© Kristen Daniels Dotti 2015 AP
®
Biology Daily Lesson Plans pg. 10
www.CatalystLearningCurricula.com This is a sample set of a full year curriculum.
(the pdf book of AP Biology Course information—with the picture of an
acorn on the front—can be downloaded at the
www.apcentral.collegeboard.com website).
The exam will contain two longer, multi-part Free Response (FR)
essay questions (typically broken into parts a., b. and c.) and six shorter
(single-part) essay questions that together count as 50% of the exam
grade. Ninety minutes are given to complete all six essays, which breaks
down to about 7 minutes with which to work on each short essay and each
part of the longer essays. Each of the longer essay questions is broken
into two, three or four parts that may require separate essays, calculations
or graphing, all to be completed within the suggested time frame.
In preparation for the essay part of the exam, students will write 1-5
practice FR essays per week during the school year under timed and
untimed conditions. Even if an essay assignment used to prepare the
student is untimed, students should note the time at which they begin and
finish writing the essay and set a timer for the number of minutes allotted
for completion of the essay, so that they become aware of how much time
they are using.
All FR essays must be neatly written, complete and to the point,
with three supporting facts, examples or statistics given for each main
point. All scientific terminology should be defined and all work must be in
complete sentences—outlines and lists do not earn points.
Students should always make a preliminary outline or mind map of
their main points and each of the three supporting details for each point to
be sure they have an answer to the question. On the actual AP Biology
Exam, the students will be given 10 minutes of reading time in which they
can outline their response. The reading period is intended to give
students time to organize their thoughts. For this class, preliminary work
in the form of an outline or notes or some other incomplete response may
be graded, but on the exam preliminary work doesn’t count. Only
complete sentences written in the test booklet are graded.
2. Give the students a copy of the grading rubric that goes with this exam
question so they can see how points are given only for specific, detailed
responses.
3. Discuss what types of information are considered specific enough to earn
points. For instance, if a student writes “The organisms in the Kingdom
Fungi are different from the organisms in the Kingdom Plantae because
they obtain their food in different ways,” they are not likely to receive any
credit. A more specific response would state “Organisms in the Kingdom
Fungi are heterotrophs that cannot make their own food, while organisms
in the Kingdom Plantae are autotrophs that are able to synthesize organic
molecules from inorganic molecules”. Let the student know that the essay
questions are open doors that allow them to show the grader all that they
know about a subject area. Remind them continuously throughout the
year to earn points for their answers by: