shows it all at the bottom.)
Codon Wheel Codon Table
Record your score out of 20 for completing the assignment.
Review and complete review questions about RNA .
Record your grade out of 3.
*Print out the templates .
Complete this RNA activity .
Check your answers . Record up to 10 points for completion.
Hold onto your model. (You could take a picture for your portfolio.)
Look at the chromosomes and scroll down to see what’s found in them.
Learn about DNA technology .
Answer the study guide questions. You can use the links in the course to help you find the answers.
Take the six DNA quizzes . Record your two best scores.
Record your total for the two quizzes out of 20.

Lesson 89(*)

(*)Read and answer the questions about molecular biology ( source ) as best as you can. This is review. ( NOTE: Question #7 is missing a word. It should read, “A change in which of the following structural components will consequently change the function of each amino acid?”)
Check your answers at the end of the packet. ( ANSWER CORRECTION: #4 is D-starch )
Record your score out of 10. (potential for extra credit)
Take the tour of basic genetics . Do each one on the list on the right starting with “What Are Traits?” Work your way down.

This is the end of the second quarter. If you are using a paper grading sheet, divide your total score by the total possible. It should be less than 1 (unless you have a perfect or better than perfect score). Multiply your result by 100. (Just ignore decimals.) That’s your grade percentage (e.g., 87%). Your goal is 90% or better. Place your graded work and labs in a safe place to be included in your portfolio.

Grading scale: 90-100 A, 80-89 B, 70-79 C, 60-69 D, < 60 F

Lesson 91(*)*

(*)Print the grading sheet for this quarter or use the Excel version.
Watch the presentations in the list under “ Introduction to Molecular Genealogy .” You’ll have to click on the next one in the list after the video finishes playing.
Take notes.
*Print out your vocabulary for this chapter and read it over.

Lesson 92(*)

(*)If you can’t play this on your device (try another browser), you could also try this paper activity. Directions Chromosomes
Read more about genetics .
Genetics and Mendel’s experiments
Here is a flashcard set if that helps you learn the terms you need to grasp to follow the material in this unit.
Here are several of the terms we’ve been using in plainer language and with examples.
Learn about Punnett Squares and Di-hybrid crosses .
If you have trouble with this, try a video .
Record up to 20 points (1/2 point for each little answer).
Do the genetics practice problems . ( answers )
Extra credit: Up to 5 points of extra credit for getting up to five of these genetics problems correct.
Here’s an alternative activity that should work on any device if you can’t do that.
Follow the directions and use the tutorial .
Answer the question at the top of the page.
Record up to 10 points for figuring it out.
Read about complete and incomplete dominance .
Complete the Punnett Square word problems .
Record your score out of 25. Score a half point for each blank you fill in.
Watch the video on blood types. What does this have to do with what we’re learning?
Read the list of dominant and recessive traits . What about the list surprises you?
Read about other types of inheritance .
Can you answer this question ? Click on the tutorial button if you need help.

Lesson 99* (Materials: Marshmallows large and mini, toothpicks, candies, OR , create/use your own materials. Add your choices to the decoder page.)

NOTE: When you answer #6, consider that it is just asking why more males are born blind than females (based on genetics). There isn’t any reason GENETICALLY why a female would be born blind. It’s not asking about that. The female could have been born blind for other reasons than genetics (i.e. underdeveloped optic nerve, injury in-utero, etc.). That’s not important. It’s a red-herring. Don’t let yourself get distracted by that. What is important is to understand why in general more males will be born blind than females based on the genetics you see in your Punnett Square.
Check the answers for the discussion questions . Score up to 1 point for each block filled in and 2 points for each of the six questions answered. Record up to 24 points.
Read about pedigrees .
You can read more about genetic family trees here. (Don’t click on anything.)
Read about genetic disorders .
Read about genetic engineering .
Should scientists be allowed to continue with genetic engineering? Answer with a paragraph or have a discussion with your parents. Make sure you explain the “why” of it. Can you argue both sides of the debate?
Do the crossword puzzle .
Genetics ethics : what do you think? Answer the questions. You could do these as a discussion with parents instead of writing out answers if you all so choose.
Complete the Cats Genetics Lab .
Record your score up to 24 points.
There are two quizzes on Lesson 104. Now would be a good time to read over the vocabulary notes from this chapter.
Use your notes or anything from this chapter to review. Make sure you know your Punnett squares.
Genetics quiz
Punnett squares quiz (You only get 1 point per question.)
Record your score out of 15. (potential for one extra credit point)

Lesson 105*

*Print out and read over the ecology key terms for this chapter on ecology.
Here are some online project maker ideas, but you don’t have to do it online, and you don’t have to use one of these.
Thinglink , Prezi , Emaze , Piktochart , Animoto
This project is due on Lesson 120.
Here is a list of endangered animals . You don’t have to pick one from this list.
Here’s a link to help you write your bibliography .

Lesson 106*

*Print the biosphere study guide . Complete it as you read. ( Answer key – student answers may vary slightly)
Read about ecology and the biosphere.
Review biotic and abiotic factors .
Read “ What’s in a name? “

Lesson 107*

*Print out this chart to take notes on the world’s major biomes.
Fill in the chart about terrestial biomes which mainly mark different areas of climate. Here is information on the fauna . ( Answer key )
Record up to 28 points. Take off a point for any empty box.
Take a look at the locations for the major terrestrial biomes . Which biome do you live in?

Lesson 108*

Go through the page on energy flow .
There is a video on the page about wolves. I remember having heard complaints from locals about the wolves, so searched and found this article . Wolves were eating their calves in their herds of cattle. Remember, there are always two sides to a story, and often, unexpected consequences.
*See if you can fill in the blank .
Record up to 10 points for correctly filling in the blanks.
Have you chosen your animal? You should be learning about it. Make sure to keep track of your sources. (Your directions on Lesson 105.)
Read about symbiosis . There are a bunch of videos at the bottom of the page. Make sure to watch them.
Tell someone an example of each time of symbiotic relationship.
camouflage and mimicry
ravens intelligence, ability to learn
Learn about your endangered animal. Take organized notes! How are you going to present your information? Be thinking.
Do you know the terms ? Try a game or use the flashcards.
Explain to someone how deep sea plants can get energy without sunlight.
You can work on your project any day without me telling you. It’s due on Lesson 120.
Try making food chains . Choose Free Play and make two working food chains.
Record up to 10 points for completion.
Can you make a food web that survives ? Click on “Open Simulator.”
Record up to 12 points for succeeding in keeping all the animals alive. (If you really can’t get them all to live, take off 2 points for each animal you can’t keep alive.)
Work on your project. (Directions are on Lesson 105.)

Lesson 112*

Learn about food webs in the ocean .
Here’s a video on how warmer water affects food chains .
*Complete the chart . ( Answers )
Create a food chain. (See pages 1-2 of this packet. You can print and use the pictures if you like, or just write or draw them.) Then write answers for the scenarios on page 3. What do you think would be affected?
Record up to 12 points. Score up to 6 points for completing the chart and 6 points for answering the three scenarios.
Read about intertidal communities . Or watch a video .
Watch the video on food webs in the coral reef .
Read about Antarctic ecosystems .
Record out of 6 points, up to 2 points for each complete, informative sentence.
You can see some of the same animals used in different chains. That’s how these chains become webs. There’s not just one predator/prey match for each animal.
See the world . Can you identify the biomes?
Learn about the recycling of matter . Use the links on the page and answer the two questions at the bottom of the page in writing.
Write/draw a description of each cycle or describe them to someone: hydrologic, carbon, nitrogen.
How does the flow of matter differ from the flow of energy through an ecosystem?
Watch the videos on community ecology .
Read about community ecology .
What’s happening each year to the moose and wolf population ? Why? Write a sentence or tell someone about each year.
Watch the video on ecological succession .
Read about succession .
How does destruction lead to diversity ? Here’s a similar presentation of succession after a fire as a video of where this is taking place if you want to see the real thing instead of a cartoon.
Watch the first minute of this video to see it in action.
What’s the problem with invasive species? How does that relate to community ecology and succession?
Read about the impact of humans .
Write a paragraph (or discuss with a parent) the conclusions of the articles. What do you think of overpopulation? Do you think anything should be done? (You can read my opinion below.)
Personally, I have a problem with the word, “overpopulation.” It means there are too many people. Who decides what number is too many? God gave humans dominion over the Earth. We were in charge and we’ve messed up. We haven’t been good stewards with what God gave us. Christians should be environmentalists. This is God’s creation and we should be taking care of it. HOWEVER, many who call themselves environmentalists put the Earth and animals before humans. They think it’s okay to kill babies through abortion because it will help the Earth! Christians always value human life above any other thing . I don’t think the problem is too many people. It’s selfishness and greed, basically sin, that is destroying the Earth. The good news is that God is going to create a new Earth for us one day.
Record 5 points for your paragraph/discussion.
Project…
Complete the crossword puzzle . You can research if you need help.
Today would be a good day to finish your project! (Lesson 105, directions)
Watch the video on population ecology .
Read about population .
Finish your project. Make sure you are complete and ready to be graded using the criteria given.
Present your project to an audience, or at least to someone.
Score your project. Where it says 10%, that’s 10 points. 5% is 5 points, etc.
Divide your score in half.
Review your notes/study guide.
Take the population quiz .
Record your score out of 8. (potential for extra credit)
If it doesn’t work on your device for some reason, you can watch the lab and pause it to record the data.
Score your assignment based on the rubric in the lab.
Record your score out of 38.
The game mentions the Earth getting warmer because of an increase in carbon emissions. This is referred to as climate change . Read this page and use the links to learn more. No matter what you believe about it, you should know about it.
You can read about climate change impact here. (Lesson in propaganda: pay attention to “if,” “could,” “possibly” and such words and phrases pointing to the fact that these aren’t facts, but speculations.)
I put this video in Oceanography as well, but if you haven’t seen it, I suggest you watch it, or at least part of it. The main point to get from it is that there is no scientific consensus. It’s almost never true when someone says, “All scientists…” This is a video of scientists saying that global warming caused by carbon dioxide emissions is not a reality; it is just a political tool.
Always be prepared to think for yourself. The book, More than a Carpenter , was written by a skeptic. He thought he would prove Christianity false but wound up proving it true and becoming a Christian himself. “McDowell always believed that Christians were ‘out of their minds’ but now insists that ‘never has an individual been called upon to commit intellectual suicide in trusting Christ as Savior and Lord.'” (from amazon.com) Being a Christian doesn’t mean denying science or history; it means understanding history and science in a way that unbelievers never can.
Read about human impact .
Read about human impact on wildlife .
Watch the video on human impact .
Start your Human Impact and Animal Resiliency Assignment .
Finish it on Lesson 125. You can write about this (include pictures), or create an online presentation. Record your sources. Create a bibliography.
Finish your presentation/report on human impact.
Present it. If you wrote something, read it out loud to others.
Record up to 30 points for completing the assignment.
Explain how acid rain can change an ecosystem.
Check out these interesting facts on natural gas .
Look at the use of wind and solar energy around the world . Where is hydro and geothermal energy used?
Learn about a North American biome, the prairie. Start with the shortgrass prairie .
Read about it, learn how to play, and then play the game. Use the links to complete the activity.
Write a paragraph telling about the biome.
Then complete the tallgrass prairie in the same way.
Score up to 5 points for a complete paragraph: intro, 3 reasons, conclusion.
Take the Global Trends Quiz . Check your answers .
There are three sections. The first two focus on population, which I have discussed with you before. They focus on the demand many people put on the planet, but then take note at the correct answer to the first question on the last section, the environmental challenge section. It reminds us that it’s really not a problem of numbers of people.
Solve the world’s problems. You can write this or just tell someone. What would you do to help solve one of the world’s problems, such as declining resources and increased pollution?
Record 5 points for a thoughtful solution.
Complete the study guide .
Use the links on the page to help you.
Record your score out of 15 (1 point each except for the graph).
Review your ecology vocabulary and notes from the chapter.
Take the test . You can use your notes.
There are 37 blanks. Record your score out of 35. (potential for extra credit)
Take the ecology quiz .
You need to understand the evolutionary hypothesis of how people believe all of the organisms on earth came to be. We will also be reading and looking at some contrary information. If you ever want to explain your position and defend your beliefs, it would be helpful to be able to speak intelligently about evolution.
Read about natural selection and survival of the fittest .
There is such a thing as natural selection and survival of the fittest. The weakest get killed the easiest, the fastest, and so don’t breed as much, if at all, and so there aren’t more like them. Those who are best fit to live in a particular environment survive to have babies who are like them, just as God designed genetics to work. We can see it as the hand of God changing a population to help it survive.
Read this article about “ Darwin’s Finches .” This is calling God’s design of genetics “evolution.” God’s design is magnificent, but it has nothing to do with the rest of what’s called evolution, where they say a bird could become a whole other animal over time. God created living things to produce their own kind .
Explain to someone about what you read today.
Read this article touting evolution creating a new species . You’ll read that a finch learned a new song. Is a finch still a finch? Yes. Can you ever see these little changes in population turning that finch into a fish? a monkey? a truly different species?
Read about natural selection .
Read about genetics and evolution .
Talk with someone about what you have read.
Read about the history of life according to evolution scientists.
Here’s an article on carbon dating from a creationist scientist .
If you are interested in all this, here are some videos you might like to watch.
What can you explain from what you read today?
I’m going to go ahead and let you take this tour . Pay attention to the number of the different types of animals. You don’t have to click on the “millions of years ago” circles if you don’t want to. That page is the end of the tour.
Which type of animal is the most abundant today? Which is the least? (If you don’t know the answer, go back to the tour!)
Creationists believe that dinosaurs and humans did live at the same time. Leviathan , a creature mentioned in the book of Job in the Bible, seems to be an example of a dinosaur. (I personally also think those stories of knights slaying fire-breathing dragons are examples. I know they are just stories and were exaggerated as they got repeated and passed on, but they did come from somewhere.)
Check out a few adaptations . Remember, these animals and plants didn’t will some sort of change. They just went about their lives as they were created to. God took care of the rest through the way he made genetics to work.
Read about your appendix .
What did you learn today?
Read these pages about bacteria resistance , and this one (don’t worry about the video.)
What do you think can and should be done about bacteria resistance? Write your answers/position.
Record up to 5 points for a well-thought-out answer.

This is the end of the third quarter. If you are using a paper grading sheet, divide your total score by the total possible. It should be less than 1 (unless you have a perfect or better than perfect score). Multiply your result by 100. (Just ignore decimals.) That’s your grade percentage (e.g., 87%). Your goal is 90% or better. Place your graded work and labs in a safe place to be included in your portfolio.

Lesson 136(*)

(*)Print out your next grading sheet or use the Excel version.
DNA Was Created (alternate video link)
Proteins Were Created (no video)
Cells Protect (no video)
Engineering Wonder (alternate video link)
Only God (alternate video link)
Watch the video: Life Was Created Fully Functional ( video )
Natural Selection
The Natural Direction ( video )
Living Creatures ( video )
Equipped to Adapt ( video )
Watch the video: Man Was Created by God ( video )
Image of God ( video )
People Descended ( video )
Purpose and Accountability
Distinct from Apes ( video )
Living Populations Are Young
Living Fossils
Fresh Fossils ( video )
Write out and present to an audience a well-thought-out explanation of your beliefs about creation and evolution. Try to be persuasive.
Go over your vocabulary from each unit.
What is biology?
Photosynthesis
Read about taxonomy . Do the review activity linked at the bottom of the page.
Read about domains .
Read about kingdoms .
Read about the kingdoms here as well through the first two kingdom sections (through eubacteria).
Use the various activities along the side to learn and practice the 3 domains and 6 kingdoms . You can use the flashcards, the games, etc. If you are feeling smart, try the spelling activity!
Take the test . (Each is worth half a point. Divide your total in half.)
Read the introduction and launch the activity. How close did you come to correctly classifying the organisms ?
Choose your best organism and remember your score for it, up to 7 points.
Build a fish . Retry until you survive.
Score 5 points for successful completion.
What factors were important in your survival?
Build a bird . Successfully complete at least one bird (meaning your bird survives).
Score 5 points for succession completion.
What factors were important for your survival?
Record today’s combined score out of 17.

Lesson 145*

*Print out this dichotomous key worksheet .
lifesavers (Hint: This is flat in your key.)
Tootsie Roll
Hershey’s Kiss
Jolly Rancher
Complete the worksheet.
Score up to 10 points for correctly naming 7 candies and a half a point for each correct answer for the 6 questions on the second page.

Lesson 146(*)

Use this dichotomous key to identify a tree in your yard or neighborhood (or just use this tree .) You can go back during the quiz and change an answer if you don’t think you answered something correctly.
(*)Use this dichotomous key to salamanders . ( source )
Record 11 points for correctly completing the lab.

Lesson 147(*)

(*)Create a dichotomous key for these creatures .
Name or number the creatures.
Create a couple of descriptions that people can use to identify their creature.
Have someone check several when you are done.
Answering the questions for your creature should lead you to the correct, unique name/number for each creature.
Record your score out of 20 if you were successful.
Complete the crossword puzzle .
Record 12 points for completion if you knew/found all of the answers. Take off a point for any missing answer.
Read this article about discovering new species .
Research some newly discovered species. Look for one in the past year. Write a paragraph about it or tell someone about it. Where was it found? How? What is it? What is it related to?
Record up to 10 points for completing today’s assignment (5 for the crossword and 5 for the new species).
Review with this organization of life chart .
Review the vocabulary with flashcards or with games.
Record your score out of 10 (deduct a point for each question missed).

Viruses and Bacteria

Lesson 150*

*Print out your key terms for this chapter.
Read about bacteria .
Do you remember the parts of a bacteria cell? Take the quiz for review.
Watch the video on the varying structures of bacteria .
Read about bacteria growth .
Read about bacteria control and benefits .
Complete the Blackout Syndrome (warning: this is gross). Solve the mysteries. Don’t just click on random answers. Your grade is based on how well you can solve the mysteries.
Score 5 points for each solved mystery. Take off a point for each time you guessed incorrectly (potential for 15 points).
Good bacteria vs. bad bacteria
Antibiotic resistance
Start your lab . Download the student worksheet (on the right). Here’s an alternate link for the worksheet if the one on the website doesn’t work. You can print or type the answers right onto the page. You will finish on Lesson 154.
Complete the lab .
Record up to 50 points for completing the packet.
Read about Typhoid Mary.
Identify the source of the disease . Play as much as you like. Can you complete at least one?
After you have played some, write a paragraph about how diseases spread and what should be done to prevent the spread of disease.
Record up to 10 points for a clear introduction and conclusion and details that support your ideas. Make sure both topics are covered.
Read about viruses .
Find two viruses on the scale.
Cell vs. Virus
Catching a cold
Viral life cycle
Draw a diagram or write the steps of what a virus does and how your body responds.
Read vaccine basics .
Read about how to make a vaccine . Click on the different examples.
Record your score out of 10 for completion.
A through D
E through L
M through S
T through V
These are the words you need to know (and others from the lesson).
Complete this crossword puzzle .
Score 1 point for each correct answer. (Do the words all fit together and in the amount of spaces provided?) Take off 1 point for any incorrect or incomplete answer. There should not be incomplete answers.
Review the words you need to know . You can click on any of the activities to practice the words.
In this quiz you will be given the definitions and you will need to fill in the word.
Take off 1 point for any wrong answer.
Prepare for your yeast experiment .
Protists and Fungi

Lesson 161 (Materials needed: listed in lab)

Begin your yeast experiment .
You will be writing up a formal lab. Write up everything except observations/data and conclusion. Create a chart to record your data in.
Here is the lab report template .
Later in the day you will collect data.

Lesson 162*

Collect data for your experiment .
*Print out your key terms for this chapter. Read through them!
Read about protists .
Watch Protist-The Movie . (It’s going to reference evolution, but there is other information.)
Check out the protist image gallery .
Finish your experiment.
Complete your lab .
Score your lab report according to this rubric . ( source – cc by-nc )
Go through the page on protists and answer the questions.
Check your answers . Record your score out of 27

Lesson 165*

Go to the Virtual Pond Dip website.
*Fill out this chart for 10 organisms.
Score 20 points for completion.
If you like, you can look at real pond organisms .

Lesson 166*

*Take notes as you learn about fungi .
Watch Crash Course – Fungi .
Complete the survey lab on fungus .
Record up to 24 points for finding all 23 answers.
Use your notes and complete the crossword puzzle .
Record your score out of 25. Take a 1/2 point off for any missing or incorrect answer.
Watch the videos on plant structure and function (nutrition and transport).
What do you know about plant structure ?
Read (and watch videos) on plant adaptations .
Learn about angiosperms .
Design a lab to test the factors that affect germination. Write up a lab report as you go.
Answer the questions about flower structure and reproduction .
Record up to 14 points.
I won’t bring it up again. You’ll be completing your lab with the data you have obtained so far on Lesson 179. You’ll be scored according to this rubric . ( source – cc by-nc ) Make sure you know what you need to be doing.

Lesson 173*

*As you study invertebrates, fill in the graphic organizer .
Learn about some phyla of invertebrates .
Learn about worms . Continue filling out your graphic organizer .
Learn about more invertebrates . Continue filling out your graphic organizer .
Learn about one more group of invertebrates and about vertebrates . Continue filling out your graphic organizer .
Complete the lab and journal questions.
Record up to 25 points for completion.
Read “Instructions: Internal anatomy” Then click the little black circle with a white X inside. Depending on whether you have your browser window full screen or not, this may be at the top or bottom of the Instructions segment. Begin with fat bodies. Click on it, click on a tool, click on remove or lift. Again, when you are done with each organ, DO NOT click on the “Next” button!!!!! This would make you start all over again. Click on the black circle with a white X inside and then you can select which organ to remove next.
If you are interested in this, click on the video and you can watch a real frog dissection or skip through to see different parts of it.
Review your study guides and notes from all of your chapters.
Finish your lab report with the information you have so far.
Score your lab report . ( source – cc by-nc )
Take your final exam .
If you skipped a question, go back and try it. You should always at least try.
Score your exam. There should be 97 total points. Add 3 points to your total if you answered every question.
Record your score out of 100.
Congratulations on finishing biology!
Record your final score. Add biology to your transcript. Create a course record for this course. Save your final, labs, other written work and even some screen shots for your portfolio and records.
If you are planning on taking a biology test for college credit, please see the notes below.
Take the polls .

Donate/Say Thanks

Notes for those wanting to take an exam for college credit :

Here is one study guide .
You will probably need to learn some more about evolution than I covered in this course.
Here is a study guide if you are going for 6 CLEP credits. That is the same as two college courses, so it does cover more than was in this course. We covered a lot of it though, so you are on your way.

https://contrib.pbslearningmedia.org/WGBH/conv19/ess05-int-biomemap/index.html