Biology with Lab

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Credits: 1

Prerequisite: Middle school biology and chemistry

Recommended: 9th or 10th

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. 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?

  1. If you didn’t get here through My EP Assignments, I suggest you go there and create an account.
  2. (*)Print out your First Quarter Grading sheet or use the Excel version.
  3. 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.
  4. Expectations
    • 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.
  5. 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.
  6. Assignments
    • 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?

  1. 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.
  2. This is your answer key for the course.
  3. 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.

Lesson 2

  1. Learn about the terminology of biology. This chart shows how the words used in biology are formed. They have meanings.
  2. Read about the “Study of Life.”
  3. 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?
  4. Then write at least three characteristics of living things with descriptions and examples as shown in the example below.
    • 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)
  5. Record your score out of 10. Take off one point for each incomplete section of the assignment. There are nine things you should have written.
    • 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)

  1. *Print the outline (source), or just create your own. **Ignore the paragraph at the top of the page and follow these directions instead:
  2. Take notes in an outline form.
    • 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.
  3. Read about three characteristics of life.
    • All living things are made with one or more cells. (This is the first point on your outline.)
      • 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.
    • All living things must be able to obtain and use energy. (This is the second point on your outline.)
      • 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.
    • All living things react to a stimulus. (This is the third point on your outline.)
      • Watch the Seed to Flower video.
      • How do you react to stimuli?
        • 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

Lesson 4

  1. Continue your outline. If you printed out an outline, turn it over and write your own on the back for the next three characteristics.
    • All living things reproduce. (This is the fourth point on your outline.)
      • asexually
        • 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.
      • sexually
        • 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.
      • Add 3 subpoints
    • All living things grow, develop, and die. (This is the fifth point on your outline.)
      • 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.
    • All living things maintain homeostasis. (This is the sixth point on your outline.)
      • Watch this short video for an overview of the role of homeostasis in the body.
      • Homeostasis happens throughout our bodies. It controls…
        • heart rate
        • respiration rate
        • amount of waste products in the blood
        • the amount of water in the body
        • body temp
      • Add 3 subpoints.

Lesson 5

  1. Read over this list and descriptions of the characteristics of living things.
  2. How does this compare to what you’ve learned?
  3. 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.)
  4. Record your grade out of 30 for completing this assignment. This is meant to be an oral presentation, but you can request to do it in writing as well.
    • Score up to 5 points for each of six characteristics. State the characteristic and two ways your specimen exhibits that characteristic.

Lesson 6

  1. 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.
  2. 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.)
  3. Check your answers. All answers can be found on the answer pages linked on Lesson 1.
  4. Record your score out of 4.

Lesson 7

  1. Watch this video on evolution and natural selection. When you read about evolution, think about it in terms of natural selection. As a Christian who believes that the earth was created in six days by God, I do believe in natural selection. Of course I do. It exists today. It’s something that we can observe happening. I don’t accept that somehow these small changes within species somehow over “eons and eons” made species jump and transform into entirely different species. There has never been any observable evidence of that happening. The scientists who believe in that (and not all do) take it on faith that that’s how all of the many species came to be. I would rather have faith in God. It makes much more sense that 10 million species came to be because they were created by a creative God than to say that those (possibly over 30 million) species developed simply because they survived best in each ecosystem. If that were the case, don’t you think there would be way fewer species out there if it were really about developing into what survived best in that environment?
    • 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?
  2. 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.”
  3. Complete the quiz.
  4. Check your answers.
  5. Record your score out of 8.

Lesson 8

  1. This assignment had been a youtube video on faith and evolution. It’s a Christian look at evolution and how it takes even more faith to believe in evolution than it does to believe in God.
    • If you struggle with the idea of a young earth but believe God as its creator, here’s a movie that looks at another way to consider the time involved. This is on Amazon Prime. 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)

  1. Read through the organization of life terms.
  2. Read over the safety information.
  3. Complete the lab, “Do Sugar Crystals Grow.” Read and follow the directions!
  4. Thinking about biotic and abiotic…Did the sugar grow? How did it grow? Did it reproduce? When it stopped growing, did it die?
  5. Score 10 points for completing the experiment and 5 points for answering the questions.
  6. Record your score out of 15.

Lesson 10

  1. Look over your notes from this unit on the characteristics of life.
  2. Complete the crossword puzzle for review as well.
  3. *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.
  4. Check your answers. They just have to be the right idea, not the exact words.
  5. Record your score out of 7.

Scientific Method

Lesson 11*

  1. *Fill in the blanks on the note page. Use this page on experiments and the internet.
  2. Record 6 points for completing each blank on the page. Take off one point for each incomplete blank.
  3. Save this sheet for studying!
  4. Write a brief paragraph on how you have used or could use the scientific method to solve a problem.
  5. Record 5 points for completing the paragraph.

Lesson 12

  1. Read and answer questions three and five about Science and the Natural World. The beginning is review, so you can skim that material.
    • 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.
  2. Check your answers.
  3. Record your score out of 4, up to two points for each question.
  4. Do numbers 1-5 on the “Identifying Variable” assignment.
    • 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.
  5. Check your answers.
  6. Record your score out of 10.

Lesson 13

  1. Complete this assignment on developing a controlled experiment.
  2. Check your answers.
  3. 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.

Lesson 14

  1. Answer the “What is the Scientific Method?” questions using “Test Yourself.” If you don’t get them all right, then use the video lesson.
  2. Record 5 points for completion, if you completed the assignment.

Lesson 15

  1. Review the metric system. Look it over and try to fill in the blanks.
  2. Watch the videos on the metric system.
  3. Here’s some practice converting units.
  4. 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.)

Lesson 16

  1. Watch the scientific method video.
  2. Review the chapter on scientific investigation by answering the questions. Just answer in your head, and then click or highlight to see the answers.
  3. Record 5 points for completion, if you completed the assignment.

Lesson 17

  1. Match the terms and definitions.
  2. Complete the vocabulary crossword puzzle.
  3. Read about the “Organization of Life.”
  4. Record 5 points for completion.

Lesson 18

  1. There are limits to science.
  2. 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.
  3. Write two questions that can be answered by science and two questions that can’t.
  4. Record 5 points for completion.

Lesson 19

  1. Remind yourself about the hierarchy of life.
  2. Order these: cells, organelles, atoms, molecules, tissues, organ systems, population, organs, organisms, communities.
  3. 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.

Lesson 20

  1. Complete the Structure Fits Function assignment. You can do additional research to answer the questions.
  2. Look over the answers on the answer pages.
  3. Record a score of 20. Take off a point for any incomplete or just plain wrong answers.
  4. Review all of your notes and quizzes from the course so far.
  5. Take the scientific method quiz.
  6. Record your score out of 10.


Lesson 21

  1. Intro to Cells Read and answer review questions one through three.
  2. Check your answers.
  3. Record your score out of 3.

Lesson 22*

  1. *Print out these note pages on cells. Fill in the blanks where info is missing as you read and watch the videos.
  2. Read about cells and watch the video.
  3. Watch this guy talk really fast about this stuff.

Lesson 23

  1. Continue filling in your notes from the information on this page on cell organelles.
  2. Click around and learn about cell structure. You can use this to help you if you are still filling in blanks.

Lesson 24

  1. Take the quiz on Prokaryotic and Eukaryotic cells. (4 questions, 8 points)
  2. Take the quiz on cell organelles. (10 questions, 20 points)
  3. Record your score out of 28.
    • 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)

  1. Look at this lab report template.
  2. (*)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.
  3. Write a lab report according to the template. (You can only do the first parts of this today.)

Lesson 26

  1. Continue lab observation.
  2. Review cells. Click on the different parts to read about them.

Lesson 27

  1. Finish your lab and report.
  2. Score your lab report according to this rubric.
  3. Record your score out of 20.
  4. 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?

Lesson 28

  1. Watch this video on plant cells.
  2. Review the terms with flashcards, test, or one of the activities.

Lesson 29

  1. If necessary, review cells one more time!
  2. Take the quiz.
  3. Record your score out of 10. (There are 11 questions. That means you can miss one and still get 10 points.)
  4. Complete this cell project. You can use any websites/notes necessary.
  5. Score your cell project out of 20. Take off a point for any missing pieces or any obviously wrong answers.
  6. Record your score out of 20.
  7. Hold onto your project!

Lesson 30

  1. Do the test.
  2. Record your total score out of 20.
  3. Read “What Are Stem Cells?
  4. Read “The Continuing Controversy Over Stem Cells: A Christian View.

Lesson 31

  1. Explain to someone why you chose the jobs you did on your cell project. Present your project.
  2. Score up to 10 points for confident, clear explanations.
  3. Record your score out of 10.
  4. 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.
  5. Check your answers.
  6. Record your score out of 2.  Give yourself 1 extra credit point if you correctly answered the 3rd question.

Lesson 32

  1. Read about diffusion and osmosis with videos from Khan Academy.
  2. Watch the guy talk fast about cell transport.

Lesson 33

  1. Here is an explanation of how osmosis works.
  2. 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.
  3. Watch this video of an osmosis experiment.
  4. Answer the mystery questions. (source)
    • 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.
  5. Check your answers.
  6. Record your score out of 15. There are fifteen questions. Some are combined under one number.

Lesson 34*

  1. (*)Answer the questions about osmosis for review.
  2. What egg solution was hypertonic and which was hypotonic?

Lesson 35

  1. Use the homeostasis and cell transport flashcards and/or activities.
  2. Review all of your notes and materials from this chapter on cells. You could also review by exploring inside a cell.

Lesson 36

  1. Take the homeostasis and cell transport test.
  2. 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.
  3. Watch “The Inner Life of a Cell.” Can you recognize any parts of a cell and their functions?


Lesson 37

  1. Read about water and pH. You’ll be answering questions about this tomorrow.
  2. Use these two applets to look at water bonded into a droplet and a piece of ice. Make observations. What’s different about the liquid and ice models?
  3. If you need help with acids and bases, here’s a link to talk you through it.

Lesson 38*

  1. Answer the questions. Refer to yesterday’s reading assignment to answer these.
  2. Check your answers.
  3. #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).

Lesson 39

  1. Explore molecules. You don’t have to understand everything going on in all of these. What can you observe?
  2. 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.

Lesson 40*

  1. Write 15 items (half base, half acid). Write their name, their pH, and make sure they are labeled as either acid or base.
    • You can use this pH scale picture (or search for your own).
    • Record your score out of 15.

Lesson 41*

  1. *Read about macromolecules and carbohydrates and take notes according to this graphic organizer.
  2. 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.)
  3. Follow the arrows on the chart. (alternate link) Where do macromolecules come from?

Lesson 42

  1. Read about lipids. Don’t forget to take notes on your graphic organizer (printed on Lesson 41).
  2. Now read this page on lipids. (site for younger students)

Lesson 43

  1. Read about proteins and enzymes. Don’t forget to take notes.
  2. Read about proteins. (site for younger students)
  3. Then read about enzymes.

Lesson 44

  1. Read about nucleic acids. Don’t forget to take notes on your graphic organizer (printed on Lesson 41).
  2. Watch the video on the chemical structure of nucleic acids.
  3. Then read this page on nucleic acids for younger students.
  4. Answer the questions on macromolecules.
  5. Check your answers to the questions.
  6. Score 10 points for correctly answering the questions on macromolecules. Take off one point for any answer you didn’t find.
  7. Record your score out of 10.
  8. 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.
  9. Record your score out of 20.

Lesson 45(*)

  1. (*)Print out the lab worksheets. (The link on the PDF is outdated. Use the link given in step 2 here for the lab.)
  2. Complete the four labs, starting by clicking on carbohydrates. Fill out the worksheets as you go.
  3. Record the steps AS you go through the labs.
  4. Score up to 12 points for completing the 12 blank sections. Take off a point for any missing part of your answer.
  5. 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(*)

  1. (*)Print out your new grading sheet or use the Excel version.
  2. Review what you’ve learned. Scroll down and read through the topics. Read through cell theory.

Lesson 47

  1. 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.)
  2. Record 5 points for a paragraph that completes the assignment.
  3. Review cells.
  4. Review biochemistry. This is for review. You don’t need to use this page to learn new things, unless you want to!

Lesson 48

  1. Read about bonds.
  2. 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.
  3. Carbon can have how many bonds?
  4. Define: polarity, cohesion, solvent, organic compounds.
  5. Check your answers.
  6. Score your definitions, up to 2 points for each definition.
  7. Record your score out of 8.

Lesson 49

  1. 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.

Lesson 50

  1. 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.
  2. Check your answers.
  3. Score up to 2 points for each answer. (This leaves room for getting one point for a partially correct answer.)
  4. Record your score out of 24.

Photosynthesis and Respiration

Lesson 51*

  1. *Print out the notes for this chapter. What’s familiar? What’s foreign?
  2. Learn about photosynthesis.
  3. Score 5 points for completing each section.
  4. Record your score out of 20.

Lesson 52*

  1. Go through the cellular respiration and energy page.
  2. *Take your time. Take notes. You won’t be filling this out all today.
  3. Here are some videos on ATP: one two three.

Lesson 53

  1. Go through the page on aerobic cellular respiration.
  2. Use your pages from Lesson 52 to take notes.
  3. Then do the same with anaerobic cellular respiration.
  4. Scroll down to the Self Check and answer the question.
  5. Finish your notes for this section.
  6. Record up to 35 points for completion. (The numbering repeats at the end of the notes.)

Lesson 54

  1. Go through this lesson on cellular respiration.
  2. 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.
  3. Check your answers.
  4. Record your score out of 8 (one point each).

Lesson 55*

  1. *Print out your note-taking guide.
  2. Read about chloroplasts. Take notes.
  3. 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.)
  4. The last part of the lab activity is a quiz. Don’t click to check your answers. Check them here. (answers: a, b, c)
  5. Score up to 10 points for completing each step of the lab. You can add a point for each correct quiz answer.
  6. Record your score out of 10. (Potential for extra credit)

Lesson 56

  1. Read about photosynthesis and watch the videos.
  2. Continue to fill out the note pages from Lesson 55.
  3. Watch the video on the limiting factors of photosynthesis.

Lesson 57

  1. 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.)
  2. When you get to the equation for photosynthesis, write it down. Read it as an English sentence. Explain to someone what it says.
  3. Then read the puzzlers. What do you think? Scroll down to see varying responses.
  4. Listen to this guy talk fast about photosynthesis.

Lesson 58*

  1. Watch this video on what’s going on inside a cell and how it obtains energy.
  2. Listen to this guy talk fast about ATP and cellular respiration.
  3. While you watch these…
    • Draw a diagram of cellular respiration.
    • *Cut and paste and complete the worksheets on cellular energy and photosynthesis.
  4. Act out (somehow) cellular energy and photosynthesis. Use people, props, puppets, whatever.
  5. Do it for an audience. They should know something by the time you are done!
  6. Record up to 10 points for completing today’s assignment.

Lesson 59

  1. Review and complete the review questions, Light-Reactions-of-Photosynthesis. You don’t have to do the practice section.
  2. Review and complete the review questions, Chloroplasts. You don’t have to do the practice section.
  3. Check your answers.
  4. Record your score out of 6.
  5. Answer the questions as you watch the video, The Powerhouse of the Cell. Read them before you start the video!

Lesson 60

  1. Work through the cellular respiration game. Keep going!
  2. Record 16 points for completion.

Lesson 61

  1. Complete the crossword puzzle.
  2. Record up to 8 points for eight correct answers in the crossword puzzle.
  3. 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.

Lesson 62

  1. *Complete the study guide. Can you do it without your notes?
  2. Check your answers.
  3. Score up to 28 points for 14 well-answered questions. Score up to 2 points for not using your notes.
  4. Record your score out of 28. (potential for extra credit)

Lesson 63

  1. Answer the questions. You can use your notes or the links in the course as necessary.
  2. Check your answers.
  3. Score 1 point for each of the 19 questions.
  4. Record your score out of 19.

Lesson 64

  1. Study for the test.
    • Read the list or use the flashcards.
    • Do at least three activities until you know the answers.
  2. When you are ready, take the test.
  3. Record your score out of 20.

Mitosis and Meiosis

Lesson 65*

  1. *Print and read the vocabulary for the chapter. What’s familiar? What’s foreign?

Lesson 66*

  1. Read about chromosomes and the organization of DNA. Make sure to watch the videos.
  2. *Fill out the chart on the cell cycle as you can. (NOTE: Cross out “Time Period” on your worksheet and use that column to take notes on what happens during each stage. The Khan video about the “events in each stage of the cell cycle” is going to be most helpful with this.)

Lesson 67

  1. Read about and answer review questions on Asexual and Sexual Reproduction.
  2. Check your answers.
  3. Record your score out of 4.
  4. How do these animals reproduce?

Lesson 68(*)

  1. Read about mitosis and watch the video.
  2. 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.

Lesson 69

  1. 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.

Lesson 70

  1. Go through the cell division interactive.
  2. Here are images of the phases.

Lesson 71*

  1. *Complete this Mitosis Timeline Virtual Lab. (The link to the image just shows the image in the directions.)
  2. Record your score out of 50.

Lesson 72*

  1. *Answer the questions. You can use the links in the course and the internet if necessary.
  2. Check your answers.
  3. Record up to 23 points for answering 23 questions correctly. Potential for an extra credit point.

Lesson 73

  1. Read about meiosis. Make sure to use the links on the page.

Lesson 74*

  1. *Print the questions and answer them without using your notes.
  2. Now, you can use your notes for anything you couldn’t answer.
  3. Check your answers.
  4. 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.
  5. Record your score out of 24. (potential for extra credit)

Lesson 75

  1. Watch the videos on mitosis and meiosis.
  2. Write out what happens during mitosis and meiosis.

Lesson 76

  1. Read through the list of characteristics.
  2. Go through the review with as much detail as you need to. Answer the questions at the end. Keep clicking on “next.”
  3. There will be quizzes on Lesson 77 on mitosis and meiosis. You can review your notes.

Lesson 77

  1. Do mitosis quiz.
  2. Do meiosis quiz. Check your own answers with the answers listed on the page. Don’t worry about the score shown.
  3. Give yourself a point for doing each quiz and one point for each correct answer. Record your score out of 20.


Lesson 78*

  1. *Print out your vocabulary notes for the next chapter on DNA and RNA and read them over.
  2. 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.

Lesson 79*

  1. *Fill in these notes as you use the video on the DNA/RNA page below.
  2. Go through the page on DNA and RNA.
  3. Check out these pages. The first two are short videos. Watch them. The last three are activities. Do at least one.

Lesson 80

  1. Go through the page on DNA replication.
  2. Watch this video showing DNA replication.
  3. Watch the video on the history of the double helix discovery.

Lesson 81

  1. Go through the page on protein synthesis.
  2. Watch the video on replication and translation.

Lesson 82

  1. Go through the page on protein synthesis and mutation.
  2. Look at some outcomes of mutation.

Lesson 83*

  1. *Print the DNA workshop questions.
  2. Use the video to answer the questions you just printed.
  3. Check your answers.
  4. Record your score out of 17. (half point each, potential for extra credit)

Lesson 84

  1. You are going to use what you have learned about DNA replication, transcription, translation, etc. to complete a DNA lab. Refer back to previous lessons if you need a reminder.
  2. Record your score out of 20 for completing the assignment.

Lesson 85*

  1. Review and complete review questions about RNA.
  2. Check your answers.
  3. Record your grade out of 3.
  4. Complete this RNA activity.
  5. Check your answers. Record up to 10 points for completion.
  6. Hold onto your model. (You could take a picture for your portfolio.)

Lesson 86

  1. Look at the chromosomes and scroll down to see what’s found in them.
  2. Learn about DNA technology.

Lesson 87

  1. Answer the study guide questions. You can use the links in the course to help you find the answers.
  2. Check your answers.
  3. Record your score out of 15.

Lesson 88

  1. Take the six DNA quizzes. Record your two best scores.
  2. Record your total for the two quizzes out of 20.

Lesson 89(*)

  1. (*)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?”)
  2. Check your answers at the end of the packet.
    (ANSWER CORRECTION: #4 is D-starch)
  3. Record your score out of 10. (potential for extra credit)


Lesson 90

  1. 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(*)

  1. (*)Print the grading sheet for this quarter or use the Excel version.
  2. 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.
  3. Take notes.
  4. (*)Print out your vocabulary for this chapter and read it over.

Lesson 92(*)

  1. Play this genetics game. Go through case 1 and 2 on the left page. You don’t have to visit the playground. (From playing around on this I think the longer alleles are dominant. Males have the ruffle under their neck.)
    • *If you can’t play this on your device (try another browser), you could also try this paper activity. Directions Chromosomes

Lesson 93

  1. Read more about genetics.
  2. Watch and take notes on the recorded lecture.

Lesson 94

  1. Here is a flashcard set if that helps you learn the terms you need to grasp to follow the material in this unit.
  2. Here are several of the terms we’ve been using in plainer language and with examples.
  3. Learn about Punnett Squares and Di-hybrid crosses.
  4. Complete the Punnett Squares practice.
    • If you have trouble with this, try a video.
  5. Check your answers.
  6. Record up to 20 points (1/2 point for each little answer).

Lesson 95

  1. Do the genetics practice problems. (answers)
  2. Record up to 15 points.
    • Extra credit: Up to 5 points of extra credit for getting up to five of these genetics problems correct.
  3. Complete the cases (at least cases 3 and 4).

Lesson 96

  1. Follow the directions and use the tutorial.
  2. Answer the question at the top of the page.
  3. Check your answer.
  4. Record up to 10 points for figuring it out.

Lesson 97

  1. Read about complete and incomplete dominance.
  2. Complete the Punnett Square word problems.
  3. Check your answers.
  4. Record your score out of 25. Score a half point for each blank you fill in.

Lesson 98

  1. Watch the video on blood types. What does this have to do with what we’re learning?
  2. Read the list of dominant and recessive traits. What about the list surprises you?
  3. Read about other types of inheritance.
  4. 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.)

  1. *Complete the Reebop Genetics Lab.
  2. Record up to 24 points. Score up to 1 point for each block filled in and 2 points for each of the six questions answered.

Lesson 100

  1. Read about pedigrees.
  2. You can read more about genetic family trees here. (Don’t click on anything.)
  3. Read about genetic disorders.

Lesson 101

  1. Read about genetic engineering.
  2. 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?
  3. Here are some articles for reading/thinking about genetic engineering from a Christian perspective.

Lesson 102

  1. Do the crossword puzzle.
  2. 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.

Lesson 103

  1. Complete the Cats Genetics Lab.
  2. Check your answers.
  3. Record your score up to 24 points.
  4. There are two quizzes on Lesson 104. Now would be a good time to read over the vocabulary notes from this chapter.

Lesson 104

  1. Use your notes or anything from this chapter to review. Make sure you know your Punnett squares.
  2. When you are ready, put away your notes and close everything else and take your quizzes.
  3. Record your score out of 15. (potential for one extra credit point)


Lesson 105*

  1. *Print out and read over the ecology key terms for this chapter on ecology.
  2. Read over the project guidelines. You will be choosing an endangered species to learn about. Be creative. You don’t have to make something on the computer.
  3. This project is due on Lesson 120.
  4. You can start exploring to be thinking about what animal you want to choose.

Lesson 106*

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

Lesson 107*

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

Lesson 108*

  1. Go through the page on energy flow.
  2. 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.
  3. *See if you can fill in the blank.
  4. Check your answers.
  5. Record up to 10 points for correctly filling in the blanks.
  6. Have you chosen your animal? You should be learning about it. Make sure to keep track of your sources. (Your directions on Lesson 105.)

Lesson 109

  1. Read about symbiosis. There are a bunch of videos at the bottom of the page. Make sure to watch them.
  2. Tell someone an example of each time of symbiotic relationship.
  3. Take a look at these:
  4. Learn about your endangered animal. Take organized notes! How are you going to present your information? Be thinking.

Lesson 110

  1. Do you know the terms? Try a game or use the flashcards.
  2. Explain to someone how deep sea plants can get energy without sunlight.
  3. You can work on your project any day without me telling you. It’s due on Lesson 120.

Lesson 111

  1. Try making food chains. Choose Free Play and make two working food chains.
  2. Record up to 10 points for completion.
  3. Can you make a food web that survives? Click on “Open Simulator.”
  4. 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.)
  5. Work on your project. (Directions are on Lesson 105.)

Lesson 112*

  1. Learn about food webs in the ocean.
  2. Here’s a video on how warmer water affects food chains.
  3. *(Only page 4 is necessary) Complete the chart on page four labeling the ocean life as producer, consumer, or decomposer. Then create a food chain. (You can print and use the pictures if you like, or just write or draw them.) Then write answers for the scenarios on page three. What do you think would be affected? (Answers)
  4. Record up to 12 points. Score up to 6 points for completing the table and 6 points for answering the three scenarios.

Lesson 113

  1. Watch/Read the following. Write a sentence after each summarizing the info or telling what you think is the most significant aspect.
  2. Put together food chains. Keep going and going. The top of the food chain goes on the right.
    • 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.
  3. See the world. Can you identify the biomes?

Lesson 114

  1. 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.
  2. Write/draw a description of each cycle or describe them to someone: hydrologic, carbon, nitrogen.
  3. How does the flow of matter differ from the flow of energy through an ecosystem?

Lesson 115

  1. Watch the videos on community ecology.
  2. Read about community ecology.
  3. What’s happening each year to the moose and wolf population? Why? Write a sentence or tell someone about each year.

Lesson 116

  1. Watch the video on ecological succession.
  2. Read about succession.
  3. 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.
  4. Watch the first minute of this video to see it in action.
  5. Learn about invasive species.
    • What’s the problem with invasive species? How does that relate to community ecology and succession?

Lesson 117

  1. Read about the impact of humans.
  2. 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.)
  3. 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.
  4. Record 5 points for your paragraph/discussion.
  5. Project…

Lesson 118

  1. Complete the crossword puzzle. You can research if you need help.
  2. Today would be a good day to finish your project! (Lesson 105, directions)

Lesson 119

  1. Watch the video on population ecology.
  2. Read about population.

Lesson 120

  1. Finish your project. Make sure you are complete and ready to be graded using the criteria given.
  2. Present your project to an audience, or at least to someone.
  3. Score your project. Where it says 10%, that’s 10 points. 5% is 5 points, etc.
  4. Divide your score in half.
  5. Record your score out of 50.
  6. Review your notes/study guide.
  7. Take the population quiz.
  8. Record your score out of 8. (potential for extra credit)

Lesson 121

  1. Complete the population lab using this link.
    • If it doesn’t work on your device for some reason, you can watch the lab and pause it to record the data.
  2. Score your assignment based on the rubric in the lab.
  3. Record your score out of 38.

Lesson 122

  1. The game mentions the Earth getting warmer because of an increase in carbon emissions. This is referred to as global warming. Read this page and use the links to learn more. No matter what you believe about it, you should know about it. (If the page says it’s being updated, then use this link to an archived page.)
  2. You can read about global warming 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.)
  3. 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.
  4. Remember, scientists don’t always agree. There are LOTS of things scientists disagree about. Never let anyone make you feel stupid for believing differently than they do.
    • 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 Being a Christian doesn’t mean denying science or history; it means understanding history and science in a way that unbelievers never can.

Lesson 123

  1. Read about human impact.
  2. Read about human impact on wildlife.
  3. Watch the video on human impact.

Lesson 124

  1. Start your Human Impact and Animal Resiliency Assignment.
  2. Finish it on Lesson 125. You can write about this (include pictures), or create an online presentation. Record your sources. Create a bibliography.

Lesson 125

  1. Finish your presentation/report on human impact.
  2. Present it. If you wrote something, read it out loud to others.
  3. Record up to 30 points for completing the assignment.

Lesson 126

  1. Explain how acid rain can change an ecosystem.
  2. Check out these interesting facts on natural gas.
  3. Look at the use of wind and solar energy around the world. Where is hydro and geothermal energy used?

Lesson 127

  1. Learn about a North American biome, the prairie. Start with the shortgrass prairie.
  2. Read about it, learn how to play, and then play the game. Use the links to complete the activity.
  3. Write a paragraph telling about the biome.
  4. Then complete the tallgrass prairie in the same way.
  5. Score up to 5 points for a complete paragraph: intro, 3 reasons, conclusion.
  6. Record your score out of 10.

Lesson 128

  1. Take the Global Trends Quiz. Check your answers.
  2. 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.
  3. 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?
  4. Record 5 points for a thoughtful solution.

Lesson 129

  1. Complete the study guide.
  2. Use the links on the page to help you.
  3. Record your score out of 15 (1 point each except for the graph).
  4. Review your ecology vocabulary and notes from the chapter.

Lesson 130

  1. Take the test. You can use your notes.
  2. There are 37 blanks. Record your score out of 35. (potential for extra credit)
  3. Take the ecology quiz.
  4. Record your score out of 10.


Lesson 131

  1. 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.
  2. Read about natural selection and survival of the fittest.
  3. 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.
  4. 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.
  5. Explain to someone about what you read today.

Lesson 132

  1. 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?
  2. Read about natural selection.
  3. Read about genetics and evolution.
  4. Talk with someone about what you have read.

Lesson 133

  1. Read about the history of life according to evolution scientists.
  2. Here’s an article on carbon dating from a creationist scientist.
  3. If you are interested in all this, here are some videos you might like to watch.
  4. What can you explain from what you read today?

Lesson 134

  1. 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.
  2. 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!)
  3. 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.)
  4. 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.
  5. Read about your appendix.
  6. What did you learn today?

Lesson 135

  1. Read these pages about bacteria resistance, and this one (don’t worry about the video.)
  2. What do you think can and should be done about bacteria resistance? Write your answers/position.
  3. 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.

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

Lesson 136(*)

  1. (*)Print out your next grading sheet or use the Excel version.
  2. Read and watch videos about how all life systems were created by God.

Lesson 137

  1. Watch the video: Life Was Created Fully Functional (video)
  2. Read and watch videos about:

Lesson 138

  1. Watch the video: Man Was Created by God (video)
  2. Read and watch videos about how man was created by God.

Lesson 139

  1. Read and watch videos about how biological clocks indicate recent creation.

Lesson 140

  1. Write out and present to an audience a well-thought-out explanation of your beliefs about creation and evolution. Try to be persuasive.


Lesson 141

  1. Go over your vocabulary from each unit.
  2. Why not go back over your vocabulary pages from all of the chapters? Each of the units had one of these sheets. There will be a final exam where you will need to know a bit of everything. Refresh your memory.

Lesson 142

  1. Read about taxonomy. Do the review activity linked at the bottom of the page.
  2. Read about domains.
  3. Read about kingdoms.
  4. Read about the kingdoms here as well.

Lesson 143

  1. 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!
  2. Take the test. (Each is worth half a point. Divide your total in half.)
  3. Record your score out of 10.

Lesson 144

  1. Read the introduction and launch the activity. How close did you come to correctly classifying the organisms?
  2. Choose your best organism and remember your score for it, up to 7 points.
  3. Build a fish. Retry until you survive.
  4. Score 5 points for successful completion.
  5. What factors were important in your survival?
  6. Build a bird. Successfully complete at least one bird (meaning your bird survives).
  7. Score 5 points for succession completion.
  8. What factors were important for your survival?
  9. Record today’s combined score out of 17.

Lesson 145*

  1. *Print out this dichotomous key worksheet.
  2. Use these images to do the activity. Take one candy and compare it with the first two descriptions. Follow the directions as to which descriptions to go to next. Choose each time which description fits BEST and continue to follow the directions until you have found the “scientific” name for the candy.
  3. Complete the worksheet.
  4. Check your answers.
  5. Score up to 10 points for correctly naming 7 candies and a half a point for each correct answer for the 6 questions at the bottom of the page.
  6. Record your score out of 10.

Lesson 146(*)

  1. 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.
  2. (*)Use this dichotomous key to salamanders (source).
  3. Record 11 points for correctly completing the lab.

Lesson 147(*)

  1. (*)Create a dichotomous key for these creatures.
  2. Name or number the creatures.
  3. Create a couple of descriptions that people can use to identify their creature.
  4. Have someone check several when you are done.
  5. Answering the questions for your creature should lead you to the correct, unique name/number for each creature.
  6. Record your score out of 20 if you were successful.

Lesson 148

  1. List the levels of taxonomy for someone in order. Have them check you.
  2. Record 12 points for completion if you knew/found all of the answers. Take off a point for any missing answer.
  3. Read this article about discovering new species. The article is from the Orange County Register, originally published in February of 2006.
  4. 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?
  5. Record up to 10 points for completing today’s assignment (5 for the crossword and 5 for the new species).

Lesson 149

  1. Review with this organization of life chart.
  2. Review the vocabulary with flashcards or with games.
  3. Take the quiz.
  4. Record your score out of 10 (deduct a point for each question missed).

Viruses and Bacteria

Lesson 150*

  1. *Print out your key terms for this chapter.
  2. Read about bacteria.
  3. Do you remember the parts of a bacteria cell? Review and then take the quiz.
  4. Watch the video on the varying structures of bacteria.

Lesson 151

  1. Read about bacteria growth.
  2. Read about bacteria control and benefits.

Lesson 152

  1. Complete the Blackout Syndrome (this is a bit gross). Solve the mysteries. Don’t just click on random answers. Your grade is based on how well you can solve the mysteries.
  2. Score 5 points for each solved mystery. Take off a point for each time you guessed incorrectly (potential for 15 points).
  3. Record your score out of 12.

Lesson 153

  1. Watch the videos.
  2. 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.

Lesson 154

  1. Complete the lab.
  2. Record up to 50 points for completing the packet.

Lesson 155

  1. Read about Typhoid Mary.
  2. Identify the source of the disease. Play as much as you like. Can you complete at least one?
  3. Record 5 points for each of two missions completely accurately (you got all the right answers)
    • OR
  4. After you have played some, write a paragraph about how diseases spread and what should be done to prevent the spread of disease.
  5. Record up to 10 points for a clear introduction and conclusion and details that support your ideas. Make sure both topics are covered.

Lesson 156

  1. Read about viruses.
  2. Find two viruses on the scale.
  3. Watch the videos.
  4. Draw a diagram or write the steps of what a virus does and how your body responds.

Lesson 157

  1. Read vaccine basics.
  2. Make a vaccine. Click on Printable Version if you can’t do the flash.
  3. Record your score out of 10 for completion.

Lesson 158

  1. Read through the vocabulary.
    1. A through D
    2. E through L
    3. M through S
    4. T through V
  2. These are the words you need to know (and others from the lesson).

Lesson 159

  1. Complete this crossword puzzle.
  2. 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.
  3. Record your score out of 24.

Lesson 160*

  1. Review the words you need to know. You can click on any of the activities to practice the words.
  2. In this quiz you will be given the definitions and you will need to fill in the word.
  3. *Take the quiz.
  4. Check your answers.
  5. Take off 1 point for any wrong answer.
  6. Record your score out of 12.
  7. Prepare for your yeast experiment.

Protists and Fungi

Lesson 161 (Materials needed: listed in lab)

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

Lesson 162*

  1. Collect data for your experiment.
  2. *Print out your key terms for this chapter. Read through them!
  3. Read about protists.

Lesson 163

  1. Watch Protist-The Movie. (It’s going to reference evolution, but there is other information.)
  2. Check out the protist image gallery.
  3. Finish your experiment.
  4. Complete your lab.
  5. Score your lab report according to this rubric. (sourcecc by-nc)
  6. Record your score out of 20.

Lesson 164

  1. Go through the page on protists and answer the questions.
  2. Check your answers. Record your score out of 27

Lesson 165*

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

Lesson 166*

  1. *Take notes as you learn about fungi.
  2. Watch Crash Course – Fungi.

Lesson 167

  1. Complete the survey lab on fungus.
  2. Record up to 24 points for finding all 23 answers.

Lesson 168

  1. Use your notes and complete the crossword puzzle.
  2. Record your score out of 25. Take a 1/2 point off for any missing or incorrect answer.


Lesson 169

  1. Watch the videos on plant structure and function (nutrition and transport).

Lesson 170

  1. What do you know about plant structure?
  2. Read (and watch videos) on plant adaptations.

Lesson 171

  1. Learn about angiosperms.
  2. Design a lab to test the factors that affect germination. Write up a lab report as you go.

Lesson 172

  1. Answer the questions about flower structure and reproduction.
  2. Check your answers.
  3. Record up to 14 points.
  4. 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. (sourcecc by-nc) Make sure you know what you need to be doing.

Lesson 173*

  1. *As you study invertebrates, fill in the graphic organizer.
  2. Learn about some phyla of invertebrates.

Lesson 174

  1. Learn about worms. Continue filling out your graphic organizer.

Lesson 175

  1. Learn about more invertebrates. Continue filling out your graphic organizer.

Lesson 176

  1. Learn about one more group of invertebrates and about vertebrates. Continue filling out your graphic organizer.

Lesson 177

  1. Complete the lab and journal questions.
  2. Record up to 25 points for completion.

Lesson 178

  1. Only if you want to…Dissect a frog. Go to the Internal Anatomy for the dissection. Use the tools in order and do the steps in order to open up the frog. There are more directions below after you click on Next.
    • 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.
  2. Review your notes from all of your chapters. You will have Lesson 179 as well. Here is your vocabulary. You’ll only need what we really covered in our course. There’s no need to memorize definitions. Use these to refresh your memory. On your final exam you’ll be asked to explain processes and to give examples and such.

Lesson 179

  1. Review your study guides and notes from all of your chapters.
  2. Finish your lab report with the information you have so far.
  3. Score your lab report. (sourcecc by-nc)
  4. Record your score out of 20.

Lesson 180

  1. Take your final exam.
  2. If you skipped a question, go back and try it. You should always at least try.
  3. Score your exam. There should be 97 total points. Add 3 points to your total if you answered every question.
  4. Record your score out of 100.
  5. Congratulations on finishing biology!
  6. 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.
  7. If you are planning on taking a biology test for college credit, please see the notes below.
  8. Take the polls.

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

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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.