Enrolling Now for 2026-27 School Year.
Enrolling Now for 2026-27 School Year.
Honors Biology Learning Coach Guide Contents Studying Living Things Unit13 Ecosystems Unit14 Resources and Competition Unit15 Energy in Ecosystems Unit16 Photosynthesis Unit17 Cellular Respiration Unit18 DNA and Cell Division Unit19 Protein Synthesis and Mutations Unit20 Genetics Unit21 Evolution Unit22 Biotechnology Unit23 Part A:Welcome to Honors Biology Welcome Letter Dear Learning Coach, Thank you for partnering with CCA and investing in your learner’s education. This Learning Coach Guide is intended to help you support your learner in their Honors Biology course. Within this guide, you will find the goals, components, and features of the online course. Please read and review this information so you understand how to help your learner interact with all the course’s elements. The Learning Coach Guide also includes information about each of the units in this course. On each page of unit information, you will discover the following. The Unit Overview will tell you what the focus, content, and skills of the unit will be. The Unit Assessment section is a place for you and your learner to preview the graded work in the course. At the start of each unit, work with your learner to look at the unit in edio and find out which types of graded work are in this unit. Write them in the box and use it as a checklist. You can check off each one as your learner completes it. The Unit Materials section tells you the materials your learner will need to complete the activities in this unit. You will also find the materials list repeated within each lesson so that your learner has exactly what they need at the right time. The Unit Discussion Questions are optional questions that you may want to ask your learner during the unit to increase home and school connections about what your learner is studying. In the Unit Notables section, you may find optional activities, career connections, technology tips, ideas to help your learner if they get stuck, or safety tips. CCA wishes you and your learner a terrific school year! Supporting Your Learner Your role as a Learning Coach is very important. Here are a few ways you can help your learner do their very best in the course. Help your learner know what time guided or live class instruction is scheduled for, and prompt them to attend sessions or watch recordings. Remember, it is okay for your learner to get stuck. Learning new material takes time. Encourage them to take breaks, keep trying, and ask the teacher for help. Help your learner navigate the technology. This could include helping them type information, save important documents to their desktop, and upload work into edio. Always encourage your learner to do their very best. Review the course syllabus for your learner’s course. Maintain communication with your learner’s teacher. Part B:Course Information Course Goals In Honors Biology, your learner will use the foundations they learned in previous science courses to explore basic biological chemistry, cell structure and function, metabolism and energy transformation, genetics, evolution, and classification. By the end of the year, your learner will be able to: recognize the role of biologists in scientific study; conduct scientific investigations to make observations; raise questions and formulate hypotheses; create and interpret graphs and diagrams using data collected through scientific investigations; analyze experimental results using graphs and laboratory reports; relate biological concepts across disciplines; demonstrate critical thinking skills to analyze facts and form conclusions; develop effective writing skills in the form of lab reports, describe relationships between structure and function at biological levels of organization; examine the complex biological networks from the molecular level to ecosystems; recognize the role of water in supporting life on Earth; elaborate the flow of energy and matter through biological systems in ecosystems; evaluate the impact of human factors on populations, communities, and ecosystems; demonstrate knowledge and understanding of the way in which biological processes work; explain the basic principles of genetics and inheritance; describe how genetic information is stored, expressed, transmitted, and altered in organisms; analyze the sources of evidence for evolution; and apply scientific thinking, processes, tools, and technologies in the study of evolution, genetics, and ecology. Course Format This section will help you to understand how your learner’s course is structured in edio. Lesson Components: Each day, your learner will spend 45–60 minutes completing an Honors Biology lesson. Some days may take less time, while other days may take a little more time. The lesson does not need to be completed in one sitting. Encourage your learner to take short breaks as they need. Lesson Bundling: In the Honors Biology course, your learner will engage in lessons, assignments, projects, labs, and quizzes. Within some lessons, there are lesson bundles. Within the lesson bundles, there are different components your learner will interact with. These components will not be used every day. Course Organization Lesson: There is one Course Organization lesson in this course. It can be found on Day 1 of Unit 1. This lesson includes important information about the course and contact information for your teacher. Unit Overview: Each unit will include a Unit Overview. This describes what your learner will learn in the unit and how many assessments the unit will have. Knowledge Check: There will be one Knowledge Check in each unit. The Knowledge Check is designed to check prior learning and understanding of key skills and concepts that will be taught in the unit. The Knowledge Check is not a graded assessment. Vocabulary: On most lesson days, your learner will see a Vocabulary bundle. Your learner will complete the Vocabulary bundle followed by the regular lesson. The Vocabulary bundle contains a list of the objectives your learner will learn in the lesson, new vocabulary words, and prerequisite vocabulary words. Lesson: Honors Biology lessons follow a very similar structure to your learner’s other classes. Each informative lesson is made up of three parts: Engage, Discover, and Show. Review the information below to discover what to expect in each of these parts of a lesson. See example below. Lesson Components: Each lesson has its own components to help guide your learner through the lesson. Lesson Overview: At the beginning of every lesson within the Vocabulary bundle, your learner will see the Lesson Overview. This section contains lesson objectives, vocabulary, materials your learner will need, and the suggested lesson length. Engage: The first section of the lesson is Engage. In this section, learners will be introduced to the lesson by making a connection to the past and present knowledge of the topic and will get ready for the lesson’s instruction. Learners will interact with the lesson content using Pause and Think activities. Discover: New content and instruction is presented in the Discover section. Your learner will interact with the lesson content through defined vocabulary terms, videos, audio, and Pause and Think activities. Your learner will be able to practice and answer questions as they work through the lesson. Some of these practice questions are auto-scored. Show: Learners will demonstrate what they have learned in the lesson through a series of practice questions. Optional: More to Explore: At the end of some lessons, an Optional More to Explore Activity will appear. The activity will introduce your learner to an extension that includes more information about the day’s lesson topic. Your learner may skip the activity and move directly to the lesson summary. Summary: This section recaps the day’s objectives and prepares learners for a future lesson or assessment. The course includes assignments, projects, and labs. These graded assignments allow your learner to show what they have learned and apply their new skills and knowledge learned during the lessons. All CCA assignments, projects, and labs include these components. Assignments, Projects, and Lab Components: Assessment Overview: At the beginning of each assessment, your learner will review the Assessment Overview. This section contains the goals of the assessment, materials your learner will need, the length of the assessment, and directions for completion. Plan: In the Plan section, learners will be introduced to the assignment or project. Learners may be provided with a review of content from the previous lessons, strategies for completing the activity, graphic organizers, and grading rubrics. Do: Learners put their plan into action and work to complete the assignment, project, or lab successfully. This section also provides the grading expectations and/or rubric the teacher will use to grade the work. Reflect: In Reflect, learners will think about the work they completed. They will reflect upon the experience and analyze how well they completed the task. These moments of reflection are important and allow learners to think about their learning and work habits. In addition to assignments and projects, your learner will be introduced to several study strategies to foster good study habits in preparation for course quizzes. Quiz Components: Quiz Review: Before a quiz, learners will have the opportunity to review the vocabulary and content they will be assessed on in a quiz. Quiz: A quiz may be given at the end of a topic or the end of a unit. Quizzes can include a variety of questions such as multiple choice, short answer, and long answer questions. Course Features To best engage your learner, Honors Biology uses some additional features that are unique to this course. This course includes and uses the following unique features: Scientific Word Charts: Scientific word charts show your learner how to break a word apart to understand what it means. As your learner reviews the scientific word chart, they will begin to recognize some common word parts used in science. Critical Thinking Strategy: In this course, your learner will practice using this critical thinking skill in each lesson. The Critical Thinking Strategy presents your learner with a question that requires them to think deeply to answer it. Each Critical Thinking Strategy contains tips to guide your learner through the thinking process. Honors Biology Workbook: In Honors Biology, your learner will use the Honors Biology Workbook in conjunction with the majority of their lessons in edio. The Honors Biology Workbook consists of Notes pages to record main ideas, Show What You Learned pages to summarize the lessons and check for understanding, a laboratory manual, a glossary of definitions of terms, and appendices with reference materials. Laboratory Manual: The Laboratory Manual contains pages for your learner to record important data from the labs they complete in Honors Biology. Honors Biology Kit Materials: Your learner should have received a box that contains the supplies they will use during this course. The Honors Biology Materials Kit contains most of the materials your learner will need to complete the activities in Honors Biology. Take a few minutes to verify that your learner’s Honors Biology Materials Kit contains all of the materials they need. The materials list is in Appendix A: Honors Biology Kit Contents. Part C:Unit Information Studying Living Things Unit Unit Overview In this unit, your learner will explore biology and its scope and the role of biologists. They will describe the structure and function at varying levels of organization in living beings. They will explain how organisms keep their internal conditions stable. Finally, they will investigate how feedback mechanisms maintain homeostasis in the human body. Unit Assessments Have your learner identify which assessment type they see in their unit. Check all that apply. Unit Discussion Questions What did you learn about the study of biology? What did you like most about this Unit? Unit Notables In this unit your learner will have their first laboratory experience of the course. The lab involves some physical activity. If your learner has difficulty with the task, they can work with a friend or family member who can help perform the physical activity necessary for the lab. Kit Materials air flow meter, alcohol wipes, cannula, Honors Biology Workbook, measuring tape, scissors Household Materials timer Quiz _________________________ Test _________________________ Assignment ______________ Project _____________________ Exam _______________________ Unit Overview In this unit, your learner will learn about the structure of terrestrial and aquatic ecosystems and how they change over time. They will also learn how aquaponics relates to ecosystems. Throughout this unit, your learner will keep a nature journal to record your observations of ecosystems. They will use their notes and journal entries to create a model of a local watershed that demonstrates how human activities affect the ecosystems downstream. Unit Assessments Have your learner identify which assessment type they see in their unit. Check all that apply. Unit Discussion Questions What did you like most about this unit? What are some ways that people impact ecosystems? What would you like to explore or learn more about from this unit? Unit Notables In this unit, your learner will take their first quiz on ecosystems. Encourage your learner to fully complete the review lesson before taking the quiz. Tell your learner to be sure to fully read each multiple choice question and choose the best answer. Also tell your learner to be sure to answer each prompt when responding to a free response question. Kit Materials colored pencils, Honors Biology Workbook, gloves, two microscope slides, two 250ml beakers, pH strips, safety goggles, five test tubes, paper towels, two pipettes, test tube brush, test tube holder, wax pencil Household Materials 2 coins, water, dish soap or shampoo, ten different liquids, water Quiz _________________________ Test _________________________ Assignment ________________ Project _____________________ Exam _______________________ Unit Overview In this unit, your learner will explain how competition for resources affects ecosystems. They will learn how the carbon and nitrogen cycles occur in ecosystems. Your learner will identify the limiting factors in ecosystems. They will also learn how the impact of human activities on ecosystems and design a solution to a way that humans affect the local ecosystem. Unit Assessments Have your learner identify which assessment type they see in their unit. Check all that apply. Unit Discussion Questions In what ways do humans depend on Earth’s resources? What did you learn from your human impacts project? Why is hazardous waste considered dangerous? What did you find the most interesting in this unit? Unit Notables In this unit, your learner will complete a human impacts project. To begin the project, your learner should select an environmental issue that affects one group of people more than other groups. Encourage them to choose an issue from Human Impacts on Ecosystems an issue they learned about in the Environmental Justice lesson, a human impact they learned about earlier in this unit, or another topic that is important to them. Kit Materials Honors Biology Workbook, Macromolecules of Life Science Kit, dice (optional) Household Materials none Quiz _________________________ Test _________________________ Assignment ________________ Project _____________________ Exam _______________________ Energy in Ecosystems Unit Unit Overview In this unit, your learner will explore how energy flows through ecosystems. They will learn the transfer of energy through food chains and food webs across trophic levels. At the end of the unit, your learner will use a food web of a local ecosystem to demonstrate how eliminating an organism will affect the ecosystem. Unit Assessments Have your learner identify which assessment type they see in their unit. Check all that apply. Unit Discussion Questions What did you find most interesting in this unit? What surprised you the most about the way organisms interact with ecosystems? How did you feel about your work on the food webs project? Unit Notables In this unit, your learner will complete a food web project that requires them to analyze a scenario and propose a solution. They will create a presentation to present to a fictional supervisory board. This is a great life skills experience. Encourage your learner to practice presenting their project and imagine they are really presenting it to a supervisory board. Kit Materials Honors Biology Workbook Household Materials none Quiz _________________________ Test _________________________ Assignment ________________ Project _____________________ Exam _______________________ Assignment: Polysaccharides Assignment: Radical Research Unit Overview In this unit, your learner will describe how autotrophs use chloroplasts to capture energy from the sun during photosynthesis. They will learn how plants use this energy to build and store carbohydrates. Your learner will also learn how photosynthesis relates to the carbon cycle. Unit Assessments Have your learner identify which assessment type they see in their unit. Check all that apply. Unit Discussion Questions What did you learn from your seed germination lab? What did you find surprising or interesting in this unit? Unit Notables In this unit, your learner will complete the seed germination and light colors lab. This lab requires experimental setup in order to give the plant seeds time to germinate and grow. Please encourage your learner to complete lab setup at the appropriate time and as directed so that the plants are ready for observation and data collection. Kit Materials 250 mL beaker, apron, calculator, Carolina® Botany Kit, Carolina® Seed Germination and Light Colors Kit, Carolina® Biological Molecules of Life Kit, Corn starch, gloves, Honors Biology Workbook, Lugol’s iodine solution, ruler, scissors, wax pencils, transparent tape, paper towels, plastic sandwich bag, rubber band, safety goggles Household Materials cardboard (optional), spoon, water Quiz _________________________ Test _________________________ Assignment ________________ Project _____________________ Exam _______________________ Cellular Respiration Unit Unit Overview In this unit, your learner will explore how organisms release the energy stored in carbohydrates to do work and how their body stores excess glucose for later. They will analyze how the structure of mitochondria allows it to produce ATP in the cell. Your learner will also explore how some organisms create energy without using oxygen. Unit Assessments Have your learner identify which assessment type they see in their unit. Check all that apply. Unit Discussion Questions You have completed several labs in Honors Biology. Which has been your favorite and why? How do enzymes affect metabolism? Unit Notables In this unit, your learner will complete the cellular respiration lab. If your learner is unable to perform vigorous exercise, they should find a partner to complete this lab. They will also be using Bromothymol blue. This dye is generally safe but may irritate your learner’s skin or eyes. Encourage them to wear gloves and eye protection when handling this chemical. Kit Materials apron, Honors Biology Workbook, two 250 mL beakers, bromothymol blue, two drinking straws, 25 mL graduated cylinder, 100 mL graduated cylinder, plastic cup, safety goggles, gloves Household Materials timer, water Quiz _________________________ Test _________________________ Assignment ________________ Project _____________________ Exam _______________________ DNA and Cell Division Unit Unit Overview In this unit, your learner will analyze the structure of DNA and how scientists determined its structure. They will explore how cells create new copies of DNA and how cells pass DNA on to new cells. Your learner will also explore how sexual reproduction creates new organisms. Unit Assessments Have your learner identify which assessment type they see in their unit. Check all that apply. Unit Discussion Questions What surprised you in this unit? What is something you found interesting in this unit? What did you learn about DNA in this unit? Unit Notables In this unit, your learner will complete lessons and assignments on two different types of cell division, mitosis and meiosis. These concepts have some similarities but also have some very important differences. Encourage your learned to make a list of the similarities and differences in preparation for quizzes and assignments on each of the topics. Kit Materials Carolina® Biological Macromolecules of Life Kit, Carolina® Mitosis and Meiosis Simulation Kit, colored pencils, Honors Biology Workbook, metric measuring tape, scissors, transparent tape Household Materials none Quiz _________________________ Test _________________________ Assignment ________________ Project _____________________ Exam _______________________ Gene Expression Unit Unit Overview In this unit, your learner will explore how their cells use the information in DNA to build proteins. They will explore how the nucleus, ribosomes, rough ER, and Golgi apparatus work together to create and distribute proteins. Your learner will also analyze what happens when mutations change DNA. Unit Assessments Have your learner identify which assessment type they see in their unit. Check all that apply. Unit Discussion Questions What did you learn from making the molecule model? What did you find the most surprising or interesting about DNA and cells? Unit Notables In this unit your learner will complete a molecule model. Each of the piece in the kit represent a different molecular structure. They are color coordinated to reduce confusion. Encourage your learner to arrange the pieces into separate piles by color before they begin creating the model. Kit Materials Carolina® Biological Macromolecules of Life Kit, Honors Biology workbook Household Materials none Quiz _________________________ Test _________________________ Assignment ________________ Project _____________________ Exam _______________________ Genetics Unit Unit Overview In this unit, your learner will investigate the concepts of mendelian genetics. They will collect data to support Mendel’s findings about how genes are inherited. Your learner will also study complex patterns of inheritance and use Punnett squares to predict the genetic outcome of these crosses. Unit Assessments Have your learner identify which assessment type they see in their unit. Check all that apply. Unit Discussion Questions Which results from the labs surprised you the most? What did you find the most interesting about this unit? Unit Notables In this unit, your learner will complete several labs. There are two lab setup bundles that will appear throughout the unit. Please encourage your learner to use the time allow to prepare each lab so that they are ready for lab work days. Kit Materials 250 mL beaker, apron, Mendelian Genetics with Corn Carolina® kit, Honors Biology Workbook, soil, Mendelian Genetics Lab setup, ruler, Carolina® Blood Typing With Simulated Blood Kit, gloves, paper towels, safety goggles, scissors, transparent tape Household Materials water Quiz _________________________ Test _________________________ Assignment ________________ Project _____________________ Exam _______________________ Evolution Unit Unit Overview In this unit, your learner will analyze the evidence scientists collected to support the Theory of Evolution by Natural Selection. They will explore how natural selection affects populations of organisms. Your learner will analyze the relationship between environmental changes and evolution. Finally, they conduct a laboratory experiment to collect data on how natural selection affects the survival of brine shrimp. Unit Assessments Have your learner identify which assessment type they see in their unit. Check all that apply. Unit Discussion Questions How does salinity affect shrimp brine eggs and their ability to hatch? What would you like to explore more from this unit? What did you find the most interesting about this unit? Unit Notables In this unit, your learner will complete a lab using brine shrimp eggs. When you learner is counting the eggs for data collection, encourage them to use the scapula provided. The eggs are very small, and counting will be difficult if the proper materials are not used. Kit Materials Honors Biology Workbook, 25 mL graduated cylinder, 100 mL graduated cylinder, 250 mL beaker, Carolina® Brine Shrimp Eggs, Carolina® Natural Selection Investigation Kit, gloves, hand lens, non-iodized salt, scissor, wax pencil, 1/2 tsp, measuring spoon Household Materials clear adhesive tape, dechlorinated or spring water Quiz _________________________ Test _________________________ Assignment ________________ Project _____________________ Exam _______________________ Biotechnology Unit Unit Overview In this unit, your learner will explore how biologists use new discoveries to improve human life. They will explore topics such as GMOs, cloning, and reproductive technologies. Your learner will also study the implications that advance in biotechnology have on ethics will also be studied. Finally, at the end of the unit, your learner will defend their point of view or belief about the ethics of a biotechnology topic. Unit Assessments Have your learner identify which assessment type they see in their unit. Check all that apply. Unit Discussion Questions What is biotechnology? How are biotechnology practices used in biology and other areas of study? This is your last unit in Honors Biology. Which topic was your favorite? Unit Notables In this unit, your learner will defend their point of view or belief about the ethics of a biotechnology topic. Encourage your learner to express their true opinion. There is no correct or incorrect opinion on the ethics of biotechnology. This will be a great life skills practice in personal expression. Kit Materials Honors Biology Workbook Household Materials none Quiz _________________________ Test _________________________ Assignment ________________ Project _____________________ Exam _______________________
Enrolling Now for 2026-27 School Year.
