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2016 – 2017 Volusia County Schools

Created For Teachers By Teachers Curriculum Mapping Committee:

Kris Blasko Monica

DickensonDodi

Gaines Aparna Hoskote Melanie

Jenkins Bill Lastowski

Shirma Ramroop

Susan Sigler Dean Tate

Jenna White

Biology ICurriculum Map Regular and Honors


Biology I Regular and Page

Parts of the Curriculum Map

The curriculum map defines the curriculum for each course taught in Volusia County. They have been created by teachers from Volusia Schools on curriculum mapping and assessment committees. The following list describes the various parts of each curriculum map:

Units: the broadest organizational structure used to group content and concepts within the curriculum map created by teacher committees. Topics: a grouping of standards and skills that form a subset of a unit created by teacher committees. Learning Targets and Skills: the content knowledge, processes, and skills that will ensure successful mastery of the NGSSS as unpacked by teacher

committees according to appropriate cognitive complexities. Standards: the Next Generation Sunshine State Standards (NGSSS) required by course descriptions posted on CPALMS by FLDOE. Pacing: recommended time frames created by teacher committees and teacher survey data within which the course should be taught in preparation for the

EOC. Vocabulary: the content-specific vocabulary or phrases both teachers and students should use, and be familiar with, during instruction and assessment.

Maps may also contain other helpful information, such as:

Resources: a listing of available, high quality and appropriate materials (strategies, lessons, textbooks, videos and other media sources) that are aligned to the standards. These resources can be accessed through the county Biology Edmodo page. Contact the District Science Office to gain access to the code and log in at www.edmodo.com .

Teacher Hints: a listing of considerations when planning instruction, including guidelines to content that is inside and outside the realm of the course descriptions on CPALMS in terms of state assessments.

Sample FOCUS Questions: sample questions aligned to the standards and in accordance with EOC style, rigor, and complexity guidelines; they do NOT represent all the content that should be taught, but merely a sampling of it.

Labs: The NSTA and the District Science Office recommend that all students experience and participate in at least one hands-on, inquiry-based, lab per week were students are collecting data and drawing conclusions. The district also requires that at least one (1) lab per grading period should have a written lab report with analysis and conclusion.

Common Labs (CL): Each grade level has one common Lab (CL) for each nine week period. These common labs have been designed by teachers to allow common science experiences that align to the curriculum across the district.

Science Literacy Connections (SLC): Each grade level has one common Science Literacy Connection (Common SLC) for each nine week period. These literacy experiences have been designed by teachers to provide complex text analysis that aligns to the curriculum across the district. Additional optional SLCs are provided to supplement district textbooks and can be found on the Biology Edmodo site.

DIA: (District Interim Assessments) content-specific tests developed by the district and teacher committees to assist in student progress monitoring. The goal is to prepare students for the Florida Biology EOC using rigorous items developed using the FLDOE Item Specifications Documents.

The opening pages of the map include information about the Biology EOC exam information, methods of instruction, cognitive complexities, and pacing guides to better assist teachers with instruction. The Florida ELA and Math Standards can be found at the end of the curriculum map.



Florida Biology End of Course (EOC) Exam Information

Content Breakdown by BenchmarkMolecular and Cell Biology Classification, Heredity, and Evolution Organisms, Populations, and

35% of EOC 25% of EOC 40% of EOCN.1. 1 L.16.17 N.1.1 L.15.8 N.1.1 L.17.5

N.1.4 L.16.8 L.15.1 N.1.3 L.14.7 L.17.2N.1.6 L.16.14 L.15.10 N.1.4 L.14.26 L.17.4L14.4 L.16.16 N.1.3 N.2.1 L.14.36 L.17.8

L.14 .1 L.18.1 N.1.4 L.15.13 L.14.52 N.1.4N.1.3 L.18.11 N.1.6 L.15.14 L.14.6 L.17.9N.2.1 L.18.9 N.2.1 L.15.15 L.16.10 E.7.1N.3.1 L.18.7 N.3.1 N.1.3 L.16.13 L.17.20N.3.4 L.18.8 N.3.4 L.16.1 L.17.11

L.14 .3 L.18.10 L.15.6 L.16.2 L.17.13L.14.2 L.18.12 L.15.4 N.1.3

L.16 .3 L.15.5L.16.4 N.1.3L.16.5 N.1.6L.16.9

Item Cognitive ComplexityLow Moderate High

10-20% 60-80% 10-20%

Duration and Length

Sessions Total Time Total Items2 160 minutes 60-66

Recommendations for success on the EOC:

1. Use frequent formative assessments to monitor student progress.2. Students should have access to and use BioMastery, Escambia EOC Prep , and Florida Achieves! 3. Instruction should be at the same level of rigor as the learning targets in the curriculum map (see page 5).



Volusia County Science 5E Instructional Model

Description Implementation

Enga

ge

Learners engage with an activity that captures their attention, stimulates their thinking, and helps them access prior knowledge. A successful engagement activity will reveal existing misconceptions to the teacher and leave the learner wanting to know more about how the problem or issue relates to his/her own world. (e.g. ISN-preview, Probe, Teacher Demonstration…)

The diagram below shows how the elements of the 5E model are interrelated. Although the 5E model can be used in linear order (engage, explore, explain, elaborate and evaluate), the model is most effective when it is used as a cycle of learning.

Engage Explore

Discuss and

Evaluate

Elaborate Explain

Each lesson begins with an engagement activity, but evaluation occurs throughout the learning cycle. Teachers should adjust their instruction based on the outcome of the evaluation. In addition, teachers are encouraged to differentiate at each state to meet the needs of individual students.

Expl

ore

Learners explore common, hands-on experiences that help them begin constructing concepts and developing skills related to the learning target. The learner will gather, organize, interpret, analyze and evaluate data. (e.g. investigations, labs…)

Expl

ain

Learners explain through analysis of their exploration so that their understanding is clarified and modified with reflective activities. Learners use science terminology to connect their explanations to the experiences they had in the engage and explore phases. (e.g. Lecture, ISN-notes, Research, Close-reading, reading to learn, videos, websites…)

Elab

orat

e

Learners elaborate and solidify their understanding of the concept and/or apply it to a real world situation resulting in a deeper understanding.Teachers facilitate activities that help the learner correct remaining misconceptions and generalize concepts in a broader context. (e.g. labs, web-quest, presentations, debate, discussion, ISN-reflection…)

Eval

uate

Teachers and Learners evaluate proficiency of learning targets, concepts and skills throughout the learning process. Evaluations should occur before activities, to assess prior knowledge, after activities, to assess progress, and after the completion of a unit to assess comprehension. (i.e. formatives and summatives)

*Adapted from The BSCS 5E Instructional Model: Origins, Effectiveness, and Applications, July 2006, Bybee, et.al, pp. 33-34.


2016 – 2017 Volusia County SchoolsCognitive Complexity

The benchmarks in the Next Generation Sunshine State Standards (NGSSS) identify knowledge and skills students are expected to acquire at each grade level, with the underlying expectation that students also demonstrate critical thinking.

The categories—low complexity, moderate complexity, high complexity—form an ordered description of the demands a test item may make on a student. Instruction in the classroom should match, at a minimum, the complexity level of the learning target in the curriculum map.

Low Moderate HighThis category relies heavily on the recall and recognition of previously learned concepts and principles. Items typically specify what the student is to do, which is often to carry out some procedure that can be performed mechanically. It is not left to the student to come up with an original method or solution.

This category involves more flexible thinking and choice among alternatives than low complexity items. They require a response that goes beyond the habitual, is not specified, and ordinarily has more than a single step or thought process. The student is expected to decide what to do—using formal methods of reasoning and problem-solving strategies—and to bring together skill and knowledge from various domains.

This category makes heavy demands on student thinking. Students must engage in more abstract reasoning, planning, analysis, judgment, and creative thought. The items require that the student think in an abstract and sophisticated way often involving multiple steps.

Students will:

• retrieve information from a chart, table, diagram, or graph

• recognize a standard scientific representation of a simple phenomenon

• complete a familiar single-step procedure or equation using a reference sheet

Students will:

• interpret data from a chart, table, or simple graph

• determine the best way to organize or present data from observations, an investigation, or experiment

• describe examples and non-examples of scientific processes or concepts

• specify or explain relationships among different groups, facts, properties, or variables

• differentiate structure and functions of different organisms or systems

• predict or determine the logical next step or outcome

• apply and use concepts from a standard scientific model or theory

Students will:

• analyze data from an investigation or experiment and formulate a conclusion

• develop a generalization from multiple data sources

• analyze and evaluate an experiment with multiple variables

• analyze an investigation or experiment to identify a flaw and propose a method for correcting it

• analyze a problem, situation, or system and make long-term predictions

• interpret, explain, or solve a problem involving complex spatial relationships

*Adapted from Webb’s Depth of Knowledge and FLDOE Specification Documentation, Version 2.



High School Weekly Curriculum Trace

2016 1 2 3 4 5 6 7 8 9 10

Biology Macromolecules Cell Structure and Function

Enviro. Science

Introduction to Enviro. Earth’s Systems Biodiversity Biomes and Aquatic Ecosystems

Earth Space Earth’s Layers Plate Tectonics Earth as a System The Ocean

Chemistry Matter and Measurement Understanding the Atom The Periodic Table

2016 11 12 13 14 15 16 17 18 19

Biology Cell Processes Genetics

Enviro. Science Humans and The Environment Population Ecology Community Ecology

Earth Space Weather and Climate Weathering and Erosion

Chemistry Ionic Bonding & Nomenclature Covalent Bonding & Nomenclature Chemical Composition

2017 20 21 22 23 24 25 26 27 28 29

Biology Genetics Evolution Humans

Enviro. Science Evolution Toxicology Water Waste Management

Earth Space Origin of The Universe Stars Solar System

Chemistry Chemical Reactions Stoichiometry

2017 30 31 32 33 34 35 36 37 38

Biology Ecology Review/Administer Biology Bridge To Chemistry

Enviro. Science Land Management Renewable and Nonrenewable Resources Atmosphere/Climate Change EOC Review

Earth Space Solar System Space Exploration Evolution EOC Review

Chemistry Energy Changes & Reaction Rates States of Matter Gas Laws EOC Review

**Weeks 36 – 39 curriculum to be determined by PLC.



2016 – 2017 Instructional Calendar

Week Dates Days Quarter Week Dates Days Quarter1 15 August - 19 August 5 Start 1st 20 4 January - 6 January 3 Start 3rd2 22 August - 26 August 5 21 9 January - 13 January 53 29 August - 2 September 5 ↑ 22 17 January - 20 January 44 6 September - 9 September 4 10 23 23 January - 27 January 5 ↑5 12 September - 16 September 5 Weeks 24 30 January - 3 February 5 106 20 September - 23 September 4 ↓ 25 6 February - 10 February 5 Weeks7 26 September - 30 September 5 26 13 February - 17 February 5 ↓8 3 October - 7 October 5 27 21 February - 24 February 49 10 October - 14 October 5 28 27 February - 3 March 5

10 17 October - 20 October 4 End 1st 29 6 March - 9 March 4 End 3rd11 24 October - 28 October 5 Start 2nd 30 20 March – 24 March 5 Start 4th

12 31 October - 4 November 5 31 27 March - 31 March 513 7 November - 10 November 4 ↑ 32 3 April - 7 April 514 14 November - 18 November 5 9 33 10 April - 14 April 5 ↑15 21 November - 22 November 2 Weeks 34 17 April - 21 April 5 1016 28 November - 2 December 5 ↓ 35 24 April - 28 April 5 Weeks17 5 December - 9 December 5 36 1 May - 5 May 5 ↓18 12 December - 16 December 5 37 8 May - 12 May 519 19 December - 20 December 2 End 2nd Start Review and Administer EOC*

* See school-based testing schedule for the course EOC administration time38 15 May - 19 May 539 22 May - 26 May 5 End 4th

Lab Information

Expectations:

The National Science Teacher Association, NSTA, and the district science office recommend that all students experience and participate in at least one hands- on-based lab per week. At least one (1) lab per grading period should have a written lab report with analysis and conclusion.

Safety Contract:

http://www.nsta.org/docs/SafetyInTheScienceClassroom.pdf

Safety, Cleanup, and Laws: http://labsafety.flinnsci.com/Chapter.aspx?ChapterId=88&UnitId=1 http://labsafety.flinnsci.com/CertificateCourseSelection.aspx?CourseCode= MS

2016 – Volusia County


Biology 1 (Regular and Honors Curricula)Week Date Topic Unit DIA

1 – 3 15 August – 2 September What is Biology? and Science Process (Optional SMT 1 – Week 1)Macromolecules4 – 6 6 September – 23 September Water, Macromolecules, and Enzymes

7 26 September – 30 September Cell Theory and MicroscopesCells Structure and

Function8 3 October – 7 October Cell Structure and Function

9 – 10 10 October – 20 October Cell Membrane and Transport

End of 1st Quarter11 24 October – 28 October Photosynthesis and Cellular Respiration

Cell Processes12 – 15 31 October – 22 November Cell Cycle, Mitosis, Meiosis

16 – 19 28 November – 20 December Genetics and Biotechnology(SMT 2 – Week 19)

GeneticsEnd of 2nd Quarter – Winter Break20 – 22 4 January – 20 January DNA and Protein Synthesis

23 23 January – 27 January Evidence of Evolution

Evolution24 – 25 30 January – 10 February Mechanisms of Change

26 – 27 13 February – 24 February Taxonomy

28 – 29 27 February – 9 March Human Health, Growth, and Development Humans

End of 3rd Quarter – Spring Break30 20 March – 24 March Plants

Ecology31 27 March – 31 March Matter and Energy in an Ecosystem32 3 April – 7 April Interdependence33 10 April – 14 April Human Impact

34 – 38 17 April – 19 May Biology EOC State Window

36 – 39 1 May – 26 May RegularPLC Choice - Real World Applications or Honors

Bridge to Chemistry

End of 4th Grading Period – Summer Break All DIA tests are available in Eduphoria! under their respective units as labeled above.

2016 –


Unit 1: Macromolecules Weeks 1 – 3Topics Learning Targets and Skills Standards Vocabulary

Wha

t is B

iolo

gy?

Students will:• describe science as the study of the natural world and biology as the study of

the organisms and their interactions with the environment

• describe science as both durable and robust and open to change

• differentiate between science and non-science, citing examples of each

• explain why something would fail to meet the criteria for scienceo criteria should include testability, repeatability, and replicability

• set up an interactive science notebook and review lab safety protocols

SC.912.N.2.1SC.912.N.2.2SC.912.N.2.4

Non-science Pseudoscience Science

Scie

nce

Proc

esse

s

Students will:• design a controlled experiment on a biology topic

• use tools (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs)

• collect, analyze, and interpret data from the experiment to make predictions and/or defend conclusions

• determine an experiment’s validity and justify its conclusions based on:o control group, limiting variables and constantso multiple trials (repetition) or large sample sizeso biaso method of data collection, analysis, and interpretationo communication of results

• differentiate between an observation and inference, citing examples of each

use appropriate evidence and reasoning to justify explanations to others

SC.912.N.1.1

alsoSC.912.N.1.3SC.912.N.1.4SC.912.N.1.6

Analysis Argumentation BiasControl group Evidence Inference Interpretation Limiting variables Multiple trials ObservationPeer review Reliability Validity


2016 – What is Biology? Science Processes

Textbook Sections 1.1, 1.2 Lab Binder: Unit 1, pp.1-15 Sections 1.3, 1.4, 1.5 Lab Binder: Unit 1, pp.1-15

Video Clips SM- Eyes of Nye: Pseudoscience YOUTUBE - Introduction to Biology

YOUTUBE - A Bath Without Water YOUTUBE - Ants that count

Websites Edmodo Kahoo t Escambia County Website Using the Scientific Process to study Evolution

Keeley Probes Volume 1 #14 (Mittens,) #15 (Objects and Temperature) Volume 3 #12 (Doing Science)

Teacher Hints & Instructional

Focus

Instruction Hints:1. Share your LOVE of Biology, who you are, and why you teach.2. Establish and practice classroom procedures and routines.3. Create lab groups and practice lab safety, routines, and

group norms.4. Activity before Content (AbC) and Content before

Vocabulary (CbV).5. Evaluate advertised claims of pseudoscience such as

astrology; have students justify why it is pseudoscience and not science.

6. Biology EOC is 30% of the course grade calculation. Review page 3 for EOC content breakdown with students.

7. ALL resources can be found on Edmodo. Contact the County Science Office for the code to join.

8. SMT #1 is optional and should be given during week 1.

Instruction Hints:1. Students need multiple opportunities to ask their own questions and

develop their own investigations.2. The next two weeks gives you an opportunity to review students on the

basics of scientific investigations, tools and measurements.3. Use this opportunity to engage and hook students using various

content- based labs.4. It is very important that students are able to collect, organize and

analyze data. Students will be required to analyze graphs on the Biology EOC.

***MISCONCEPTION ALERT***Misconception- There is an artificial number and order of steps scientists use to solve problems. (Teachers and students should refrain from using the term “The Scientific Method” and focus only on various processes.)Misconception- The control group is always the group left untested (Refer to control as the normal condition used for comparison).

Labs and Activities

All resources found on Edmodo in the Biology What is Biology folder: Powerpoint Why Does Biology MatterPOGIL - Analyzing and Interpreting Data

All resources found on Edmodo in the Biology Science Processes folder: Several data analysis activities Lab Gobstopper with RubricLab Thinking Outside of The Bag Lab Heart Rate with Rubric Lab Science Process Clothes pin

Sample FOCUS Question Sample FOCUS QuestionSometimes scientists must make assumptions about their subject of study because some aspect of it cannot be tested directly. In cases like this, scientists assume that the natural world operates in a consistent fashion. Which of the following would be the best example of a case in which scientists would have to make an assumption based on present experience?

1. assuming that modern DNA is composed of the same nucleotide bases that made up DNA 1,000 years ago

2. assuming that rainfall patterns in the northern United States are similar to rainfall patterns there 50 years ago

3. assuming that trees in Brazil use the chlorophyll in their leaves for photosynthesis in the same way trees in Florida do

4. assuming that the feathers on a dinosaur skeleton were used for flight and insulation as they are in modern birds

Each summer, Janine spends two weeks visiting her grandparents, who live near a beach. She notices that the shore in one area appears to erode more each year than any other area. Which of the following would be the best way to determine if different areas of this beach experience more erosion than others each year?

1. Find out what factors contribute most to the erosion of the beach each year.2. Compare the physical features of this beach to those of beaches in other towns.3. Take photographs of all areas of the beach over several years to

look objectively for differences.4. Survey the residents who live near the beach year round to see if they notice

any changes in erosion.

Prefix / Suffix No/Non – not Sciencia- wisdom Pre- before Bio- life -ology- study


2016 –

Unit 1: Macromolecules Weeks 4 – 6Topics Learning Targets and Skills Standards Vocabulary

Wat

er, M

acro

mol

ecul

es, &

Enz

ymes

Students will:• explain why the special properties of water make it essential for life, including:

o polarity, hydrogen bonding, cohesive and adhesive behavior, ability to moderate temperature, universal solvent behavior, and expansion upon freezing

SC.912.L.18.12Adhesion / Cohesion Hydrogen bond Polar molecule Solute / Solvent Specific heat

Students will:• identify basic molecular structures and describe the primary functions of the

four major categories of biological macromolecules, including:o carbohydrates, lipids, proteins, and nucleic acids

SC.912.L.18.1 Activation energy Amino acid Carbohydrates CatalystChemical reaction DenatureEnzyme Equilibrium Fatty acid LipidsMacromolecules /

Organic CompoundsMonomer Nucleic acids Polymer Proteins Reaction rate

Students will:• predict the effect pH, temperature, and enzyme concentration have on enzyme activity

• explain how an enzyme increases the rate of a biochemical reactiono enzymes decrease the activation energy of reactions by acting as a catalyst

which is not consumed during the course of the reaction

• analyze graphs from an experiment to draw conclusions on activation energy

SC.912.L.18.11

SC.912.N.1.1

Honors:1. Interpret formula representations of molecules and compounds in terms

of composition and structure.2. Describe the important structural characteristics of monosaccharides,

disaccharides, and polysaccharides and explain the functions of carbohydrates in living things.

3. Describe the structures of fatty acids, triglycerides, phospholipids, and steroids.4. Explain the function of lipids in living organisms. Identify some reactions that fatty

acids undergo. Relate the structure and function of cell membrane.5. Describe the structures of proteins and amino acids. Explain the functions of

proteins in living organisms. Identify some reactions that amino acids undergo. Relate the structure and function of enzymes.

Honors: SC.912.P.8.7

SC.912.L.18.2SC.912.L.18.3

SC.912.L.18.4

DIA 1: Macromolecules 22 September – 23 September

2016 –


Water, Macromolecules, and EnzymesTextbook Sections 2.2,2.3, 2.4, 2.5 Lab Binder: Unit 1, pp.17-28

Video Clips YOUTUBE- Death by H2O Amoeba Sisters- Biomolecules (Macromolecules)Websites Molecular Structure of Fat, Small-Molecule Diversity

Teacher Hints

Instruction Hints:1. Students will have to know the unique properties of water that

allows Earth to be the only planet with life. They should be able to give examples of how the properties of water contribute to sustaining life.

2. Good practice assessment items on page 62, items 33-35.3. Students should be able to interpret a graph from an enzyme

lab showing catalysts and activation energy.(pg. 54 in book)4. Students should have an enzyme lab experience studying

the effects of changing temperature, pH and concentrations.

EOC Hints:1. Items will not refer to intermolecular forces found in the four types

of macromolecules.2. Items will not assess hydrolysis and dehydration synthesis.3. Items referring to the role of enzymes as a catalyst will use a

biological context and will not require knowledge of specific enzymes.

4. Items will not assess enzyme-substrate complex.

Common Labs (CL)and

Common SLC

Common Labs can be found on Edmodo in the Biology CL folder.CL 1 Properties of Water LabThis lab allows students to explore the properties of water. The Properties of Water Lab should be completed during the Macromolecules Unit wherever the teacher sees fit.

Common SLC be found on Edmodo in the Biology Common SLC folder.Common SLC 1- Fire Ants Assemble as a Super OrganismFire Ants Printable Article, Student Questions and/or Writing Prompt, and Text Analysis can be found on Edmodo in the Biology Common SLC folder.Students will complete Common SLC 1 at any time during the Water section of the Macromolecules unit.

Labs and Activities Sample FOCUS QuestionAll resources found on Edmodo in the Biology Water, Macromolecules, and Enzymes folder.

Lab Toothpick EnzymesLab McMush Macromolecule Identification Student and Teacher Notes Lab Water WorkstationsLab Building Monomers of Macromolecules LabActivity Analyzing the effect of pH on enzyme activity data lab Activity Macromolecule Chart and DiagramsActivity Elements Found In Living Things Lab Enzyme CatalaseFormative MacromoleculesActivity Enzyme Foldable InstructionsPowerpoint Jeopardy Review – Enzymes and Macromolecules Activity Enzyme Graphing with pH and temperaturePOGILs- 1- Properties of Water; 2- Biological Molecules Powerpoint MacromoleculesA Whole New World MSP Lesson Enzymes in Action MSP Lesson

A carbohydrate is an organic compound that is composed of carbon, hydrogen, and oxygen. The unique structure of carbohydrates makes them useful material for building cell walls in plants. Which of the following is a function of carbohydrates in animals?

1. digesting food2. fighting disease3. storing short-term energy4. transmitting nerve impulses

Optional SLCSLC Discovery of new enzyme could yield better plants for biofuel Printable Article SLC Discovery of new enzyme could yield better plants for biofuel Student Questions SLC Discovery of new enzyme could yield better plants for biofuel Text AnalysisSLC Small, Yes, but Mighty: The molecule called water Printable Article and Questions

Prefix / SuffixAd- toward Co- with Herare- sticking Solvere- dissolve Mono- one Poly- maner Carbo- carbon Hydro- water Lip- fat Pro- first Amon- nitrogen Equil- balanced Act- capable Lysis- cut

2016 –


Unit 2: Cell Structure and Function Week 7Topics Learning Targets and Skills Standards Vocabulary

Cell

Theo

ry a

nd M

icro

scop

es

Students will:• describe a theory as an explanation and a law as a predicted outcome to a process

or phenomenon as it applies to cell theory

• recognize theories do not become laws nor do laws become theories as it applies to cell theory

• describe the current cell theory as:o all cells come from pre-existing cellso all living organisms are composed of one or more cellso cells are the basic unit of structure, function, and organization of all

living organisms

• differentiate the function of various types of microscopes, including:o compoundo dissectingo scanning electrono transmission electron

• explain how continuous investigations by multiple scientists and new scientific information has influenced cell theory over time, for example:

o changes in microscope technology has led to further discoveries that have determined the structure and function of various cell parts

SC.912.N.3.4

SC.912.L.14.1

SC.912.L.14.4

SC.912.N.3.1

Cell Theory Compound Light

Microscope LawsSEM TEMTheory

2016 –


Cell Theory and MicroscopesTextbook Sections 1.4 and 3.1

Video Clips YOUTUBE- Wacky History of Cell Theory YOUTUBE Types of MicroscopesWebsites Types of Microscopes (Interactive Slides)

Keeley Probes Volume 1 #18 (Is It made of Cells?) Volume 1L # (Cucumber)

Teacher Hints

Instruction Hints:1. For many students, this will be the first time using a microscope. Please review parts and procedures.2. It is recommended that no more than 2 students use a microscope at the same time. Please work with your department to maximize resources.3. It is recommended that teachers use preserved slides (when available, to save time).4. Project 1040 (consumable) money may be used to repair, replace, or clean microscopes and slides.5. For lab safety, make sure to clean all eye pieces after each use.

EOC Hints:1. Items may asses how contributions of scientists such as Van Leeuwenhoek, Hooke, Schwann, Schleiden and Virchow aided in the development of the cell theory but will not assess what each scientist contributed.2. Students will need to know why the Cell Theory is a theory and not a law.3. Cell Theory is a 6th grade standard that is assessed on the 8th grade science FCAT.

Labs and Activities Sample FOCUS QuestionAll resources found on Edmodo in the Biology Cell Theory and Microscopes folder.

Lab Introduction to the Microscope Activity Color The Parts of The Microscope Webquest Interactive Microscope Slides

The cell theory was first proposed in 1838. Evidence obtained through additional scientific investigations resulted in the current cell theory. Which statement describes a component of the original cell theory that was removed because of the new scientific knowledge?

1. All living things are made of cells.2. All cells come from other preexisting cells.3. Cells form through spontaneous generation.4. Cells are the basic structural and functional units of life.

Prefix / Suffix Micro- small Scope- to see Nuc- center Cyto- hollow -plasm- to form

2016 –


Unit 2: Cell Structure and Function Week 8Topics Learning Targets and Skills Standards Vocabulary

Cell

Stru

ctur

e &

Fun

ctio

n

Students will:

• compare and contrast prokaryotes and eukaryotes

• differentiate the general structures and their function found within a cell, including:

Prokaryotic Cells Eukaryotic Cells cell wall cell wall microtubules cell membrane cell membrane microfilaments cytoplasm cytoplasmvacuolesplasmid nucleus mitochondria ribosome nuclear envelope Golgi apparatus flagella endoplasmic reticulum chloroplasts

cilia flagellaribosomes lysosomeschromatin nucleolus

• differentiate the general structures of plant and animal cells, for example:o plant cells have central vacuoles, chloroplasts, and cell wallo animal cells have lysosomes

• explain how the structure of an organelle is directly related to its function in the cell, for example:

o folding of the endoplasmic reticulum increases available surface area for protein packaging and transport

o total available energy within a cell is dependent upon the number of mitochondria present, i.e. muscle cells have many mitochondria

SC.912.L.14.3

Barrier BoundaryMembrane-bound OrganelleSurface Area

2016 –


Cell Structure and FunctionTextbook Section 3.2 Lab Binder: Unit 2, pp.1-12

Video Clips YOUTUBE- Eukaryopolis Amoeba Sisters Prokaryotes and Eukaryotes

Websites Cells Alive Interactive Plant Animal Model BioManBio - Cells

Keeley Probes Volume 1L #8 (Chlorophyll)

Teacher Hints

***Misconception Alert***Misconception- Fungi are autotrophs and photosynthesize. (While Fungi DO have a cell wall, they are decomposers and do not need light because they do not photosynthesize.) Misconception- All protists are single-celled and animal-like. (Protists are VERY diverse. They range from a single-cell to multi-cellular. They can be plant-like, animal-like, or fungi-like.)

EOC Hints:1. Items will not address cellular structures unique to protists or fungi.2. Cell structure and function of plant and animal cells is a 6th grade standard that

is assessed on the 8th grade science FCAT.

Labs and Activities Sample FOCUS QuestionAll resources found on Edmodo in the Biology Cell Structure and Function folder.

Lab Cell ComparisonActivity Cells and Organelles Function and Memory Cut and Paste Activity Cells LabelingActivity Cells Color Sheet Cell City AnalogyActivity Cell Analogy Poster with Rubric Activity Cell Parts and Function Flash CardsPOGILs 1- Prokaryotic and Eukaryotic Cells; 2- Organelles in Eukaryotic Cells Activity Prokaryote and Eukaryote Cell ColoringParts of Cells Blank Feature Matrix Cell Structure and Function WS Lab Cell StructureCell Analogy Project

Which of the following statements correctly explains the function of the Golgi apparatus within a cell?

1. The Golgi apparatus uses oxygen to convert sugar into chemical energy and also controls the metabolism of the cell.

2. The Golgi apparatus contains most of the genetic material within the cell and is responsible for gene expression and DNA replication when the cell divides.

3. The Golgi apparatus prepares new macromolecules such as fats and lipids by sorting and encasing them before sending them to the correct destination within a cell.

4. The Golgi apparatus breaks down molecules that are not needed within the cell, and returns some of the products of digestion to the cell for use in building new cell parts.

Prefix / Suffix Cyto- hollow -plasm- to form Chloro- green -plast- form Vacuo- space Trans- across Port- gateway Flag- whip Lysis- to cut Cilia- hair

2016 –


Unit 2: Cell Structure and Function Weeks 9 – 10Topics Learning Targets and Skills Standards Vocabulary

Cell

Mem

bran

e &

Tra

nspo

rt

Students will:• explain how both passive and active transport move materials across the

cell membrane

• predict the impact to a plant or animal cell if placed in various types of solutions:o hypotonic o hypertonic o isotonic

• explain why cells are limited in size in terms of nutrient and waste transport

• create a model to simulate how a cell membrane works

SC.912.L.14.2

SC.912.N.1.1

Active transport Concentration gradient

Hypertonic Hypotonic Isotonic

Endocytosis ExocytosisFluid Mosaic Model OsmosisPassive transport

facilitated diffusion simple diffusion

Phospholipid Selective permeability Pinocytosis Phagocytosis

DIA 2: Cell Structure and Function 19 October – 20 October

2016 –


Cell Membrane and Transport

Textbook Section 3.3, 3.4, 3.5, and 5.1

Video Clips YOUTUBE- Osmosis

Websites Online Lab Activity The Biology Place (Osmosis and Diffusion ) BioManBio – Cell Defense

Keeley Probes Volume 2 #18 (Whale and Shrew) Volume 4 #14 (Chicken Eggs)

Teacher Hints

Instruction Hints:1. Pose the question: Why would people with a sore throat gargle with salt water and not fresh water? (Hypertonic solution discussion.)2. Pose the question: How can someone die of thirst when stranded in the ocean surrounded by water? (Hypertonic solution discussion.)3. Use analogies to teach osmosis and diffusion. (Crowded classrooms/hallways.) (Odors travel from high concentration to low concentration.)

EOC Hints:1. Items on cellular transport will be lab scenario based. Students should have lab experiences to support their understanding of placing cells in isotonic, hypotonic and hypertonic solutions (potato slices, raisins, lettuce, and/or celery placed in various concentrations of fresh and salt water.) Students will need to be able to justify their predictions.

Labs and Activities Sample FOCUS QuestionAll resources found on Edmodo in the Biology Cell Membrane and Transport folder. Gems of Wisdom Cell Membrane and TransportPowerpoint Cell Membrane Powerpoint Active Transport Powerpoint Diffusion and Osmosis Lab Osmosis PotatoLab Osmosis Gummy Bears Lab Osmosis GrapesLab Osmosis and Diffusion Involving Egg Membrane Activity Build a Cell MembraneFormative Types of Solutions Activity Transport Flashcards Lab Cell Size AgarPOGILs – 1- Cell Size 2- Membrane Structure and Function 3- Transport In Cells

Which of the following statements best describes the function of the lipid bilayer in the cell membrane?

1. Lipids attract water on both sides of the bilayer.2. Lipid-soluble material cannot pass through a lipid bilayer.3. Proteins can only transport uncharged particles through the lipid bilayer.5. Proteins distributed along the bilayer can allow water to pass through

the membrane.

Prefix / Suffix Lip- fat Per- through Trans- across Port- gate Gradus- steps Iso- same Hyper- above Hypo- below -osis- process a- not/no photo- light synth- create

2016 –


Unit 3: Cell Processes Week 11Topics Learning Targets and Skills Standards Vocabulary

Phot

osyn

thes

is &

Cel

lula

r Res

pira

tion

Students will:

• identify the reactants, products, and basic functions of photosynthesis

• identify the reactants, products, and basic functions in both aerobic and anaerobic cellular respiration

SC.912.L.18.7SC.912.L.18.8

ADPAerobic Anaerobic ATPCellular respiration Chlorophyll Photosynthesis Products Reactants

Students will:

• describe the products and reactants of cellular respiration as the reactants and products of photosynthesis, for example:

o carbon dioxide created in cellular respiration is used in photosynthesiso oxygen created through photosynthesis is used in cellular respiration

• connect the role of ATP to energy transfers within a cell

SC.912.L.18.9 SC.912.L.18.10


2016 – Photosynthesis and Cellular Respiration

Textbook Sections 4.1, 4.2, 4.4, 4.6 Figure 4.17 on pg. 121 Lab Binder: Unit 2, pp.13-28Video Clips Cellular Respiration and ATP Photosynthesis Seed Rap Websites CK-12 Connecting Cellular Respiration to Photosynthesis

Keeley Probes Volume 2 #16 (Giant Sequoia) Volume 3 #17 (Respiration)

Teacher Hints

Instruction Hints:1. Students will need some familiarity with diagrams of both processes and how they are interrelated.2. Have students build terrariums out of 2 liter bottles or mason jars to demonstrate interdependence.3. Have students cover plant leaves with baggies to “see” cell respiration.4. Place plants in different places to watch it grow towards the light.5. Ask students to create a rap or song or a children’s book to explain their understanding of photosynthesis and cellular respiration. Samples on Youtube: Photosynthesis Rap Seed Rap Cellular Energy

EOC Hints:1. Items will not require the memorization of the stages, specific events or intermediate molecules produced during these processes.2. Items will not require the balancing of equations although scenarios will refer to chemical equations.

***Misconception Alert***Misconception- Seeds need light to grow. (Seeds do not photosynthesize and can germinate in the dark.) DO NOT germinate seeds in a window. This propagates this misconception.

Common Lab (CL)

Common Labs can be found on Edmodo in the Biology CL folder.CL 2 Yeast Fermentation LabThis lab allows students to observe the products of anaerobic respiration. The Yeast Fermentation Lab will be completed after the Cellular Respiration Unit. This lab is a great time to discuss replication and repetition during experimentation.

Labs and Activities Sample FOCUS QuestionAll resources found on Edmodo in the Biology Photosynthesis and Cellular Respiration folder.Powerpoint Respiration and Fermentation Powerpoint Cell EnergyNotes Cell Energy and Photosynthesis completedNotes Cell Respiration and Photosynthesis empty and completed Lab Photosynthesis and Cellular Respiration (Snail) Lab Chloroplast and Mitochondria WSActivity Fun With Energy PS vs CR Cut and Paste Article Fall ColorsPOGILs 1- Photosynthesis: What’s in A Leaf? 2- Photosynthesis and Respiration Ins and Outs of Photosynthesis MSP LessonYing and Yang of Photosynthesis MSP Lesson

Which statement best describes the way that an adenosine diphosphate (ADP) molecule becomes an adenosine triphosphate (ATP) molecule in the human body?

1. Protein causes phosphate molecules to bind to sugars and form ATP.2. Food energy is used to attach a phosphate molecule to an ADP molecule.3. Ionized oxygen in cells causes sugars and phosphate molecules to form ATP.4. Water breaks down ADP molecules which form into ATP molecules over time.

Prefix / Suffix photo- light synth- create -osis- process


2016 –

Unit 3: Cell Processes Weeks 12 – 15Topics Learning Targets and Skills Standards Vocabulary

Cell

Cycl

e, M

itosis

, & M

eios

is

Students will:• describe the specific events that occur in each of the stages of the cell cycle

(which include the phases of mitosis:)o interphase (Gap 1, Synthesis, Gap 2)o prophaseo metaphaseo anaphase Mitosis

o telophaseo cytokinesis

• explain how new cells are created through mitosis

• explain why maintaining chromosome number during asexual reproduction is important

SC.912.L.16.14 Binary fission CancerCell cycle Crossing over Cytokinesis DiploidGap 1 (G1)Gap 2 (G2)Haploid Mitosis (M)Reduction division Somatic cell Synthesis (S)

Students will:• describe cancer as uncontrolled cell growth that may have resulted from

mutations affecting cell cycle-regulating proteinsSC.912.L.16.8

Students will:• describe the process of meiosis, including independent assortment and crossing over

• explain how reduction division results in the formation of haploid gametes or spores

SC.912.L.16.16Autosome EggGenetic variation Homologous

chromosome Polar bodySex chromosome SpermSpore Gamete

Students will:• compare and contrast the processes of mitosis and meiosis

• model or diagram the process of mitosis and meiosis

• explain how sexual and asexual reproduction may contribute or limit genetic variation

SC.912.L.16.17

Honors:1. Compare and contrast binary fission and mitotic cell division.

Honors: SC.912.L.16.15

DIA 3: Cell Processes 21 November – 22 November

2016 –


Cell Cycle, Mitosis, & Meiosis

Textbook Sections 5.1, 5.2, 5.3, 5.4, 6.1, 6.2, 6.6 Lab Binder: Unit 2, pp.29-39, Unit 3, pp. 1-14Video Clips YOUTUBE- Mitosis YOUTUBE- Mitosis Rap YOUTUBE- Meiosis Amoeba Sisters: Cell Cycle and CancerWebsites Tissue Regeneration In Animals

Keeley Probes Volume 1 - #20 (Functions of Living Things) Volume 3 #16 (Sam’s Pup)

Teacher Hints

Instruction Hints:1. Students should be able to recognize each stage of the cell cycle but do NOT need to label the individual components such as spindles, asters, chromatids, etc.2. In order to save instructional time and to ensure students are viewing the correct stage, use Microslides or a combination of prepared slides and a picture of each stage.

EOC Hints:1. Items will focus on the relationship between mutations and uncontrolled

cell growth rather than a specific mutation that may result in uncontrolled cell growth.

2. Items may address the presence and location of centrioles but may not require knowledge of the function of centrioles.

3. Items referring to mutation will focus on the general concepts of uncontrolled cell growth and not require specific knowledge of cancers or diseases resulting from that growth.

4. Items will not assess specific proteins associated with regulating the cell cycle.

Common SLC

Common SLC be found on Edmodo in the Biology Common SLC folder.Common SLC 2 - CancerCancer Printable Article, Student Questions and/or Writing Prompt, and Text Analysis can be found on Edmodo in the Biology Common SLC folder.Students will complete Common SLC 2 at any time in the Cell Processes unit during the 2nd 9 weeks.

Labs and Activities Sample FOCUS QuestionAll resources found on Edmodo in the Biology Cell Cycle, Mitosis, and Meiosis folder. The Cell Cycle and Mitosis WebquestActivity Mitosis Meiosis FlipbookActivity Cell Cycle Microviewer Worksheet Mitosis and Meiosis FormativeFormative Meiosis StagesWorksheets Mitosis, Cell Cycle Diagram, Cell Cycle and Mitosis, and Cancer Powerpoint MitosisPowerpoint Asexual Reproduction Cell Reproduction (Powerpoint)Powerpoint Sexual vs Asexual Reproduction POGILs 1- The Cell Cycle 2- Mitosis 3- Meiosis

Optional SLCCell Cycle and Cell Division Printable Article Cell Cycle and Cell Division Student Questions Cell Cycle and Cell Division Text Analysis

Mitosis and meiosis are processes that occur in an organism during reproduction. Which of the following is a result of mitosis?

1. two identical daughter cells2. four haploid cells that have genetic variation3. uncontrolled cell division in the form of cancer cells4. a single diploid cell that is genetically identical to the parent cell

Prefix / Suffix Bi/bin- two Somos- body di- two ply- fold -oid- “-like” Haplos- single Homo- same Auto- self Logos- reasoning

2016 –


Unit 4: Genetics Weeks 16 – 19Topics Learning Targets and Skills Standards Vocabulary

Gene

tics

Students will:• analyze patterns of inheritance using Mendel’s laws of segregation and

independent assortmentSC.912.L.16.1

Allele Biotechnology Cloning Codominance Dihybrid cross DNA fingerprinting DominantGeneGene therapy Genetics Heterozygous Homozygous Incomplete

dominance KaryotypeLaw of Independent

AssortmentLaw of Segregation Monohybrid cross PedigreePolygenic inheritance ProbabilityPunnett Square RecessiveSex-Linked

Students will:• identify, analyze, and predict traits caused by various modes of inheritance, including:

o dominanto incomplete dominanceo recessiveo co-dominanto sex-linkedo polygenico multiple alleles

• predict the genotype and phenotype of the P1 and F1 generations using Punnett squares and pedigree diagrams

• construct both a monohybrid and dihybrid cross and interpret results

SC.912.L.16.2

Biot

echn

olog

y

Students will:• evaluate the possible impacts of biotechnology on the individual, society,

and the environment, including medical and ethical issues, such as:o karyotypingo DNA fingerprintingo cloningo gene therapyo genetically modified foods and artificial selection

• analyze how heredity and family history can impact personal health

SC.912.L.16.10

HE.912.C.1.7Honors:

1. Describe the basic DNA technology (restriction digestion by endonucleases, gel electrophoresis, polymerase chain reaction, ligation, and transformation) and how it is used to construct recombinant DNA molecules (DNA cloning.)


SMT #2 19 December – 20 December

2016 –


Genetics and BiotechnologyTextbook Sections 6.3, 6.4, 6.5, 7.1, 7.2, 7.3, 7.4, 9.1, 9.2, 9.3, 9.4. 9.5, 9.6 Lab Binder: Unit 3, pp. 1-14, Unit 3, pp.15-27, Unit 3, pp.41-49

Video Clips Monohybrid Punnett Squares Dihybrid Crosses Incomplete Dom, Complete Dom, Polygenic Traits Websites Gene Expression, Sex-Determination, Transgenic Fly Virtual lab Stem Cell Therapy , RNA Interference Learn Genetics

Keeley Probes Volume 2 #17 (Baby Mice) Volume 1L #22 (Eye Color)

Teacher Hints

Instruction Hints:1. Students should be familiar with using Punnett squares

and pedigree diagrams to make predictions of offspring and/or parents from the 7th grade curriculum.

2. SMT 2 should be administered before Winter Break.

EOC Hints:1. Items may express inheritance outcomes in percents, ratios or fractions.2. Items may assess current issues but will not require knowledge of specific biotechnologies or specific medical issues.3. Items assess the possible impacts of biotechnology will not assess monetary impacts.4. There is a great video on dihybrid cross on the Escambia website

Labs and Activities Sample FOCUS QuestionAll resources found on edmodo in the Biology Genetics and Biotechnology folder. Gems of Wisdom BiotechnologyGems of Wisdom Genetics Flashcards Genetic Engineering Powerpoint Genetics Powerpoint PedigreeLab Genetic Plastic EggsPedigrees with Harry Potter Activity Self Assessment GeneticsKing Tut’s Family Genes Activity Activity Genetics Review Activity DNA Sticky BarActivity DNA Commit and Toss Lab Survey of Human Genetics Genetics Basics WSMonster MashUp MSP LessonGenetics, Genetics, and More Genetics MSP Lesson

Optional SLCSLC From Stem Cell To Any Cell Printable Article SLC From Stem Cell To Any Cell Student Questions

There are three alleles for blood type: A, B and O. Types A and B are co-dominant, and O is recessive. Based on phenotypes in the pedigree chart below, what is the genotype of the father, Ricky?

1. AA2. AO3. AB4. OO

Prefix / Suffix Allos- another -zygous- yold/egg Poly- many Mono- one di- two bio- life karyon- kernel

2016 –


Unit 4: Genetics Weeks 20 – 22Topics Learning Targets and Skills Standards Vocabulary

DNA

& P

rote

in S

ynth

esis

Students will:• explain how and why the genetic code is universal

• explain why there are similarities in the genetic code of different organismso most organisms share a common ancestry and the process of inheritance carries

traits from generation to generation

SC.912.L.16.9AnticodonBase pairing rules Chromosomes CodonDNADouble helix Gene expression GenesGenetic code Genotype Hydrogen bond Messenger RNA Mutation Insertion DeletionPoint mutation Frame-shift mutation Silent mutation Nucleotide PhenotypeProtein synthesis Replication Ribosomal RNA RNATranscription Transfer RNA Translation

Students will:• describe the basic process of DNA replication

• explain why DNA replication has a role in the transmission and conservation of the genetic material

• demonstrate the process of DNA replication given a DNA strand

SC.912.L.16.3

Students will:• differentiate gene and chromosomal mutations and the possible effects

• compare how different types of gene mutations (point mutation and frame-shift) in a DNA sequence may or may not result in a phenotypic change

• explain how mutations in gametes may result in phenotypic changes in offspring

SC.912.L.16.4

Students will:• describe the basic processes of protein synthesis: transcription and translation

• explain how transcription and translation result in the expression of genes

• demonstrate transcription given a DNA template

• demonstrate translation given a mRNA message segment and a codon table

SC.912.L.16.5

DIA 4: Genetics 19 January – 20 January

2016 –


DNA and Protein Synthesis

Textbook Sections 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7 Lab Binder: Unit 3, pp.29-40

Video Clips Amoeba Sisters DNA DNA Structure and Function Protein Synthesis Mutations RNA

Websites DNA Sequence & Assembly, Structure of DNA

Keeley Probes Volume 1L #21 (DNA)

Teacher Hints

EOC Hints:1. Items requiring analysis of base pairs for gene mutations are limited to changes in a single gene.2. Items will not require memorization of specific conditions resulting from a chromosomal mutation.3. Items addressing transcription and translation will not require specific knowledge of initiation, elongation and termination.4. Scenarios tested on the DIAS will include the use of VARIOUS types of codon tables.

Common SLC be found on Edmodo in the Biology Common SLC folder.Common SLC 3 – Golden RiceGolden Rice Printable Article, Student Questions and/or Writing Prompt, and Text Analysis can be found on Edmodo in the Biology Common SLC folder. Students will complete Common SLC 3 at any time during the Genetics unit during the 3rd 9 weeks.

Labs and Activities Sample FOCUS QuestionAll resources found on Edmodo in the Biology DNA and Protein Synthesis folder.

Gems of Wisdom DNA and Protein SynthesisLab How Are Proteins Made in Cells STUDENT handout Lab How Are Proteins Made In Cells Base PairsPOGIL DNA Structure and Replication Powerpoint DNA and Protein Synthesis Activity Have your DNA and Eat it too Formative Transcription and Translation Activity DNA Origami Temp Blank Activity DNA Origami Temp Instructions Activity DNA Sticky BarLab DNA Strawberry Extraction Formative DNA ColoringActivity Protein Synthesis Internet Activity Activity Snork RNA DNAActivity DNA Structure Activity Say it With DNAVisual Transcription and Translation WS Visual Protein Synthesis WSProtein Synthesis Amino Acids WS Something Old, Something New MSP Lesson

Which of the following statements describes processes that occur during DNA replication?

1. A DNA sequence is read by RNA polymerase, which produces another RNA strand complementary to the first strand.2. Two free-floating single strands of DNA are joined by polymerase. The polymerase finds the point at which the two strands will match up into a double strand.3. Messenger RNA are decoded by a ribosome to produce an amino acid chain. In the cell's cytoplasm, transfer RNA join the messenger RNA, forming a polypeptide.4. A double-stranded DNA molecule is unwound into single strands. Polymerase matches the right nucleotides to the single strand so that each forms a double strand of DNA.

Prefix / Suffix Heli- spiral Script- to write Pheno- to be evident Gene- beginning Chromo- color Somos- body Ex- out

2016 –


2016 –


Unit 5: Evolution Week 23Topics Learning Targets and Skills Standards Vocabulary

Evid

ence

of E

volu

tion

Students will:• explain how continuous investigations by multiple scientists and new

scientific information has influenced theories over time

• describe how scientists’ discoveries contributed to the understanding of the origin of life on Earth, such as those posed by:

o Oparin, Miller and Urey, Margulis, Fox, and Pasteur

• identify conditions contributing to the origin of life on Earth, such as:o organic molecule synthesis, Earth’s early atmosphere, chemical evolution,

and Endosymbiotic theory

SC.912.N.3.1

SC.912.L.15.8

Adaptive radiation Analogous structure Ancestor Biogeography Candidate fossil Common ancestor Descendant Embryology Endosymbiotic Theory EvolutionFossil HominidHomologous structure Vestigial structure

Students will:• explain how the scientific theory of evolution is supported through various

disciplines and evidence, such as:o fossil record, comparative anatomy, comparative embryology,

biogeography, molecular biology, and observed changes over time

• recognize patterns of evolution, such as:o coevolution, convergent evolution, adaptive radiation, and

punctuated equilibrium

• identify basic trends in hominid evolution from early ancestors, from six million years ago to present, including:

o brain size, jaw size, language, and manufacturing of tools

SC.912.L.15.1

SC.912.L.15.10

Honors:1. Explain the evidence supporting the scientific theory of the origin of eukaryotic

cells (endosymbiosis)2. Discuss the use of molecular clocks to estimate how long ago various groups

of organisms diverged evolutionarily from one another.


SC.912.L.15.2

2016 –


Evidence of Evolution

Textbook Sections 10.4, 11.6, 12.3, 12.4, 12.6 Lab Binder: Unit 4, pp.1-15, pp.31-46

Video Clips EVO: TEN Questions Everyone Should Ask about Evolution; YOUTUBE- What is Evolution? PBS: Origins- How life began PBS Coevolution Ancient Farmers

Websites Evolution Videos, Primate Evolution, Fossil Evidence, Peppered Moth/Natural Selection, Evidence of EvolutionKeeley Probes Volume 4 #13 (Biological Evolution)

Teacher Hints

EOC Hints:1. Items may assess how contributions of scientists such as Pasteur, Oparin, Miller and Urey, Margulis or Fox aided in the development of

the scientific explanation of the origin of life but will not assess what each scientist contributed.2. Items may assess how the overall contributions of scientists such as Darwin, Lamarck, Lyell, Malthus, Mendel, or Wallace aided in

the development of the scientific theory of evolution.3. Items will NOT assess the differences among intelligent design, creationism and the scientific theory of evolution and should not be taught.4. Items will address why the Theory of Evolution is a theory and how it was developed.5. Items referring to comparative anatomy and comparative embryology will assess anatomical similarities such as homologous structures

and vestigial organs but will not require specific knowledge of embryologic stages or structures.

Common Lab (CL)

Common Labs can be found on Edmodo in the Biology CL folder.CL 3-The Toothpick Lab allows students to experience gene frequency. CL 3 should be completed during the Evolution Unit.

Labs and Activities Sample FOCUS QuestionAll resources found on Edmodo in the Biology Evidence of Evolution folder.

Gems of Wisdom Evidence of Evolution Version 2 Activity Evidence of Evolution Worksheet Bones Activity Evolution TimelineWebquest Evolution and Genetics Video Worksheet PBS Origins of Life Powerpoint EvolutionLab Opposable ThumbPOGILs 1- Evidence For Evolution; 2- Evidence and Selection

Many whales have tiny, unused hip and pelvis bones on their torsos. How does this evidence support theories about animal evolution?

1. It shows that many animals, including whales, evolved to have unused body parts.

2. It shows that whales may have evolved from land-dwelling animals.3. It shows that whales evolved at the same time as other non-marine animals.4. It shows that marine animals, like whales, evolved much more slowly than

land- dwelling animals.

Prefix / Suffix Endo- internal Syn- together Bio- life Vestig- trace of Ana- ratio Ob(oc)- behind Caput- head Paries- wall Apt- fittest

2016 –


Weeks 24 – 25Unit 5: EvolutionTopics Learning Targets and Skills Standards Vocabulary

Mec

hani

sms o

f Cha

nge

Students will:• describe the conditions required for natural selection that result in

differential reproductive success, including:o overproduction of offspring, inherited variation, and the struggle to survive

• discuss mechanisms of change other than natural selection, such as:o genetic drift, gene flow, and non-random mating

• describe how mutation and genetic recombination increases genetic variation

SC.912.L.15.13

SC.912.L.15.14

SC.912.L.15.15

Adaptation Behavioral isolation Biodiversity FrequencyGene flow Genetic drift Genetic

recombination Geographic isolation Natural selection Non-random mating SpeciationVariation Sexual selection

Honors:1. Describe how biological diversity is increased by the origin of new species and how the

natural processes of extinction decrease it.



2016 – Mechanisms of Change

Textbook Sections 11.1, 11.2, 11.3, 11.5, 11.6 Lab Binder: Unit 4, pp.17-30

Video Clips Stated Clearly What is Natural Selection? Evidence of Evolution PBS Dawn of the Coywolf

Websites Human Adaptations, Natural Selection: Lactose, Favorable Genes

Keeley Probes Volume 2 #19 (Habitat Change) Volume 4 #16 (Is it Fitter?)

Teacher Hints

EOC Hints:1. Items will not assess the Hardy-Weinberg principle or genetic equilibrium.

Labs and Activities Sample FOCUS QuestionAll resources found on Edmodo in the Biology Mechanisms of Change folder.

Gems of Wisdom Mechanisms of ChangeGems of Wisdom Mechanisms of Change Version 2 Activity Bottleneck Genes FormationActivity Deer Predation or Starvation

In which of the following scenarios will natural selection most likely occur?

1. Very little genetic variation is present within the species.2. Harsh environmental conditions result in competition for survival.3. No reproductive isolation barriers exist within a species living in an area.4. A geographical area has plenty of food to support all individuals within

the species living in that area.

Prefix / Suffix Endo- internal Syn- together Bio- life Vestig- trace of Ana- ratio Ob(oc)- behind Caput- head Paries- wall Apt- fittest


2016 – Unit 5: Evolution Weeks 26 – 27

Topics Learning Targets and Skills Standards VocabularyTa

xono

my

Students will:• describe how and why organisms are hierarchically classified based

on evolutionary relationships

• analyze a cladogram to determine evolutionary relationships among various organisms

SC.912.L.15.4Autotroph Binomial

nomenclature Cladogram Classification Eukaryote Genus Heterotroph Hierarchy Phylogeny Prokaryote Species Taxonomy

Students will:• explain why the classification of an organism may change, for example:

o using genetic evidence to show common ancestryo technological advances such as improved microscopeo molecular analysis (cell wall of bacteria and archaea)o discovery of new organisms

SC.912.L.15.5

Students will:• determine if an organism is:

o prokaryotic vs. eukaryotico unicellular vs. multi-cellularo autotrophs vs. heterotrophs

• classify organisms based on distinguishing characteristics into the three domains:o Archaea, Bacteria, Eukarya

• classify organisms based on distinguishing characteristics into the six kingdoms:o Archaea, Eubacteria, Protista, Fungi, Plantae, and Animalia

SC.912.L.15.6

DIA 5: Evolution 23 February – 24 February

2016 –


Taxonomy

Textbook Sections 17.1, 17.2, 17.3, 17.4 Lab Binder: Unit 6, pp.1-13Video Clips YouTube: Taxonomy Taxonomy Naming and Classifying Organisms Websites Sorting Sea Shells, Bacterial ID Virtual Lab, Tree of Life, Building a Cladogram, Interactive Cladogram

Keeley Probes

Teacher Hints

Instruction Hints:1. Please talk with your students about the changes in the

number of systems over the years. There is a section in your book that shows the evolution of the system, pg. 533.

EOC Hints:1. Items will describe the characteristics of an organism and assess its classification.2. The Biology EOC will assess 3 domains and 6 kingdoms listed in the

Learning Targets.3. The Biology EOC will only ask details about the following kingdoms:

Protista, Fungi, Plantae, and Animalia.4. Items may address evolutionary classification, phylogeny, and the use of

cladograms. Students will have to know how to read a cladogram (book pg. 525).

Labs and Activities Sample FOCUS QuestionAll resources found on Edmodo in the Biology Taxonomy folder.

Activity Dichotomous Key Activity Kingdoms Flipbook POGIL Biological ClassificationThe Classification of Living Things MSP Lesson

All prokaryotes reproduce asexually, while many eukaryotes can reproduce sexually. Given this information, which statement best explains why the Eukarya domain includes more complex living things than the Archaea or Bacteria domains?

1. All prokaryotes are unicellular, and all eukaryotes are multicellular.2. Prokaryotes can live in more extreme conditions than eukaryotes.3. Eukaryotes have a greater variety of genetic material than prokaryotes.4. There are more eukaryotic organisms than prokaryotic organisms in the world.

Prefix / Suffix Tax- arrange Nomia- method Phylo- race/group Bi- two Nomen- name klados- offshoot gram- graph/metric auto-self hetero- different trophos- feeder pro- first eu- true xylon- wood meristos- to divide spirare- to breathe

2016 –


Unit 6: Human Growth, Development, and Health Week 28Topics Learning Targets and Skills Standards Vocabulary

Hum

an G

row

th &

Fet

al D

evel

opm

ent

Students will:• identify on a diagram and describe the basic female human reproductive

system anatomy and physiology, including:o ovaries, oviduct (fallopian tube), uterus, cervix, and vagina

• identify on a diagram and describe the basic male anatomy and physiology of the human reproductive system, including:

o seminal vesicle, prostate gland, vas deferens, urethra, epididymis, scrotum, penis and testes

• identify on a diagram and describe the function of the placenta, umbilical cord, amniotic sac, and amniotic fluid in terms of fetus development

• identify on a diagram the location where each process of human development occurs from fertilization to implantation

o fertilization (fallopian tubes) zygote forms morula (fallopian tube toward uterus) blastocyst (uterine lining) Implantation (uterus) gastrulation & neurulation (uterus)

• describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy

o First trimester (development): major organs, limbs, and other structures begin to form, heart starts to beat

o Second trimester (maturity):organs start functioning, fetal movement, hearing and simple vision, practice breathing, sleep patterns

o Third trimester (growth):increase in size, fat storage, neural connections, lungs mature

SC.912.L.16.13Amniotic sac Blastocyst Embryo Fertilization Fetus Gastrulation Hormone Implantation Neurulation Placenta Trimester Umbilical cord Zygote

2016 –


Human Growth and Fetal Development

Textbook Sections 34.1, 34.3, 34.4 Lab Binder: Unit 9, pp.37-48

Video Clips Life’s Greatest Miracle You Tube: Fetal Development 3D Fetal Development Stages Baby Center Fertilization Your Baby Takes Shape

Websites Stages of Pregnancy

Keeley Probes

Teacher Hints

Instruction Hints:1. This is the first time this information has been presented in school2. Students have to know the process of human development from fertilization to the end of the third trimester and birth (page 801)3. Fertilization (fallopian tubes) zygote formsmorula (fallopian tube toward uterus)blastocyst (uterine lining)implantation (uterus)gastrulation & neurulation (uterus)

EOC Hints:1. Items will not assess specific knowledge of malformations in the human fetus,

miscarriages, maternal pre-existing conditions, genetic conditions or the impact of the environment for this benchmark.

2. Items will not assess the utilization of technology to assist in or prevent fertilization or to monitor the development of the fetus.

3. Items will not address the menstrual cycle or specific hormones.4. Items will may use diagrams of male or female reproductive anatomy and

ask questions about structure and function or stages occurring in certain places.

Labs and Activities Sample FOCUS QuestionAll resources found on Edmodo in the Biology Human Growth and Fetal Development folder.

Cpalms Human Reproduction Lesson Plan Activity Ac t i v i t y Reproductive System CardFormative Female Reproductive System Formative Male and Female Reproductive System Webquest Fetal DevelopmentActivity Fetal Development Powerpoint Fetal DevelopmentThe Real Story of Where Babies Come From MSP Lesson

Which of the following sequences correctly describes prenatal development?

1. blastocyst implants in uterus, zygote forms, heart begins beating, lungs can breathe air, sex organs become visible

2. blastocyst implants in the uterus, zygote forms, heart begins beating, sex organs become visible, lungs can breathe air

3. zygote forms, blastocyst implants in the uterus, heart begins beating, sex organs become visible, lungs can breathe air

4. zygote forms, blastocyst implants in the uterus, sex organs become visible, heart begins beating, lungs can breathe

Prefix / Suffix Zygos- egg/yolk Blast- sprout -cyst- pouch Cardio- heart Anti- against Biotic- life Chronos- time

2016 –


Unit 6: Human Growth, Development, and Health Week 29Topics Learning Targets and Skills Standards Vocabulary

Hum

an H

ealth

Students will:• identify the parts and lobes of the brain, including:

o lobes: frontal, parietal, occipital, and temporalo parts: cerebrum, cerebellum, pons, medulla oblongata, and brain stem

SC.912.L.14.26Active immunity AntibioticAntibiotic resistance Blood pressure Blood volumeCardiovascular system Chronic disease Communicable disease Flow resistance

immune response Immune system PathogenAntigen Interferon T- CellsB-CellsPassive immunity Specific / Nonspecific

immune response VaccineViscosity

Honors:1. Identify the functions of the major parts of the brain, including the meninges, medulla,

pons, midbrain, hypothalamus, thalamus, cerebellum, and cerebrum.


Students will:• describe how blood flow in the cardiovascular system is affected by

various factors, including:o blood pressure, blood volume, resistance, viscosity, disease and exercise

SC.912.L.14.36

Students will:• explain the basic functions of the human immune system, including:

o specific and nonspecific immune response, vaccines, and antibioticsSC.912.L.14.52

Students will:• explain how both individual and public health are impacted by:

o genetic factors, environmental factors, pathogenic agents

• analyze how heredity and family history to determine its impact on an individual’s health

• analyze strategies for prevention, detection, and treatment of communicable and chronic diseases

• evaluate how environment and personal health are interrelated

SC.912.L.14.6

HE.912.C.1.8

HE.912.C.1.5

HE.912.C.1.3

DIA 6: Humans 8 March – March 9

2016 –


Human Health

Textbook Sections 29.4, 30.1, 30.2, 30.3, 30.4, 31.1, 31.2, 31.3, 31.4, 31.5, 31.6 Lab Binder: Unit 9, pp.1-12, Unit 9, pp.13-24, Unit 9, pp.25-36

Video Clips

Websites Mosquito-Borne Diseases, Cells of the Immune System, Measuring Obesity , Virtual Museum: Cardiovascular Disease, Cardiology Virtual Lab, Immunology Virtual Lab

Keeley Probes

Teacher Hints

Instruction Hints:1. This is not a unit on Body systems, it focuses on human health. You will not have time to cover all of the human body and the benchmarks do

not require you to do so.2. Please stay focused on the learning targets. You will not have time to extend your scope.3. Students will need to know the parts of the brain and the four lobes listed in the learning targets but will not have to know their functions. The brain may face either direction.

Labs and Activities Sample FOCUS QuestionAll resources found on Edmodo in the Biology Human Health folder.

Factors Affecting Blood Pressure Reading and Questions Activity Antigens and AntibodiesActive vs Passive Immunity WS Activity Human Body Jeopardy Powerpoint Immune System Powerpoint Human Systems Cardiovascular System Formative Cardiology Virtual Lab Immunology Virtual Lab

Which of the following would be the best way to determine whether or not an individual has a viral infection?

1. Look for evidence of a high-grade fever.2. Look for the presence of redness and swelling.3. Look for evidence of specific antibodies in the blood.4. Look for the presence of white blood cells in the blood.

Prefix / Suffix Zygos- egg/yolk Blast- sprout -cyst- pouch Cardio- heart Anti- against Biotic- life Chronos- time

2016 –


Unit 7: Ecology Week 30Topics Learning Targets and Skills Standards Vocabulary

Plan

ts

Students will:

• explain how the following plant organs and tissues are directly related to the four physiological processes, including:

Photosynthesis Cell. Respiration Transpiration Reproduction Leaves Leaves Leaves Flowers Stomata Stomata Stomata FruitsGuard cells Guard cells Guard cells Cones / Seeds Stems Stems Roots Stamen:Phloem Xylem Anther

FilamentPistil/Carpel:

Ovary Stigma Style

• describe the role of meristematic, ground, dermal and vascular plant tissues in various plant organs

SC.912.L.14.7

Angiosperm Gymnosperm Cambium Dermal tissue Egg Fertilization Ground tissue Guard cellsMeristematic tissue NonvascularOvary Petals Pollination Phloem Root cap Root hairs Sepal Sperm Spore StomataTranspiration Vascular Xylem

2016 –


PlantsTextbook Sections 20.1, 20.2, 20.3, 21.1, 21.2, 21.3, 21.4, 22.2, 22.3, 22.4 Lab Binder: Unit 7, pp.15-26, pp.27-40

Video Clips SM – Classifying PlantsWebsites Learning Genetics

Keeley Probes Volume 2 #13 (Needs of seeds) Volume 2 #15 (Plant Food)

Teacher Hints

Instruction Hints:1. Students will have already learned in elementary and

middle school the major structures and functions of plants.

EOC Hints:1. Plants tissues will be new to students. The items should be conceptual.2. The specifications only list the tissue and structures listed in the learning targets.

Common Labs (CL)

Common Labs can be found on Edmodo in the Biology CL folder.CL 4-Flower Dissection LabThis lab allows students to observe the anatomy of a flower. This lab is a great time to review proper microscope safety. The Flower Dissection Lab can be completed anytime during the Genetics Unit.

Labs and Activities Sample FOCUS QuestionAll resources found on Edmodo in the Biology Plants folder.

Gems of Wisdom Plants Powerpoint PlantsActivity Inferring Rates of TranspirationVideo SM (Safari Montage) Classifying Plants Flow Chart Plant Station LabPlant Crossword Puzzle Plant Foldable Directions

When Mr. Williams was mowing the yard, he accidentally hit a young tree with the mower and scraped off a large section of bark all the way down to the wood. Within a few days, leaves on several of the branches began to die. What is the most likely cause of the leaves dying?

1. The leaves were diseased already, and they died coincidentally when the bark was injured.

2. The wood was weakened by the injury and could no longer support the weight of the branches above it.

3. The bark contained the xylem and phloem tubes and, once they were damaged, they could not feed the leaves.

4. The vascular tissue under the bark was damaged and could no longer transport water and nutrients to the leaves.

Prefix / Suffix Tax- arrange Nomia- method Phylo- race/group Bi- two Nomen- name klados- offshoot gram- graph/metric auto-self hetero- different trophos- feeder pro- first eu- true xylon- wood meristos- to divide spirare- to breathe

2016 –



Mat

ter &

Ene

rgy

in a

n Ec

osys

tem

Students will:• determine the roles of various organisms in a particular food web and/or

energy pyramid, including:o producerso consumerso decomposers

• determine the path of energy transfer through successive trophic levels of a food web and/or energy pyramid in terms of:

o Producero Primary consumero Secondary consumero Tertiary consumer

• explain why the amount of available energy is reduced in successive trophic levels, such as:

o the metabolism in each of the lower trophic levels releases some as heat by applying the 10% Rule

SC.912.L.17.9Producer Consumer

Primary Secondary Tertiary

Food chain Food web Decomposer Trophic level Energy transfer JoulesEnergy pyramid Metabolism Autotroph Heterotroph

Honors:1. Differentiate among the various forms of energy and recognize that they can be

transformed form one form to others.

Honors: SC.912.P.10.1

Students will:• analyze the movement of matter and energy through the water and carbon

cycles (biogeochemical cycles)SC.912.E.7.1

Hydrologic Cycle Biogeochemical Cycle Biomass


2016 –

Matter & Energy in an Ecosystem

Textbook Sections 13.3, 13.4, 13.5, 13.6 Lab Binder: Unit 5, pp.1-13

Video Clips YouTube: Food Web

Websites Biogeochemical Cycles Carbon Cycle Water Cycle Virtual Interactive Energy Pyramids Collection of Ecology Websites Keeley Probes Volume 3 #19 (Earth’s Mass) Volume 1L #15 (Food Chain)

Teacher Hints

Instruction Hints:1. Students will be given different examples of food

pyramids and be asked to draw conclusions on the different energy levels when compared to one another. Students must be able to explain that the changes are due to the loss of energy through metabolism in each of the lower trophic levels. (10% rule)

EOC Hints:1. Items referring to organisms in a food web are limited to the impact on

changes in matter or energy in trophic levels.2. Items addressing food webs will require application of the knowledge of roles

of organisms in a food web to describe energy pathways rather than the identification of producers, consumers (primary, secondary, tertiary), and decomposers.

3. Items referring to the biogeochemical cycles may address but will not assess photosynthesis and cellular respiration in isolation.

4. Scenarios will address energy in joules (J).

Labs and Activities Sample FOCUS QuestionAll resources found on Edmodo in the Biology Matter & Energy in an Ecosystem folder.

Gems of Wisdom Matter and Energy in an Ecosystem Activity Building An Energy Pyramid VideoWorksheet The LoraxLab Bear Lab Carrying CapacityPowerpoint Matter and Energy in an EcosystemPOGILs 1- Energy Transfer In Living Organisms 2- Nutrient Cycle 3- Ecological Pyramids At The Top, A Bald Eagle Diet MSP LessonCarbon and Climate MSP Lesson

Energy flows through the trophic levels of a food web. Which of the following statements regarding this flow of energy is true?

1. Generally, only 10% of energy is transferred from one trophic level to the next.2. Energy is neither created nor destroyed; therefore, it is fully transferred to

each trophic level.3. Ecological pyramids diagram the flow of energy with producers at the top

and consumers at the bottom.4. Energy flows down from the top consumers to other carnivores, then

herbivores, and finally down to the producers.

Prefix / Suffix Pri- first Sec- second Tert- third Trophic- feeder Trans- through Fer- carry Hydro- water Bio-life Geo-earth Magna- big/great Ac- toward/adding Cumulare- heap up


2016 – Unit 7: Ecology Week 32

Topics Learning Targets and Skills Standards VocabularyIn

terd

epen

denc

e

Students will:• describe a population’s size in terms of births, deaths, emigration, and immigration

• explain how limiting factors determine carrying capacity and influences a population’s size

• predict the impact a change to the abiotic and/or biotic limiting factors will have on a population’s size or dynamic (births, deaths, etc.)

o limiting factors include: carrying capacity, symbiotic relationships, available resources, etc.

SC.912.L.17.5Biodiversity Carrying capacity Climax community Competition Emigration Habitat Immigration Invasive species Limiting factors NicheNon-native species ParasitismPioneer species Population density Predation Succession Commensalism Mutualism Symbiosis

Students will:• predict potential changes or responses in an ecosystem resulting from:

o seasonal variations, climate change, and successionSC.912.L.17.4

Students will:• describe the impact to an ecosystem’s loss of biodiversity in terms of:

o catastrophic events, climate changes, human activity and the introduction of invasive and nonnative species

• predict both the positive and negative consequences a reduction in biodiversity will have on a population or ecosystem

SC.912.L.17.8

Students will:• explain how abiotic factors in an aquatic system affect biotic factors

o abiotic factors may include- depth, latitude, temperature, underwater topography (caves and corals), light, proximity to land, pH, oxygen, carbon dioxide, nitrogen, and phosphorous

• predict the impact a change in one or more abiotic factors will have on an aquatic population and/or ecosystem

SC.912.L.17.2Abiotic Aquatic Biotic Community Ecology Ecosystem Salinity Topography

2016 –


Interdependence

Textbook Sections 13.1, 13.2, 14.1, 14.2, 14.3, 14.4, 14.5 Lab Binder: Unit 1, pp.1-15, Unit 5, pp.15-30Video Clips YouTube: Carrying Capacity Human Population Non Native Species Invasive Species The Story of Bunny Websites Symbiotic Bioluminescence

Keeley Probes Volume 1L #17 (No More Plants)

Teacher Hints

Instruction Hints:1. Students will need to practice making predictions

based on scenarios and justifying their predictions.

EOC Hints:1. Items will not require the identification of oceanic zones.2. Items referring to the reduction of biodiversity will include examples of

catastrophic events, climate changes, human activities, and the introduction of invasive and noninvasive species, but students will not have to have specific knowledge of these.

3. Items referring to biodiversity will focus on the consequence and not require specific knowledge of the event that lead to the reduction.

4. Items addressing climate change are limited to biodiversity and population dynamics contexts.

5. Students will NOT have to identify oceanic zones.

Labs and Activities Sample FOCUS QuestionAll resources found on Edmodo in the Biology Interdependence folder.

Gems of Wisdom Interdependence Population Ecology Graph WorksheetPOGILs 1- Ecological Relationships 2- Population Distribution 3- Population Growth 4- SuccessionFrenemies, Bros, and Killers MSP LessonThe Ups and Downs of Population MSP Lesson Snakes Invade the Everglades MSP Lesson

In the 1930s, the Red Imported Fire Ant was accidentally introduced into the United States. This species is native to South America, but has thrived in the United States because of a lack of natural enemies here. Which of the following best explains how the Red Imported Fire Ant has affected native ant species in the U.S. that do have predators?

1. Native ant species preyed on the Red Imported Fire Ant and increased in population.

2. Native ant species interbred with the Red Imported Fire Ant, creating new ant species.

3. The Red Imported Fire Ant caused native ant species to become more susceptible to predators.

4. The Red Imported Fire Ant caused a decline in native ant species by competing for their resources.

Prefix / Suffix Im- in Em- out Migrare- to move Cedere- to move Eco- habitat Aqua- water Topo- top Graphy- measure a- not biotic- life sal- salt

2016 –



Hum

an Im

pact

Students will:• describe the evaluation of a scientific claim in terms of:

o scientific argumentation, critical and logical thinking, and consideration of alternative explanations

• discuss the validity of various scientific claims, including those focusing on:o renewable and nonrenewable resources, sustainability, and human impact

SC.912.N.1.3Acid rain Bioaccumulation Biomagnification Fossil fuels Global warmingGreenhouse effect Habitat fragmentation Indicator speciesNon-renewable

resourcesPollutionRenewable resources Scientific claimSmog Sustainability Ozone

Students will:• evaluate the possible environmental costs and benefits resulting from the use

of renewable and nonrenewable resources, such as:o water, energy, fossil fuels, wildlife, and forests

• discuss why there is a need for adequate monitoring of environmental parameters when making policy decisions, such as:

o indicator species, pollution levels, urbanization, etc.

• predict the impact of individuals on environmental systems and or sustainability

SC.912.L.17.11

SC.912.L.17.13

SC.912.L.17.20

Honors:1. Discuss the large-scale environmental impact resulting from human activity, including

water spills, oil spills, runoff, greenhouse gases, ozone depletion, and surface and groundwater pollution.


DIA 7: Ecology 13 April – 14 April

2016 –


Human Impact

TextbookVideo Clips Websites

Impact of Climate Change in Yellowstone PBS Reef Life PBS Environmentally Friendly Golf Course How Pig Parts Make The World Turn PBS Bear's Lunch Counter

Keeley Probes

Teacher Hints

Instructional Hints:

Encourage students to have a debate on the causes of global warming. The following link will bring you to a debate between Bill Nye and Marc Morano. Have students watch the video and then do some research on their own. Global Warming Debate

Common Science Literacy

Connection (Common

SLC)

Common SLC be found on Edmodo in the Biology Common SLC folder.Common SLC 4 – Pythons in The EvergladesPythons in The Everglades Printable Article, Student Questions and/or Writing Prompt, and Text Analysis can be found on Edmodo in the Biology Common SLC folder.Students will complete Common SLC 4 at any time during the Human Impact section of the Ecology unit.

Labs and Activities Sample FOCUS QuestionAll resources can be found on Edmodo in the Biology Human Impact folder.

Gems of Wisdom Human ImpactVideo Impact of Climate Change in Yellowstone with STUDENT Questions How Pig Parts Make the World Turn Student QuestionsActivity How Big Is My Ecological Footprint Powerpoint Types of PollutionPowerpoint Renewable vs Nonrenewable Energy Powerpoint Inquiry Task Oil SpillHuman Impact Oil Spill Alternative Assignment Lab Oil SpillDeforestation MSP Lesson

Optional SLC:Article Mercury BiomagnificationArticle Looking For Room To Roam Florida Panthers with STUDENT Questions

Prefix / Suffix

2016 –


FLORIDA BIOLOGY END-OF-COURSE EXAM Weeks 34 - 38

Review then Biology EOC

PLC Choice (Regular) Week 36 – 39Topics Learning Targets and Skills Standards Vocabulary

PLC

Choi

ce (R

egul

ar)

(write in plans)

2016 –


Bridge to Chemistry (Honors) Week 36 – 39Topics Learning Targets and Skills Standards Vocabulary

Brid

ge to

Che

mis

try

(Hon

ors)

Students will:• measure and collect data (in metric units) using tools such as:

o mass (g): triple beam or digital balanceo length (cm): meter stick, metric rulero volume (L): cylinder, pipettes, beakero temperature (°c): thermometer

SC.912.N.1.1Atom Boiling Point CompoundConservation of Mass DensityElement Freezing Point Gas Heterogeneous Homogeneous LiquidMass Molecule pH Salinity SolidTemperature Volume

Students will:• differentiate among atoms, elements, compounds, and molecules

• differentiate among pure substances, mixtures, and solutions:o homogenous vs. heterogeneouso saturated vs. unsaturatedo identify the different states of matter in a mixture

(gas in liquid -> soda) (gas in gas -> air) (solid in solid -> alloy)

• interpret chemical formulas and equations

• explain the conservation of mass in terms of chemical equations using biological examples

SC.912.P.8.1SC.912.P.8.3SC.912.P.8.7SC.912.P.8.9

Students will:• investigate various properties of matter and mixtures, e.g.:

o Density (g/cm3)o Salinityo pHo freezing point (°c)o boiling point (°c)

• analyze and interpret collected data using graphs, tables, and charts

SC.912.P.8.2SC.912.P.8.11

2016 –


Grades 9 - 10 ELA Florida StandardsLAFS.910.RST.1.1 – Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of the explanations or descriptions.

LAFS.910.RST.1.3 – Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text.

LAFS.910.RST.2.4 – Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9 – 10 texts and topics.

LAFS.910.RST.2.5 – Analyze the structure of the relationship among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, and energy.)

LAFS.910.RST.3.7 – Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematical (e.g., in an equation) into words.

LAFS.910.RST.4.10 – by the end of grade 10, read and comprehend science / technical texts in the grades 9 – 10 text complexity band independently and proficiently.

LAFS.910.WHST.3.9 – Draw evidence from informational texts to support analysis, reflection, and research.

LAFS.910.WHST.1.2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Grades 9 - 12 Math Florida Standards (select courses)MAFS.912.A-CED.1.4 – Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations.

MAFS.912.S-IC.2.6 – Evaluate reports based on data.

MAFS.912.N-VM.1.1 – Recognize vector quantities as having both magnitude and direction. Represent vector quantities by directed line segments, and use appropriate symbols for vectors and their magnitudes.

MAFS.912.N-VM.1.2 – Find the components of a vector by subtracting the coordinates of an initial point from the coordinates of a terminal point.

MAFS.912.N-VM.1.3 – Solve problems involving velocity that can be represented as vectors.

2016 –


Grades 11 - 12 ELA Florida StandardsLAFS.1112.RST.1.1 – Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and any gaps or inconsistencies in the account.

LAFS.1112.RST.1.3 – Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

LAFS.1112.RST.2.4 – Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11 – 12 texts and topics.

LAFS.1112.RST.3.7 – Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

LAFS.1112.RST.4.10 – By the end of grade 12, read and comprehend science / technical texts in grades 11 – 12 text complexity band independently and proficiently.

LAFS.1112.WHST.3.9 – Draw evidence from information texts to support analysis, reflection, and research.

LAFS.1112.WHST.1.2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

Grades 9 - 12 Math Florida Standards (all courses)MAFS.912.F-IF.3.7 - Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.

a. Graph linear and quadratic functions and show intercepts, maxima, and minima.

b. Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.

c. Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior.

d. Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior.

e. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period,

MAFS.912.N-Q.1.1 – Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

MAFS.912.N-Q.1.3 – Choose a level of accuracy appropriate to limitations measurement when reporting quantities.

2016 –


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