Quarterly Content Guide 2017-2018 - leeschools.net€¦ · Quarterly Content Guide 2017-2018 Biology 1 (Course #2000310) Biology 1 Honors ... SC.912.L.14.4 Compare and contrast structure

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Quarterly Content Guide 2017-2018

Biology 1 (Course #2000310) Biology 1 Honors (Course #2000320)

Adopted Instructional Materials: Miller & Levine, Biology, Florida Edition (2012), Pearson

Florida Biology, Glencoe (2010), Glencoe/McGraw-Hill [HONORS Textbook]

Quarter 1 Quarter 2 Quarter 3 Quarter 4

1-1

Lab Safety

The Science of Biology

2-1

Cell Structure and Function

3-1

Genetics (and Meiosis)

4-1

Classification

1-2

The Chemistry of Life

2-2

Photosynthesis & Cellular Respiration

3-2

DNA, RNA, & Protein Synthesis

4-2

Central Nervous System

1-3

The Biosphere and

Interdependence

2-3

Plant Structure and Function 3-3

Human Heredity &

Genetic Engineering

4-3

Circulatory System

2-4

Cell Growth and Division

(Mitosis and Meiosis)

3-4

History of Life and Evolution 4-4

Human Reproduction & Development

4-5

Immune System and Disease

GENERAL NOTES

Laboratory investigations that include the use of scientific inquiry, research, measurement, problem solving, laboratory apparatus and technologies, experimental

procedures, and safety procedures are an integral part of this course. The National Science Teachers Association (NSTA) recommends that at the high school level,

all students should be in the science lab or field, collecting data every week. School laboratory investigations (labs) are defined by the National Research Council

(NRC) as an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with

http://www.cpalms.org/Public/PreviewCourse/Preview/13083





data collected by others using tools, materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the high school classroom

should help all students develop a growing understanding of the complexity and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot

equipment used to make observations. Learners should understand measurement error; and have the skills to aggregate, interpret, and present the resulting data

(National Research Council, 2006, p.77; NSTA, 2007).

Additional Course Information Professional Development General Resources

Laboratory activity should be a regular practice in this course. Special Notes: Instructional Practices Teaching from a range of complex text is optimized when teachers in all subject areas implement the following strategies on a routine basis:

1. Ensuring wide reading from complex text that varies in length.

2. Making close reading and rereading of texts central to lessons.

3. Emphasizing text-specific complex questions, and cognitively complex tasks, reinforce focus on the text and cultivate independence.

4. Emphasizing students supporting answers based upon evidence from the text.

5. Providing extensive research and

writing opportunities (claims and

evidence)

Biology 9-12

Chemistry 9-12

Building Model-Eliciting Activities in CPALMS

Florida Standards

Florida Students

CPALMS

District Science SharePoint

High School Biology Science SharePoint

Pearson Miller & Levine, Biology 1

Glencoe Science Biology FL, Biology 1 Honors

Biology 1 End of Course Review

Helpful Websites

http://www.cpalms.org/Public/search/ProfessionalDevelopment

http://www.cpalms.org/Public/PreviewProfessionalDevelopment/Preview/28
















http://www.flstandards.org/

http://www.flstandards.org/

http://www.floridastudents.org/

http://www.floridastudents.org/

http://www.cpalms.org/

http://www.cpalms.org/

http://sharepoint.leeschools.net/tal/cs/sci/SitePages/Home.aspx

http://sharepoint.leeschools.net/tal/cs/sci/SitePages/Home.aspx

http://sharepoint.leeschools.net/tal/cs/sci/SitePages/bio.aspx

http://sharepoint.leeschools.net/tal/cs/sci/SitePages/bio.aspx

http://www.pearsonsuccessnet.com/

http://www.pearsonsuccessnet.com/

http://www.google.com/url?q=http%3A%2F%2Fconnected.mcgraw-hill.com&sa=D&sntz=1&usg=AFQjCNHbcd9_1girRMwsaWAc0XA5oJdSPA





http://ecsd-fl.schoolloop.com/BiologyEOCReview

http://ecsd-fl.schoolloop.com/BiologyEOCReview

http://www.nsta.org/highschool/

https://www.nms.org/


Student Assessment Information

Environmental Education (EE) Workshops

LabQuesting Science

Preparing for the Biology 1 EOC

Assessment Schedules

Content Focus Reports

Biology 1 EOC Test Item Specifications

Quarter: 1-1 Academic Plan 2016-2017 Suggested Unit/Topic/Chapter Length: 3-5 Blocks


Adopted Instructional Materials: Miller & Levine, Biology, Florida Edition (2012), Pearson / Florida Biology, Glencoe (2010), Glencoe/McGraw-Hill

Big Idea(s)

Big Idea Description: The Practice of Science

A. Scientific inquiry is a multifaceted activity; The processes of science include the formulation of scientifically investigable questions, construction of investigations into those questions, the collection of appropriate data, the evaluation of the meaning of those data, and the communication of this evaluation. B. The processes of science frequently do not correspond to the traditional portrayal of "the scientific method."

C. Scientific argumentation is a necessary part of scientific inquiry and plays an important role in the generation and validation of scientific knowledge.

D. Scientific knowledge is based on observation and inference; it is important to recognize that these are very different things. Not only does science

require creativity in its methods and processes, but also in its questions and explanations.

Standards

http://www.scilinks.org/

http://www.fldoe.org/accountability/assessments/k-12-student-assessment/assessment-schedules.stml

http://www.fldoe.org/accountability/assessments/k-12-student-assessment/assessment-schedules.stml

http://www.fldoe.org/accountability/assessments/k-12-student-assessment/end-of-course-eoc-assessments/content-focus-reports.stml

http://www.fldoe.org/accountability/assessments/k-12-student-assessment/end-of-course-eoc-assessments/content-focus-reports.stml

http://www.fldoe.org/core/fileparse.php/5662/urlt/0077547-biologyfl11sp.pdf

http://www.fldoe.org/core/fileparse.php/5662/urlt/0077547-biologyfl11sp.pdf

https://www.teachingchannel.org/





http://www.cpalms.org/Public/PreviewIdea/Preview/574




Science Next Generation Sunshine State Standards Florida Standards for Mathematics

SC.912.N.1.1 (AA) Use the scientific method and inquiry to solve scientific problems; SC.912.N.1.4 Identify sources of information, and assess their reliability according to the strict standards of scientific investigation. SC.912.N.1.6 Describe how scientific inferences are drawn from scientific observations, and provide examples from the content being studied. SC.912.L.14.4 Compare and contrast structure and function of various types of

microscopes.

Integrate Standards for Mathematical Practice (MP) as applicable.

MAFS.K12.MP.1.1 Make sense of problems and persevere in solving them.

MAFS.K12.MP.2.1 Reason abstractly and quantitatively.

MAFS.K12.MP.3.1 Construct viable arguments/critique reasoning of others.

MAFS.K12.MP.4.1 Model with mathematics.

MAFS.K12.MP.5.1 Use appropriate tools strategically.

MAFS.K12.MP.6.1 Attend to precision.

MAFS.K12.MP.7.1 Look for and make use of structure.

MAFS.K12.MP.8.1 Look for and express regularity in repeated reasoning.

Florida Standards for English Language Arts

ELD.K12.ELL.SC.1 English language learners communicate information, ideas

and concepts necessary for academic success in the content area of Science.

ELD.K12.ELL.SI.1 English language learners communicate for social and

instructional purposes within the school setting.

LAFS.910.SL.1.3 Evaluate a speakers point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. LAFS.910.SL.2.4 Present information, findings, and supporting evidence

http://www.cpalms.org/Public/PreviewStandard/Preview/1856


































LAFS.910.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. LAFS.910.RST.1.2 Determine the central ideas or conclusions of a text; trace the texts explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. 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 910 texts and topics. LAFS.910.RST.2.5 Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). LAFS.910.RST.2.6 Analyze the authors purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the question the author seeks to address. 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 mathematically (e.g., in an equation) into words. LAFS.910.RST.3.8 Assess the extent to which the reasoning and evidence in a text support the authors claim or a recommendation for solving a scientific or technical problem. LAFS.910.RST.3.9 Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. LAFS.910.RST.4.10 By the end of grade 10, read and comprehend science/technical texts in the grades 910 text complexity band independently and proficiently. LAFS.910.SL.1.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 910 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. LAFS.910.SL.1.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. LAFS.910.SL.2.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. LAFS.910.WHST.1.1 Write arguments focused on discipline-specific content. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. LAFS.910.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. LAFS.910.WHST.2.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LAFS.910.WHST.2.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. LAFS.910.WHST.2.6 Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technologys capacity to link to other information and to display information flexibly and dynamically. LAFS.910.WHST.3.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. LAFS.910.WHST.3.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. LAFS.910.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research. LAFS.910.WHST.4.10 Write routinely over extended time frames (time for

reflection and revision) and shorter time frames (a single sitting or a day or

two) for a range of discipline-specific tasks, purposes, and audiences.














































Essential Outcome Questions

● What is the significance of lab safety and skills?

● What role does science play in the study of life?

● How does scientific knowledge guide us in making individual and community decisions?

● Distinguish between an inference, observation, law, and theory?

● What are independent variables, dependent variables, control groups, and constants?

● What are the steps of the scientific method and why are they significant?

Aligned Learning Goals (Student

will be able to)

District Adopted Materials Supplemental Resources Strategies for

Differentiation

●

●

●

●

●

describe how science is important to individuals and society and give examples of what science is and what is not the practice of science; describe how technology has changed the study of biology and other sciences and explain the role that computers hold to support data analysis; identify sources of scientific information and appraise the reliability; distinguish between observations, inferences, and predictions

giving examples of each; identify lab safety symbols, lab rules,

and laboratory equipment used in the science lab.

Pearson

Miller & Levine Biology Chapter 1-

The Science of Biology

Glencoe/McGraw-Hill

Florida Biology

Chapter 1-

The Study of Life

SC.912.L.14.4

Microscopes

Click HERE for Additional

Supplemental Resources

SC.912.N.1.4

● Vitruvian Man Meets the Scientific Method

http://www.uncoveringstudentideas.org/



http://www.ck12.org/life-science/Microscopes-in-Life-Science/

http://www.ck12.org/life-science/Microscopes-in-Life-Science/

https://drive.google.com/open?id=1BlRq8VwNGTxzkQpj5PIvBOOSSLSYrLXOF-47lfsddKE&authuser=0




https://drive.google.com/open?id=0BxhT81h4rkhSQTRiWHkwdzVFZUk&authuser=0













●

●

design and/or evaluate a scientific investigation using evidence

of scientific thinking and/or problem solving. be able to

interpret and design tables and graphs (line, bar, pie).

SC.912.N.1.6 ● Is It

an Animal?

● Is It Living?

● Is it a Theory?

● Doing Science

● Seedlings in a Jar

● describe how scientific inferences are made from observations and identify examples from biology;

● interpret and analyze data to make predictions and/or defend

conclusions.

● Human Body Biology

● Functions of Living Things

SC.912.N.1.4

● What is a hypothesis?

● compare and/or contrast the structure and function of the compound microscope

● evaluate the merits of scientific explanations produced by others;

● assess the reliability of sources of information according to

scientific standards.

Assessment(s):

Home






https://drive.google.com/open?id=0B1GInX1TNkpUcWlmNzVlTXFWdUE&authuser=0




https://drive.google.com/open?id=0B1GInX1TNkpUcU1LblBjWWpfRUk&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUcU1LblBjWWpfRUk&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUTHJpcGdMYUw2TVU&authuser=0



https://drive.google.com/open?id=0B1GInX1TNkpUeDJNaUJmZEtQSUk&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUeDJNaUJmZEtQSUk&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUVnIzS1FLRkQ4b2s&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUVnIzS1FLRkQ4b2s&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUTXhZOEx1bFF0cmM&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUTXhZOEx1bFF0cmM&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUdzdZekZieF91MVE&authuser=0






https://drive.google.com/open?id=0B1GInX1TNkpUVHBDTlJMbEJrams&authuser=0

















Big Idea

Big Idea Description: Matter and Energy Transformation

A. All living things are composed of four basic categories of macromolecules and share the same basic needs for life.

B. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration).

C. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes.

D. The unique chemical properties of carbon and water make life on Earth possible.

Standards

Science Next Generation Sunshine State Standards Florida Standards

SC.912.L.18.1 (AA) Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. SC.912.L.18.12 (AA) Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. SC.912.L.18.10 Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. SC.912.L.18.11 Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity. SC.912.N.1.6 Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.

Each Argument-Driven Inquiry (ADI) lab investigation addresses:

8 Science and Engineering Practices

1 core Science Next Generation Sunshine State Standard (at least)

2 Crosscutting Concepts (at least)

43 Florida Standards for English Language Arts (ELA)


● Why do the properties of water make it essential for life?

● Why is the polarity of molecules important?

● What are the differences between acids and bases?

● How does pH impact life processes?

● Why is water considered the universal solvent?














https://digioh.s3.amazonaws.com/vendors/vendor_10867/em_files/em_file_42273/Stages%20of%20ADI%20and%20Florida%20Standards%20HS%20Biology%20Alignment%20Table.pdf?AWSAccessKeyId=AKIAJ23IM33EG3FDC6XQ&Expires=1437597444&Signature=u0P5%2FBpbkWAfqVEHTmaA6H5qnPs%3D





● What are the 4 macromolecules?

● What are the functions of each group of biological macromolecules?

● What is the importance of enzymes?


will be able to)


Differentiation

●

●

identify and/or describe the basic molecular structure of

carbohydrates, lipids, proteins, and/or nucleic acids; describe

the primary functions of carbohydrates, lipids, proteins,

and/or nucleic acids in organisms.

Pearson

Miller & Levine Biology

Chapter 2-

The Chemistry of Life

Glencoe/McGraw-Hill

Florida Biology

Chapter 6-

Chemistry in Biology

SC.912.L.18.1 (AA)

● Sugar Water

● Burning Paper

SC.912.L.18.11

● Lab 8. Enzymes

“Click or Scan” for

Student Lab Handout



SC.912.L.18.11

● Enzyme Activity Lab

● Hydrogen Peroxide Breakdown

SC.912.L.18.1 (AA)

● McMush Lab

●

●

explain how enzymes speed up the rate of a biochemical

reaction by lowering the reaction’s activation energy; identify

and/or describe the effect of environmental factors on

enzyme activity.

●

●

relate water’s polarity to its ability to dissolve substances and

to the formation of acids and bases; explain how the

properties of water, such as high surface tension, high heat of

evaporation, and resistance to changes in temperature, make

water essential for life on Earth.

http://www.uncoveringstudentideas.org/



https://drive.google.com/open?id=0B1GInX1TNkpUSkdBa0xzMXM3MU0&authuser=0



https://drive.google.com/open?id=0B1GInX1TNkpUVlAzNTBISnBTeWc&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUVlAzNTBISnBTeWc&authuser=0



https://drive.google.com/open?id=0B1GInX1TNkpUOVZCZ3VnVk43ZjQ&authuser=0





https://drive.google.com/open?id=0BxhT81h4rkhSUDBEdldxYUZYTGs&authuser=0

https://drive.google.com/open?id=0BxhT81h4rkhSUDBEdldxYUZYTGs&authuser=0

https://drive.google.com/open?id=0BxhT81h4rkhSdlFRZzBFWm1ZU3c&authuser=0






https://drive.google.com/open?id=0BxhT81h4rkhSdUdUTG9KZGdWOG8&authuser=0

https://drive.google.com/open?id=0BxhT81h4rkhSdUdUTG9KZGdWOG8&authuser=0











SC.912.L.18.11

● The Rusty Nails

● Is it made of Molecules

● Chemical Bonds ● Is it

Food?

● Pennies

Assessment(s):

Home



https://drive.google.com/open?id=0B1GInX1TNkpUaXowVFVBTmlGLVk&authuser=0



https://drive.google.com/open?id=0B1GInX1TNkpUbk13dmZtLWV4cW8&authuser=0





https://drive.google.com/open?id=0B1GInX1TNkpUYTFxNndtVnR1OFk&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUYTFxNndtVnR1OFk&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUVzRMS3dyZnNjM28&authuser=0




https://drive.google.com/open?id=0B1GInX1TNkpUNW5oNmdkdWxqSTA&authuser=0







Big Idea

Big Idea Description: Interdependence

A. The distribution and abundance of organisms is determined by the interactions between organisms, and between organisms and the nonliving environment.

B. Energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical and biological processes.

C. Limiting factors and ranges of tolerance are factors that determine where terrestrial biomes and aquatic ecosystems exist.

D. Human activities and natural events can have profound effects on populations, biodiversity and ecosystem processes.

Standards










SC.912.L.17.5 (AA) Analyze how population size is determined by births, deaths, immigration, emigration, limiting factors (biotic and abiotic) that determine carrying capacity; SC.912.L.17.9 (AA) Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels; SC.912.L.17.20 (AA) Predict the impact of individuals on environmental systems and sustainability; SC.912.E.7.1 Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon; SC.912.L.17.2 Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature; SC.912.L.17.4 Describe changes in ecosystems resulting from seasonal variations, climate change, and succession; SC.912.L.17.8 Recognize the consequences of the losses of biodiversity due to

catastrophic events, climate changes, human activity, and the introduction of






invasive, non-native species;

SC.912.L.17.11 Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests; SC.912.L.17.13 Discuss the need for adequate monitoring of environmental parameters when making policy decisions; SC.912.L.18.7 Identify the reactants, products, and basic functions of photosynthesis; SC.912.L.18.8 Identify the reactants, products, and basic functions of aerobic and anaerobic respiration; SC.912.N.1.1 (AA) Use the scientific method and inquiry to solve scientific problems; sustainability; SC.912.N.1.3 Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented; SC.912.N.1.4 Identify sources of information, and assess their reliability

according to the strict standards of scientific investigation.



































● How do Earth’s living and nonliving parts interact and affect the survival of organisms?

● What defines the environment we live in?

● What is the difference between abiotic and biotic factors?

● How is biodiversity determined? How is a population size determined?

● Why does the size of a population matter?

● How do matter and energy move through ecosystems?

● Why is it better to eat at a lower trophic level?

● Why is it necessary to keep track of population growth?

● What impact does the human population have on an ecosystem?

● Why is conserving biodiversity something we should be concerned about?

Aligned Learning Goals

(Student will be able to)


Differentiation

use data and information about population dynamics, abiotic

factors, and/or biotic factors to explain and/or analyze a

change in carrying capacity and its effect on population size

in an ecosystem; predict environmental factors on population

and on population growth; and identify patterns of

population growth such as rapid and slow life-history

patterns.

Pearson


Chapter 3-

The Biosphere

Chapter 4- Ecosystems and

Communities

Chapter 5- Populations Chapter 6 -

SC.912.L.17.9

● Looking at Lichens



https://drive.google.com/open?id=0B1GInX1TNkpUaVlsNVN3VlBNalk&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUaVlsNVN3VlBNalk&authuser=0





●

●

●

●

●

●

●

●

●

●

●

describe biotic and abiotic factors and give examples; explain that different types of organisms exist within aquatic systems due to geography, light, depth, salinity, and/or temperature; explain how two organisms that share the same habitat, cannot always share the same niche; explain how resources limit and support a community and ecosystem; explain how competition is a way in which species interact; explain symbiosis and organism interdependence; identify methods of determining population of organisms with different geographical dispersion patterns; determine how limiting factors might affect population density; use data and information about population dynamics, abiotic factors, and/or biotic factors to explain and/or analyze a change in carrying capacity and its effect on population size in an ecosystem; relate population growth to carrying capacity and factors such as immigration, emigration, births, deaths and other limiting factors. Use population growth curves, logistic and exponential, to

describe changes in population growth over time

Humans in the Biosphere

Glencoe/McGraw-Hill

Florida Biology

Chapter 2-

Principles of Ecology

Chapter 5-

Biodiversity and

Conservation

SC.912.L.17.9 (AA)

● Adaptation

● Is it Fitter?

● Rotting

Apple

SC.912.L.17.9

● Lab 9. Population Growth


Student Lab Handout

● Lab 10. Predator-Prey

Population Size

Relationships


Student Lab Handout

SC.912.L.17.9

● Wonderful Pond Water

● Ecotones

● classify a resource as renewable and/or nonrenewable

SC.912.L.17.20 (AA)

● Global Warming

● Where does Oil come from?

SC.912.L.17.11

● Where would it fall?

● Lab 11. Ecosystems and Biodiversity



https://drive.google.com/open?id=0B1GInX1TNkpUMmJQMjJQNXJFV3c&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUMmJQMjJQNXJFV3c&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUNmRBdzVlYnBadUU&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUNmRBdzVlYnBadUU&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUbE5WVEhIMkFKNEk&authuser=0





https://drive.google.com/open?id=0B1GInX1TNkpUYUs3RGlVcWotaUU&authuser=0




https://drive.google.com/open?id=0B1GInX1TNkpUbWV3dW51RXZ5eG8&authuser=0










https://drive.google.com/open?id=0BxhT81h4rkhSeGJaNk9GN0piTHc&authuser=0




https://drive.google.com/open?id=0BxhT81h4rkhSTUFuZzA4RTRkQVE&authuser=0

https://drive.google.com/open?id=0BxhT81h4rkhSTUFuZzA4RTRkQVE&authuser=0



https://drive.google.com/open?id=0B1GInX1TNkpUX0Qta0o1Nnp4alE&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUX0Qta0o1Nnp4alE&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUSnY3d2o5QnVVNHc&authuser=0






https://drive.google.com/open?id=0B1GInX1TNkpUdjZ4UlM1dVRSck0&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUdjZ4UlM1dVRSck0&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUemk5MHZQTm1nRms&authuser=0














● predict how the actions of humans may impact environmental ecosystems, habitats, and biodiversity;

● explain how biomagnification effects organisms at the different trophic levels

● explain the interdependence of aquatic organisms.


Student Lab Handout

SC.912.L.15.4

● Biodiversity and the

Fossil Record


Student Lab Handout



Assessment(s):

Home







https://drive.google.com/open?id=0B1GInX1TNkpUazN5LUxEWnR1VmM&authuser=0
















Big Idea

Big Idea Description: Organization and Development of Living Organisms

A. Cells have characteristic structures and functions that make them distinctive.

B. Processes in a cell can be classified broadly as growth, maintenance, reproduction, and homeostasis.

C. Life can be organized in a functional and structural hierarchy ranging from cells to the biosphere.

D. Most multicellular organisms are composed of organ systems whose structures reflect their particular function.

Standards


SC.912.L.14.1 (AA) Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. SC.912.L.14.3 (AA) Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of eukaryote and prokaryote cells. SC.912.L.14.2 Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as highly selective barrier (passive and active transport)

SC.912.N.1.3 Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. SC.912.N.2.1 Identify what is science, what clearly is not science, and what

superficially resembles science (but fails to meet the criteria for science).

SC.912.N.3.1 Explain that a scientific theory is the culmination of many

scientific investigations drawing together all the current evidence concerning

a substantial range of phenomena; thus, a scientific theory represents the






most powerful explanation scientists have to offer.

SC.912.N.3.4 Recognize that theories do not become laws, nor do laws

become theories; theories are well-supported explanations, and laws are

well-supported descriptions.
























● What are the parts of the light microscope?

● How did technology impact the development of the cell theory?

● What is the cell theory?

● How does the cell theory relate to the process of science?

● Which scientists contributed to the cell theory and what were their contributions?

● What are prokaryotes and eukaryotes and how do they differ?

● How does endosymbiosis support the theory of the origin of eukaryotic cells?

● How do plant and animal cells differ?

● What is the significance of surface area to volume ratio?

● What are the functions of the cell’s organelles?

● How does the cell membrane (plasma membrane) control what goes in and out of a cell?

● What is the structure of the plasma membrane?

● What is the difference between passive and active transport?

● What is the effect of a hypotonic, hypertonic and isotonic solutions on osmosis in a cell? ● How do large particles enter and exit cells?


will be able to)

District Adopted

Materials

Supplemental Resources Strategies for

Differentiation

●

●

describe and/or explain the cell theory.

describe and understand how continuous investigations and/or

new scientific information influenced the development of the

cell theory and be familiar with the scientists involved.

Pearson


Chapter 7-

Cell Structure and

Function

Glencoe/McGraw-Hill

Florida Biology

Chapter 7-

Cell Structure & Function

SC.912.L.14.1 (AA) ●

Microscopic

Measurement

SC.912.L.14.2

● Fluid Mosaic Model



https://drive.google.com/open?id=0BxhT81h4rkhSZHhkWGdzM1BjZ2c&authuser=0








https://drive.google.com/open?id=0BxhT81h4rkhSOGlpOGFuM0taMXM&authuser=0

https://drive.google.com/open?id=0BxhT81h4rkhSOGlpOGFuM0taMXM&authuser=0





●

Compare and contrast the general structures of plant and

animal cells. Compare and contrast the general structures of

eukaryote and prokaryote cells.

SC.912.L.14.1 (AA)

● Is It Made of

Cells? ● Cells and Size

● Is It a Theory?

● Whale and

Shrew

SC.912.L.14.2

● Lab 1. Osmosis and

Diffusion


Student Lab Handout

SC.912.L.14.3 (AA)

Cell Structure


Student Lab Handout

SC.912.L.14.1 (AA)

● Larger is Not Always Better

SC.912.L.14.2

●

●

●

identify processes associated with movement across the membrane; identify cell membranes as highly selective barriers capable of

both passive and active transport; explain how the cell

membrane maintains homeostasis.

● identify ways in which a scientific claim is evaluated (e.g.,

through scientific argumentation, critical and logical thinking,

and consideration of alternative explanations).

● identify what is science, what is not science, and what

resembles but fails to meet the criteria for science.

● explain the development of a theory.



https://drive.google.com/open?id=0B1GInX1TNkpUY1NLdWpaVkxWenM&authuser=0



https://drive.google.com/open?id=0B1GInX1TNkpUMEtKS3RvWDVJMTQ&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUMEtKS3RvWDVJMTQ&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUeTFadHM1bmFBTk0&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUeTFadHM1bmFBTk0&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUSkRmclA5RXVrT2s&authuser=0






https://drive.google.com/open?id=0B1GInX1TNkpUOW9KWEFnZjlVNWs&authuser=0








https://drive.google.com/open?id=0B1GInX1TNkpUam5PVmN5RDNzWXM&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUam5PVmN5RDNzWXM&authuser=0



https://drive.google.com/open?id=0BxhT81h4rkhSMzQ5dDFmaGFTOFE&authuser=0






















● recognize the differences between theories and laws. ● Plasmolysis



Assessment(s):

Home

https://drive.google.com/open?id=0BxhT81h4rkhSbFFtejBWM3lfSlE&authuser=0













Big Idea

Big Idea Description: Matter and Energy Transformations

A. All living things are composed of four basic categories of macromolecules and share the same basic needs for life.

B. Living organisms acquire the energy they need for life processes through various metabolic pathways (primarily photosynthesis and cellular respiration).

C. Chemical reactions in living things follow basic rules of chemistry and are usually regulated by enzymes.

D. The unique chemical properties of carbon and water make life on Earth possible.

Standards


SC.912.L.18.9 (AA) Explain the interrelated nature of photosynthesis and cellular respiration. SC.912.L.18.7 Identify the reactants, products, and basic functions of photosynthesis. SC.912.L.18.8 Identify the reactants, products, and basic functions of aerobic and anaerobic respiration. SC.912.L.18.10 Connect the role of adenosine triphosphate (ATP) to energy

transfers.







● How does ATP work in a cell?





















● What are the two phases of photosynthesis?

● What is the function of a chloroplast during the light reaction?

● How can electron transport be described and diagramed?

● What are the stages of cellular respiration

● What is the role of electron carriers in each stage of cellular respiration?

● What are the similarities between alcoholic fermentation and lactic acid fermentation?



District Adopted

Materials


Differentiation

●

●

●

explain how the products of photosynthesis are used as reactants for cellular respiration and vice versa; explain how photosynthesis stores energy and cellular respiration releases energy; explain how the products of cellular respiration are used as

reactants for photosynthesis;

Pearson


Chapter 8-

Photosynthesis

Chapter 9-

Cellular Respiration and

Fermentation

Glencoe/McGraw-Hill

Florida Biology Chapter 8-

Cellular Energy

SC.912.L.18.7

● Lab 5. Photosynthesis


Student Lab Handout

SC.912.L.18.7

● Baking Bread

SC.912.L.18.7

● Seed Germination

● Light, Dark, Does It Really Matter?

●

●

●

●

●

recognize the general equation for photosynthesis. identify the reactants and products. identify the basic function of photosynthesis. identify the light-dependent reactions as the electron transport chain and the light-independent reactions as the Calvin Cycle reactions of photosynthesis; explain how photosynthetic organisms use the processes of

photosynthesis and respiration;



https://drive.google.com/open?id=0B1GInX1TNkpUQ1ZpeUtTR3pQbXM&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUQ1ZpeUtTR3pQbXM&authuser=0



https://drive.google.com/open?id=0B1GInX1TNkpUbjNWcThweW9STW8&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUbjNWcThweW9STW8&authuser=0



https://drive.google.com/open?id=0BxhT81h4rkhSREQtMDNuNnhvMzg&authuser=0


https://drive.google.com/open?id=0BxhT81h4rkhSaTA2MTRpRVZ0M2M&authuser=0











●

●

●

●

identify the reactants, products and/or the basic functions of aerobic and anaerobic cellular respiration. recall that the process of releasing the stored energy in food molecules is referred to as respiration which may (aerobic) or may not (anaerobic) require oxygen. identify the cellular sites of, and follow through the major pathways of, anaerobic and aerobic respiration; explain how cellular respiration releases energy; and account for

how aerobic respiration produces more ATP per

monosaccharide.

SC.912.L.18.7

● Plants in the Dark and Light

● Is It Food for Plants?

● Giant Sequoia Tree

SC.912.L.18.8

● Respiration

SC.912.L.18.8

Lab 6. Cellular

Respiration


Student Lab Handout

● connect the role of adenosine triphosphate (ATP) to energy transfers within the cell.

● explain how energy is trapped within the bonds of (ATP)

● explain how cells store energy temporarily as ATP; and describe ATP as the main link between energy releasing

● analyze cellular respiration in terms of how energy is stored, released, and transferred within and between these systems;

● explain the significance of various molecules involved in

metabolic processes and energy conversions that occur in living

organisms;



Assessment(s):

Home



https://drive.google.com/open?id=0B1GInX1TNkpUWmRVc1cxVkJqWFE&authuser=0





https://drive.google.com/open?id=0B1GInX1TNkpUNFFaZGJDY0ZQVTA&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUNFFaZGJDY0ZQVTA&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpURTREYXNqb29Sck0&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpURTREYXNqb29Sck0&authuser=0



https://drive.google.com/open?id=0B1GInX1TNkpUN0pfQjF4ak5qNHM&authuser=0





https://drive.google.com/open?id=0B1GInX1TNkpURmN2a2hPQzZjemc&authuser=0


















Big Idea






Standards


SC.912.L.14.7 (AA) Relate the structure of each of the major plant structures and their function. SC.912.L.14.2 Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport)

SC.912.L.14.4 Compare and contrast structure and function of various types of

microscopes.

























● How are the structures of roots, stems, and leaves related to their function?

● What is the importance of vascular tissue to plant life on Earth?

● What are the parts of a flower and their function?

● How do seeds germinate?




Differentiation

● assess the function of plant tissues and organs in the context of physiological processes;

● explain the significance of vascular tissue in plants;

● understand the process of transpiration and gas exchange in leaves;

● understand the reproductive structures in plants and how reproduction occurs in plants.

● compare and contrast self-pollination and cross-pollination

Pearson


Chapter 22-

Introduction to Plants

Chapter 23-

Plant Structure and

Function

Chapter 24-

Plant Reproduction and

Response

Glencoe/McGraw-Hill Florida Biology

Chapter 21 Section 1-

Introduction to Plants

SC.912.L.14.7

Lab 7. Transpiration

SC.912.N.1.4

● Seed Germination

SC.912.L.14.7

● Cell Division

● Picking Out the Pigment

● Transpiration

● identify processes associated with movement across the membrane;

● identify cell membranes as highly selective barriers capable of both passive and active transport, and

● explain how the cell membrane maintains homeostasis.



https://drive.google.com/open?id=0B1GInX1TNkpUaW9rWkwtTjZuVG8&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUaW9rWkwtTjZuVG8&authuser=0







https://drive.google.com/open?id=0BxhT81h4rkhSclJvek9DSTc0WGs&authuser=0


https://drive.google.com/open?id=0BxhT81h4rkhSOTRXYS1QaEI5dzQ&authuser=0




https://drive.google.com/open?id=0BxhT81h4rkhSZnZSSTl0NWdyLVU&authuser=0

https://drive.google.com/open?id=0BxhT81h4rkhSZnZSSTl0NWdyLVU&authuser=0








Chapter 22-

Plant Structure and

Function

Chapter 23-

Reproduction in Plants

SC.912.L.14.7

● Is It a Plant?

● Needs of Seeds


Student Lab Handout

SC.912.L.14.7

● Hole-y Moley



Assessment(s):

Home



https://drive.google.com/open?id=0B1GInX1TNkpUZnctdGs5emxKdms&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUZnctdGs5emxKdms&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUWGkxd3NwcUxOMWs&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUWGkxd3NwcUxOMWs&authuser=0



https://drive.google.com/open?id=0BxhT81h4rkhSQjNuYlZyYlZ5UnM&authuser=0










Big Idea

Big Idea Description: Heredity and Reproduction

A. DNA stores and transmits genetic information. Genes are sets of instructions encoded in the structure of DNA.

B. Genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals.

C. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms. D.

Reproduction is characteristic of living things and is essential for the survival of species

Standards


SC.912.L.16.17 (AA) Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation. SC.912.L.16.8 Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. SC.912.L.16.14 Describe the cell cycle, including the process of mitosis.

Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction. SC.912.L.16.16 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.N.1.1 (AA) Use the scientific method and inquiry to solve scientific

problems.





























● What are the stages of the cell cycle and how is it regulated?

● How does cancer relate to the cell cycle?

● What are asexual and sexual reproduction?

● What occurs during the stages of mitosis?

● How is chromosome number decreased in meiosis?How is genetic variation determined by mitosis and meiosis?

● What are recombination and crossing over?

● How might certain disorders result from nondisjunction?


will be able to)


Differentiation

● differentiate between the processes of mitosis and meiosis. Pearson


Chapter 10- Cell Growth and Division



Introduction to Plants Chapter 9-

Cellular Reproduction Chapter 10 Section 1-

Meiosis Chapter 10 Section 3-

SC.912.L.16.14

● Lab 3. Cell Cycle

SC.912.L.16.17 (AA)

Mitosis vs. Meiosis

SC.912.L.16.17 (AA)

●

●

●

explain how mitosis forms new cells and its role in maintaining

chromosome number during asexual reproduction;

explain advantages of asexual reproduction; explain

differences between asexual reproduction of

prokaryotic and eukaryotic cells.



https://drive.google.com/open?id=0B1GInX1TNkpUblVjaGhkM2hMVHM&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUblVjaGhkM2hMVHM&authuser=0



http://www.ck12.org/life-science/Mitosis-vs-Meiosis-in-Life-Science/

http://www.ck12.org/life-science/Mitosis-vs-Meiosis-in-Life-Science/










●

describe specific events occurring in each of the stages of the

cell cycle and/or phases of mitosis.

Gene Linkage and

Polyploidy


Student Lab Handout

● Oatmeal Bugs

SC.912.L.16.17 (AA)

● Cell Division

● describe the role of mitosis in asexual reproduction, and/or the role of meiosis in sexual reproduction, including how these processes may contribute to or limit genetic variation.

SC.912.L.16.16

● Does It Have a Life Cycle?

● Whale and Shrew

SC.912.L.16.14

SC.912.L.16.16

● Lab 4. Normal and

Abnormal Cell

Division

https://drive.google.com/open?id=0B1GInX1TNkpUZy1EVzFxRGd3c2M&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUZy1EVzFxRGd3c2M&authuser=0







https://drive.google.com/open?id=0B1GInX1TNkpUdkc3MFlnMndBcjA&authuser=0




https://drive.google.com/open?id=0B1GInX1TNkpUWFZkZDNBNTQxVkU&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUWFZkZDNBNTQxVkU&authuser=0





https://drive.google.com/open?id=0B1GInX1TNkpUWjFrbUM5V3NDc28&authuser=0













● Sam’s Puppy


Student Lab Handout

SC.912.L.16.17 (AA)

Lab 19. Meiosis


Student Lab Handout



Assessment(s):

Home

https://drive.google.com/open?id=0B1GInX1TNkpUVHNWVjBNQlB4dm8&authuser=0





https://drive.google.com/open?id=0B1GInX1TNkpUTGt2N1B6c05heUE&authuser=0









Big Idea




C. Manipulation of DNA in organisms has led to commercial production of biological molecules on a large scale and genetically modified organisms.

D. Reproduction is characteristic of living things and is essential for the survival of species.

Standards


SC.912.L.16.1 (AA) Use Mendel’s laws of segregation and independent assortment to analyze patterns of inheritance. SC.912.L.16.2 Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. SC.912.L.16.8 Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. SC.912.L.16.14 Describe the cell cycle, including the process of mitosis. Explain

the role of mitosis in the formation of new cells and its importance in

maintaining chromosome number during asexual reproduction.







● What are Mendel’s laws?

● What are the possible offspring from a cross using a Punnett square?





















● How did Mendel’s findings lead to patterns of inheritance?

● How can probability be used to determine inheritance patterns?

● What are codominance and incomplete dominance?

● How can pedigrees be used to determine inheritance patterns?

● How can our DNA be so alike, yet we are so different?


will be able to)


Differentiation

●

●

●

●

describe how Mendel experimented and developed his laws of heredity; use Mendel’s laws of segregation and independent assortment to analyze patterns of inheritance; use Punnett Squares to predict the outcome of monohybrid

and dihybrid traits; trace the inheritance of a sex linked trait

using both Punnett Squares and a pedigree chart.

Pearson


Chapter 11- Introduction to Genetics


Chapter 21 Section 1- Introduction to Plants Chapter 10 Section 2-

Mendelian Genetics

Chapter 11-

Complex Inheritance and

Human Heredity

SC.912.L.16.1 (AA)

● Lab 21. Models of

Inheritance

SC.912.L.16.1 (AA)

● The Amazing Maize

●

●

identify, analyze, and/or predict inheritance patterns caused

by various modes of inheritance; compare and contrast

dominant, incomplete dominance, and codominance.



https://drive.google.com/open?id=0B1GInX1TNkpUR1VCM0thOFZ1YkU&authuser=0







https://drive.google.com/open?id=0BxhT81h4rkhSdkhEUlprRmNiUDA&authuser=0










SC.912.L.16.1 (AA)

● Baby Mice


Student Lab Handout

SC.912.L.16.2

● Lab 20. Inheritance of

Blood Type


Student Lab Handout



Assessment(s):

Home



https://drive.google.com/open?id=0B1GInX1TNkpUSXc4S2FJMUJVZFk&authuser=0





https://drive.google.com/open?id=0B1GInX1TNkpULW1lWHlwQ3BQQUU&authuser=0











Big Idea






Standards


SC.912.L.16.3 (AA) Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. SC.912.L.16.4 Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. SC.912.L.16.5 Explain the basic processes of transcription and translation, and how they result in the expression of genes. SC.912.L.16.9 Explain how and why the genetic code is universal and is common to almost all organisms. SC.912.N.1.1 (AA) Use the scientific method and inquiry to solve scientific problems. SC.912.N.1.6 Describe how scientific inferences are drawn from scientific

observations and provide examples from the content being studied.































● Which experiments led to the discovery of DNA?

● What is the structure and function of DNA?

● What is the structure of a eukaryotic chromosome and prokaryotic plasmid?

● What is DNA replication and what enzymes are involved?

● What are the types of RNA and what are their functions?

● What is the genetic code and what is its evolutionary significance?

● What is transcription?

● What is translation in RNA?

● What is a mutation and how might it affect an organism and future generations?


will be able to)


Differentiation


●

●

●

●

●

●

●

●

describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information; describe the experiments and contributions of Griffith, Avery, Hershey-Chase and Chargaff; describe the genetic code as a sequence of DNA nucleotides; compare the structure and function and location of DNA in prokaryotes and eukaryotes; explain that DNA stores and transmits genetic information and that genes are sets of instructions encoded in the structure of DNA; explain how genetic information is passed from generation to generation by DNA in all organisms and accounts for similarities in related individuals; explain how double strands of DNA are connected by

complementary nucleotide pairs; and describe gene

and chromosomal mutations in the DNA sequence.

Pearson


Chapter 12- DNA Chapter 13- RNA and

Protein Synthesis



Chromosomes and Human

Heredity

Chapter 12-

Molecular Genetics

SC.912.L.16.3 (AA)

Lab 18. DNA

Structure


Student Lab Handout

SC.912.L.16.3 (AA)

DNA Replication

SC.912.L.16.5

● trp Operon

● Protein Properties

● explain how and why the genetic code is universal and is common to almost all organisms; and

● describe how gene expression is regulated in prokaryotes and eukaryotes.

SC.912.L.16.5



https://drive.google.com/open?id=0B1GInX1TNkpUVGVJYkhqSEQ3czQ&authuser=0








http://www.ck12.org/biology/DNA-Replication/lesson/DNA-Replication-Advanced/?referrer=concept_details

http://www.ck12.org/biology/DNA-Replication/lesson/DNA-Replication-Advanced/?referrer=concept_details



https://drive.google.com/open?id=0BxhT81h4rkhSem1VSW53aUN5WTQ&authuser=0




https://drive.google.com/open?id=0BxhT81h4rkhSYzZHM3FtZHBWLWM&authuser=0

https://drive.google.com/open?id=0BxhT81h4rkhSYzZHM3FtZHBWLWM&authuser=0










● explain how mutations in the DNA sequence may or may not result in phenotypic change;

● explain how mutations in gametes may result in phenotypic changes in offspring;

● describe gene and chromosomal mutations in the DNA sequence.

● Proteins, the Essence

of Life



● explain the basic processes of transcription and translation, and how they result in the expression of genes;

● compare and contrast mRNA, tRNA, and rRNA;

● list and describe the roles of enzymes in the process of the protein synthesis;

● explain what happens when mRNA reaches the ribosome’s and translates the information into amino acid sequences that produce proteins; and

● use a codon table to determine amino acids that code for

proteins.

Assessment(s):

Home




https://drive.google.com/open?id=0BxhT81h4rkhSNG5yUTFKTU9QeXc&authuser=0



















Big Idea

Big Idea Description: Diversity and Evolution of Living Organisms





Standards


SC.912.L.15.1 (AA) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. SC.912.L.15.13 (AA) Describe the conditions required for natural selection. SC.912.L.16.10 (AA) Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. SC.912.N.1.3 Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. SC.912.N.1.4 Identify sources of information and assess their reliability according to the strict standards of scientific investigation. SC.912.N.2.1 Identify what is science, what clearly is not science, and what


SC.912.N.3.1 Explain that a scientific theory is the culmination of many

scientific investigations drawing together all the current evidence concerning

a substantial range of phenomena; thus, a scientific theory represents the



















most powerful explanation scientists have to offer.

SC.912.N.3.4 Recognize that theories do not become laws, nor do laws become theories; theories are well-supported explanations, and laws are well-supported descriptions. SC.912.L.15.4 Describe how and why organisms are hierarchically classified.

SC.912.L.15.10 Identify basic trends in hominid evolution.

SC.912.L.15.15 Describe how mutation and genetic recombination increase genetic diversity. SC.912.L.16.9 Explain how and why the genetic code is universal and is

common to almost all organisms.


● What is biotechnology and how is it used today?

● What are stem cells and why are they significant?

● What are the tools used in genetic engineering?

● What is recombinant DNA?

● What are genetically modified organisms (GMO)?

● How might genetic engineering be affecting your life?


will be able to)


Differentiation












●

●

●

●

●

●

describe techniques used to manipulate DNA;

explain how restriction enzymes cut DNA into fragments that

can then be mapped; identify and describe the application of

DNA technology in forensics, bioengineering, genetic

screening & therapy; recognize the great potential for the

development of useful products through genetic engineering

and analyze ethical questions that may arise; explain the

Human Genome Project and describe how it could be useful

in detection, prevention, and treatment of many genetic

diseases; describe how a clone is made and identify an

example.

Pearson


Chapter 14-

Human Heredity

Chapter 15-

Genetic Engineering

Glencoe/McGraw-Hill

Florida Biology

Chapter 13- Genetics and

Biotechnology


Primates

SC.912.L.15.1 (AA)

Bacterial

Transformation



SC.912.L.16.10 (AA)

Biotechnology

● explain Genetically Modified Organisms and their impact on society;

● evaluate examples and/or explain the possible impact of biotechnology on the individual, society, and/or the environment;

● explain stem cell usage and stem cell research implications.


Diversity of Mammals

SC.912.L.16.16

● Does It Have a Life Cycle?

Assessment(s):

Home

https://www.nms.org/Programs/LayingtheFoundationProgram.aspx



https://drive.google.com/open?id=0BxhT81h4rkhSdUhUZXRxQXRXeTA&authuser=0










http://www.ck12.org/biology/Biotechnology/

http://www.ck12.org/biology/Biotechnology/




















Big Idea


A. The scientific theory of evolution is the fundamental concept underlying all of biology.

B. The scientific theory of evolution is supported by multiple forms of scientific evidence.

C. Organisms are classified based on their evolutionary history.

D. Natural selection is a primary mechanism leading to evolutionary change.

Standards










SC.912.L.15.1 (AA) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. SC.912.L.15.8 (AA)Describe the scientific explanations of the origin of life on Earth; SC.912.L.15.13 (AA) Describe the conditions required for natural selection. SC.912.L.15.14 Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. SC.912.L.15.15 Describe how mutation and genetic recombination increase genetic diversity. SC.912.L.16.9 Explain how and why the genetic code is universal and is common to almost all organisms. SC.912.L.17.8 Recognize the consequences of the losses of biodiversity due to catastrophic events. SC.912.N.1.1 (AA) Use the scientific method and inquiry to solve scientific problems. SC.912.N.1.6 Describe how scientific inferences are drawn from scientific






observations and provide example from the content being studied.

SC.912.N.1.3 Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. SC.912.N.1.4 Identify sources of information, and assess their reliability according to the strict standards of scientific investigation. SC.912.N.2.1 Identify what is science, what clearly is not science, and what
































● What are the similarities and differences between Earth’s early environment and Earth’s current environment? ● What is a typical sequence of events

in fossilization?

● How are the different techniques for dating fossils used?

● What are the differences between spontaneous generation and biogenesis?

● What might have been the sequence of events that led to cellular life?

● What is the endosymbiont theory?

● What evidence convinced Darwin that species could change over time?

● What are the four principles of natural selection?

● How can natural selection change a population?

● How do fossils provide evidence of evolution?

● How does morphology provide evidence of evolution?

● How does biochemistry provide evidence of evolution?


will be able to)


Differentiation

●

●

●

●

●

●

●

describe how Charles Darwin’s observations on the Galapagos

Islands led him to his theory of Natural Selection; explain

and/or describe the conditions required for natural selection

that result in differential reproductive success; explain how

natural selection can change the distribution of traits in a

population causing genetic variation; recognize that

populations evolve, not individuals; explain how isolation of a

population can lead to speciation and how isolation can occur;

explain and/or describe the scientific mechanisms, such as

genetic drift, gene flow, and nonrandom mating, resulting in

evolutionary change; and explain and/or describe how

mutation and genetic recombination increase genetic

variation.

Pearson


Chapter 16-

Darwin’s Theory of

Evolution

Chapter 17-

Evolution of Populations

Chapter 19-

History of Life



Understanding Evolution

SC.912.L.15.13 (AA)

● Quackers

● Life in the Cold

http://evolution.berkeley.edu/evolibrary/home.php

http://evolution.berkeley.edu/evolibrary/home.php



https://drive.google.com/open?id=0BxhT81h4rkhSVWN5SnNEOTgwWTg&authuser=0

https://drive.google.com/open?id=0BxhT81h4rkhSVWN5SnNEOTgwWTg&authuser=0

https://drive.google.com/open?id=0BxhT81h4rkhSLVYxR2ZzSGEyalE&authuser=0

https://drive.google.com/open?id=0BxhT81h4rkhSLVYxR2ZzSGEyalE&authuser=0





●

●

●

●

●

●

●

summarize the main hypotheses of how life began that includes: organic molecule hypothesis, early cell structure hypothesis, and RNA not DNA; Identify the differences between spontaneous generation and biogenesis; Identify the endosymbiotic theory;

describe what scientists believe were probably the first life forms and where they developed (archaea bacteria- hydrothermal vents); recognize the role of early microbes in shaping the life on Earth through production of oxygen through chemosynthesis; infer that cyanobacteria evolved to produce oxygen through photosynthesis; identify situations or conditions contributing to the origin of life

on Earth; and

Gene Regulation and

Mutation

Chapter 14-

The History of Life

Chapter 15-

Evolution

SC.912.L.15.1 (AA)

● Biological Evolution

● Habitat Change

SC.912.L.15.1 (AA)

Lab 23. Mechanisms

of Evolution


Student Lab Handout

● describe explanations of the origin of life on Earth.



https://drive.google.com/open?id=0B1GInX1TNkpUa0NjanRDbk4xQ0E&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUa0NjanRDbk4xQ0E&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpURzk1Tm5qay1pMlE&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpURzk1Tm5qay1pMlE&authuser=0



https://drive.google.com/a/leeschools.net/file/d/0BxhT81h4rkhSeEhGV1FWNDBTU0E/view?usp=sharing










● explain and/or describe the conditions required for natural

selection that result in differential reproductive success.

Lab 27. Whale

Evolution


● explain and/or describe the scientific mechanisms, such as genetic drift, gene flow, and nonrandom mating, resulting in evolutionary change;

● identify genetic drift as a cause of change to genetic equilibrium that involves chance processes; and

● identify gene flow as the transfer of genes from one population

to another.

Student Lab Handout

SC.912.L.15.13 (AA)

Lab 25. Mechanisms

of Speciation


Student Lab Handout



● explain and/or describe how mutation and genetic recombination increase genetic variation.

Assessment(s):

https://drive.google.com/a/leeschools.net/file/d/0BxhT81h4rkhSejZ0VWFiY2R2S3c/view?usp=sharing








https://drive.google.com/a/leeschools.net/file/d/0BxhT81h4rkhSQ19PYnhTQ2F6c2s/view?usp=sharing




















Home




Big Idea


A. The scientific theory of evolution is the fundamental concept underlying all of biology.

B. The scientific theory of evolution is supported by multiple forms of scientific evidence.

C. Organisms are classified based on their evolutionary history.

D. Natural selection is a primary mechanism leading to evolutionary change.

Standards










SC.912.L.15.6 (AA) Discuss distinguishing characteristics of the domains and kingdoms. SC.912.L.15.4 Describe how and why organisms are hierarchically classified.

SC.912.L.15.5 Explain the reasons for changes in how organisms are classified. SC.912.N.1.3 Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. SC.912.N.1.6 Describe how scientific inferences are drawn from scientific

observations and provide examples from the content being studied.







● What are the similarities and differences between previous classification systems and the current system?

● What are the roles of Aristotle and Linnaeus in classification?

● What is binomial nomenclature?

● What are the major characteristics of the three domain system of classification?

● What are the differences in the six kingdoms?

● How is phylogeny determined?

● How are new organisms classified into a new species?

● What is a cladogram?

● How is the dichotomous key used to identify?


will be able to)


Differentiation
















describe the hierarchical levels and systems of classification

used to distinguish groups of organisms; understand that

organisms are classified based on physiological

characteristics and evolutionary relationships, rather than

other variables such as size, location, diet, etc.; and discuss

the benefits, limitations, and need for hierarchical systems

of classification.

Pearson


Chapter 18-

Classification

Glencoe/McGraw-Hill

Florida Biology

Chapter 17-

Organizing Life’s Diversity

SC.912.L.15.4 ● Is

It an Animal?

● Is it a Model?

SC.912.L.15.4

Lab 22. Biodiversity and the Fossil Record


Student Lab Handout

SC.912.L.15.6 (AA)

• Organization of Living Things

• Domains of Life

SC.912.L.15.4

● Classification Webquest

describe the hierarchical levels and systems of classification

used to distinguish groups of organisms; understand that

organisms are classified based on physiological

characteristics and evolutionary relationships, rather than

other variables such as size, location, diet, etc.; and discuss

the benefits, limitations, and need for hierarchical systems

of classification.



Assessment(s):

Home



https://drive.google.com/open?id=0B1GInX1TNkpUUEdRT0REaVliNlE&authuser=0




https://drive.google.com/open?id=0B1GInX1TNkpURUwyYjc1M2JjUW8&authuser=0













http://www.ck12.org/life-science/Organization-of-Living-Things-in-Life-Science/




http://www.ck12.org/life-science/Domains-of-Life-in-Life-Science/

http://www.ck12.org/life-science/Domains-of-Life-in-Life-Science/



https://drive.google.com/open?id=0BxhT81h4rkhSTF9uNUpocjhFSGs&authuser=0














Quarter: 4

Academic Plan 2016-2017 -

Biology 1 (Course #2000310)


-2 Suggested Unit/Topic/Chapter Length: 1 3 Blocks

Biology 1 Honors (Course #2000320)


Big Idea






Standards


SC.912.L.14.26 (AA) Identify the major parts of the brain on diagrams or

models. HE.912.C.1.7 Analyze how heredity and family history can impact personal health. HE.912.C.1.3 Evaluate how environment and personal health are interrelated.

HE.912.C.1.5 Analyze strategies for prevention, detection, and treatment of

communicable and chronic diseases.


● What are the branches of the nervous system and their major function? ●

What are the major parts of the brain and where are they located?














Quarter: 4

Academic Plan 2016-2017 : 4-6 Blocks




will be able to)

District Adopted

Materials


Differentiation

● identify the major parts of the brain on diagrams. Pearson


Chapter 31-

Nervous System

Glencoe/McGraw-Hill

Florida Biology

Chapter 33-

Nervous System

SC.912.14.26

● Is it a Model?

SC.912.14.26

● Making Sense of It All

ETV PROGRAMMING:

172721

Cycles of Life:

The Neural Connection

Assessment(s):








https://drive.google.com/open?id=0BxhT81h4rkhSMDRSX3VLNW5PakU&authuser=0

https://drive.google.com/open?id=0BxhT81h4rkhSMDRSX3VLNW5PakU&authuser=0





Home

-3 Suggested Unit/Topic/Chapter Length



Big Idea






Standards


SC.912.L.14.36 (AA) Describe the factors affecting blood flow through the cardiovascular system. SC.912.L.14.16 Describe the anatomy and histology, including ultrastructure, of

muscle tissue.

HE.912.C.1.7 Analyze how heredity and family history can impact personal health. HE.912.C.1.3 Evaluate how environment and personal health are interrelated.




● What are the main parts of the circulatory system and their functions?

● How do factors such as blood pressure, blood volume, resistance, disease, and exercise affect blood flow through the cardiovascular system? ●

What are the symptoms and preventative measures for cardiovascular disease?
















Quarter: 4





will be able to)


Differentiation

● identify the chambers of the heart and the valves in the heart;

● identify factors that affect the flow of blood through the heart;

● explain blood pressure;

● describe heart diseases caused by personal health and environmental factors;

● describe how hereditary and family history can impact the flow of blood through the heart;

● identify ways in which to prevent, detect, and treat cardiovascular diseases;

● identify factors that affect blood flow and/or describe how

these factors affect blood flow through the cardiovascular

system.

Pearson


Chapter 33-

Circulatory and

Respiratory Systems

Glencoe/McGraw-Hill

Florida Biology

Chapter 34-

Circulatory, Respiratory, and Excretory Systems

SC.912.L.14.36

● Standing on One Foot

SC.912.L.14.36 (AA)

Circulatory System

Biology.com

Untamed Science:

Adaptations



SC.912.L.14.36 (AA)

• Circulatory System

• Circulatory System

Diseases



https://drive.google.com/open?id=0B1GInX1TNkpUamE3aGxXT3lxRUk&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUamE3aGxXT3lxRUk&authuser=0



https://drive.google.com/open?id=0BxhT81h4rkhSR09OaXc1YnB6Vzg&authuser=0

https://drive.google.com/open?id=0BxhT81h4rkhSR09OaXc1YnB6Vzg&authuser=0





http://www.ck12.org/biology/Circulatory-System/

http://www.ck12.org/biology/Circulatory-System/

http://www.ck12.org/biology/Circulatory-System-Diseases/








Assessment(s):

Home




Big Idea






Standards







Quarter: 4




SC.912.L.16.13 (AA) Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. SC.912.L.14.10 Discuss the relationship between the evolution of land plants and their anatomy. SC.912.L.16.17 Compare and contrast mitosis and meiosis and relate to the

processes of sexual and asexual reproduction and their consequences for

genetic variation.





● How does a human develop from a single cell to a newborn baby?

● How does the female reproductive system differ from the male reproductive system?

● How do hormones affect the reproductive process?

● How does development occur from conception to birth?




Differentiation

describe the process of human development from the zygotic

stage to the end of the third trimester and birth. Pearson


Chapter 34-

Endocrine and

Reproductive Systems



SC.912.L.16.13 (AA)

• Reproduction and Human

















http://www.ck12.org/biology/Reproduction-and-Human-Development/enrichment/Reproductive-System-Structure-and-Function-Overview/?referrer=concept_details








● identify and/or describe the basic anatomy and physiology of the human reproductive system;

● sequence the events of fertilization, cleavage, and implantation;

● summarize the development of the embryo during each trimester of pregnancy;

● describe the stages of the birth process; and

● explain how personal health choices affect the birth process.

Glencoe/McGraw-Hill

Florida Biology

Chapter 35 Section -

The Endocrine System

Chapter 36-

Human Reproduction and

Development

SC.912.L.14.33

● Chicken Eggs

Development

• Embryo Growth and Development

• Fetus Growth and

Development

Assessment(s):

Home




Big Idea



https://drive.google.com/open?id=0B1GInX1TNkpUd3dHUXFqYlE5a0E&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUd3dHUXFqYlE5a0E&authuser=0



http://www.ck12.org/biology/Embryo-Growth-and-Development/





http://www.ck12.org/biology/Fetus-Growth-and-Development/









Quarter: 4









Standards


SC.912.L.14.52 (AA) Explain the basic functions of the human immune system,

including specific and nonspecific immune response, vaccines, and antibiotics.

SC.912.L.14.6 Explain the significance of genetic factors, environmental

factors, and pathogenic agents to health from the perspectives of both

individual and public health.





● How does the body fight against invading organisms that may disrupt homeostasis?

● What are pathogens?

● What are the similarities and differences between specific and nonspecific defenses?




Differentiation















● identify body systems that protect the body from pathogens;

● differentiate between bacterial and viral diseases;

● summarize how cells and proteins fight infection;

● compare and contrast active and passive immunity;

● describe both specific and nonspecific immune responses;

● explain how vaccines help build immunity and why antibiotics have no effect on viruses;

● explain how diseases are spread in a community; and ●

understand the pandemic that AIDS presents.

Pearson


Chapter 35-

Immune System and

Disease

Glencoe/McGraw-Hill

Florida Biology

Chapter 37-

Immune System

SC.912.L.14.52 (AA)

● Catching a Cold

SC.912.L.14.52 (AA)

● Specific Immune Response



SC.912.L.14.52 (AA)

• Immune System and Disease

• Barriers to

Pathogens

• Inflammatory Response to Leukocytes

• Humoral Immune

Response

Assessment(s):

Home



https://drive.google.com/open?id=0B1GInX1TNkpUVWl5NEZWbWljeXc&authuser=0

https://drive.google.com/open?id=0B1GInX1TNkpUVWl5NEZWbWljeXc&authuser=0



https://drive.google.com/open?id=0BxhT81h4rkhSaXRoVXBRazNBS3M&authuser=0










http://www.ck12.org/biology/Immune-System-and-Disease/




http://www.ck12.org/biology/Barriers-to-Pathogens/




http://www.ck12.org/biology/Inflammatory-Response-and-Leukocytes/






http://www.ck12.org/biology/Humoral-Immune-Response/







Documents

Quarterly Content Guide 2017-2018 - leeschools.net€¦ · Quarterly Content Guide 2017-2018 Biology 1 (Course #2000310) Biology 1 Honors ... SC.912.L.14.4 Compare and contrast structure