Download Biology Overview and Supportive Laboratory Activities

Biology Overview and Supportive Laboratory Activities
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Biology overview
The biology content can be broken in to three major categories as assessed on the Biology EOC. Those categories are
molecular and cell biology; classification, heredity and evolution; and organisms, populations and ecosystems. The breakdown of the
standards and the weight of each of these areas is represented below.
Table 1: Assessment Categories and Standards (http://www.fldoe.org/core/fileparse.php/5662/urlt/0077547-biologyfl11sp.pdf).
As a starting place for quality instruction, these three groups can be broken into seven units. Each unit has specific concepts to
master. Other suggestions, pacing guides and sample curriculum maps may be found at:
http://www.fldoe.org/academics/standards/toolkits/sci-resources.stml.
Suggested Instructional Units
Molecular and Cell Biology
• Unit 1: Macromolecules
• Unit 2: Cell Structure and Function
• Unit 3: Cell Processes
Classification, Heredity and Evolution
• Unit 4: Genetics
• Unit 5: Evolution
Organisms, Populations and Change
• Unit 6: Plants
• Unit 7: Ecology
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Biology Laboratory Activities
Within each of these units, there are essential “keystone” standards that help build the unit and provide the foundation for
development of the content. These keystone standards are annually assessed and often contain additional supportive standards beneath
them (indicated as “also assesses” on the assessment documents). As shown in Table 1, the keystone standards have supporting
standards beneath them. For example, N.1.1 also assesses N.1.4, N.1.6 and L.14.4. These are the supporting standards for N.1.1.
Table 1 shows the connection between the keystone standards and the supportive standards. This information is also provided in the
Test Item Specifications for biology (http://www.fldoe.org/core/fileparse.php/5662/urlt/0077547-biologyfl11sp.pdf). The seven units
and their corresponding keystone standards may be enhanced with hands-on inquiry opportunities. The eight lab activities provided
below have been selected to enhance these units and keystone standards. The information for each lab activity and materials list is
provided.
To assist students with achieving the proper level of complexity in their content development, the lab activities below have been
selected to provide opportunities for moderate and high levels of thinking. This is in alignment with the biology assessment as shown
in Table 2. Complexity levels and percentage of questions in each of the complexity levels is provided in Table 2 below. As
indicated, over 80 percent of all standards are assessed at the levels of moderate to high. Definitions of the cognitive levels may be
viewed within the test item specifications (http://www.fldoe.org/core/fileparse.php/5662/urlt/0077547-biologyfl11sp.pdf).
Table 2: Complexity levels and estimated numbers of assessment items
These seven units with corresponding eight classroom lab activities may be used as a basic foundation for classroom
investigations aligned tightly to the standards. Each of these lab activities is pulled from CPALMS, and additional resources, where
appropriate, are provided. A full list of the course standards may be found within the Biology Course Descriptions
(http://www.cpalms.org/Public/PreviewCourse/Preview/13083). Additionally, these lab activities require very little equipment or
supplies. The materials are those found in most schools or may be inexpensively purchased locally.
Please always follow the necessary guidelines for safety and proper laboratory procedures. You may find safety and procedural
assistance at: http://fldoe.org/academics/standards/subject-areas/math-science/science/safety-in-science.stml.
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Additional Biology Resources
Course Descriptions, Standards, Teacher, Student and Parent Resources
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Biology http://www.cpalms.org/Public/PreviewCourse/Preview/13083
Biology I Honors http://www.cpalms.org/Public/PreviewCourse/Preview/13084
Access Biology http://www.cpalms.org/Public/PreviewCourse/Preview/12919
Course Maps and Sample Course Pacing Guides and Biology District Recommended Essential Labs
http://www.fldoe.org/academics/standards/toolkits/sci-resources.stml
Biology Assessment Assistance
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Test Item Specifications http://www.fldoe.org/core/fileparse.php/5662/urlt/0077547-biologyfl11sp.pdf
Achievement Levels and Descriptions http://www.fldoe.org/core/fileparse.php/3/urlt/aldsbioeoca.pdf
Accommodations for Florida’s Statewide Student Assessments
http://www.fldoe.org/core/fileparse.php/7690/urlt/statewideassessmentaccommodations.pdf
Student Resources http://www.floridastudents.org/#
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Units and supportive lab activities
Unit 1: Macromolecules
SC.912.L.18.1
Describe the basic molecular structures and primary functions of
the four major categories of biological macromolecules. Annually
assessed on Biology EOC. Also assesses SC.912.L.18.11.
http://www.cpalms.org/Public/PreviewStandard/Preview/2044
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Students will identify and/or describe the basic molecular
structure of carbohydrates, lipids, proteins, and/or nucleic
acids.
Students will describe the primary functions of
carbohydrates, lipids, proteins, and/or nucleic acids in
organisms.
Students will explain how enzymes speed up the rate of a
biochemical reaction by lowering the reaction’s activation
energy.
Students will identify and/or describe the effect of
environmental factors on enzyme activity.
Materials List
Hot plates
Benedicts indicator, iodine and biuret
paper bags
test tubes and test tube racks
Food items: Potatoes (blend in a blender and add water to
liquefy.), egg white (best if use the liquid egg whites in the
grocery section) make sure to water down as they will cook when
heated, apple juice, honey, corn oil, lettuce ( blend in a blender
with water added), gelatin (add water), butter (spray butter works
best), distilled water, and an unknown (use beef bouillon and
dissolve it in water)
Macromolecule Food Indicator Lab
http://www.cpalms.org/Public/PreviewResource/Preview/45864
In this lesson students will complete a lab using indicators to
determine which foods contain carbohydrates, lipids, proteins,
and/or starches. The lab includes pre-lab questions, discussion, lab
experimentation, post lab questions, results and conclusion. The
students will submit a completed lab report that will be graded based
on a rubric.
This lab also addresses:
SC.912.N.1.1
Define a problem based on a specific body of knowledge, for
example: biology, chemistry, physics, and earth/space science.
http://www.cpalms.org/Public/PreviewStandard/Preview/1856
Supportive resources
Video animation: Macromolecules:
http://www.cpalms.org/Public/PreviewResourceUrl/Preview/44812
Video discussion: The Biomolecule Band YouTube
https://www.youtube.com/watch?v=IJ7xOSCEmZw&index=25&list
=UUb2GCoLSBXjmI_Qj1vk-44g
Interactive website: Molecular Structure of Fat
http://www.hhmi.org/biointeractive/molecular-structure-fat
Interactive website: Small-Molecule Diversity
http://www.hhmi.org/biointeractive/small-molecule-diversity
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Unit 2: Cell Structure and Function
SC.912.L.14.3
Compare and contrast the general structures of plant and
animal cells. Compare and contrast the general structures of
prokaryotic and eukaryotic cells. Annually assessed on
Biology EOC. Also assesses SC.912.L.14.2.
http://www.cpalms.org/Public/PreviewStandard/Preview/194
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Students will compare and/or contrast the structures
found in plant cells and in animal cells.
Students will compare and/or contrast the structures
found in prokaryotic cells and in eukaryotic cells.
Students will describe how structures in cells are
directly related to their function in the cell.
Students will explain the role of the cell membrane
during active and passive transport.
Materials List
All materials may be printed from CPALMS lab activity
http://www.cpalms.org/Public/PreviewResource/Preview/12
7175
Touring the Cell
http://www.cpalms.org/Public/PreviewResource/Preview/127175
In this lesson the students will provide detailed explanations of cell
structures and their functions, produce an artifact that highlights
how prokaryote and eukaryote cells differ, how plant and animal
cells differ, and how structure relates to function. Students will also
design and conduct a lab exploring cells and/or their structures.
This lab also addresses:
SC.912.N.1.1
Define a problem based on a specific body of knowledge, for
example: biology, chemistry, physics, and earth/space science.
http://www.cpalms.org/Public/PreviewStandard/Preview/1856
Supportive resources
Virtual Manipulative: Plant, Animal and Bacteria Cell Models
http://www.cpalms.org/Public/PreviewResourceExternal/Preview/32
600
Video Animation: A Tour of the Cell
http://www.cpalms.org/Public/PreviewResourceUrl/Preview/41646
Website: Cells Alive!
http://www.cellsalive.com/
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Unit 3: Cell Processes
SC.912.L.18.9
Explain the interrelated nature of photosynthesis and cellular
respiration. Annually assessed on Biology EOC. Also
assesses SC.912.L.18.7; SC.912.L.18.8; SC.912.L.18.10.
http://www.cpalms.org/Public/PreviewStandard/Preview/205
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Students will explain how the products of
photosynthesis are used as reactants for cellular
respiration and vice versa.
Students will explain how photosynthesis stores
energy and cellular respiration releases energy.
Students will identify the reactants, products and/or
the basic function of photosynthesis.
Students will identify the reactants, products and/or
the basic functions of aerobic and anaerobic cellular
respiration.
Students will connect the role of adenosine
triphosphate (ATP) to energy transfers within the
cell.
Materials List
test tubes (20mm x 150mm)
Deionized water
Test tube racks
Test tube rack covers
Growth lights
Aquatic Snails
Sprigs of Elodea (Anacharis)
Bromothymol blue (BTB) indicator solution 0.04%
Small pipette (medicine dropper)
Just Breathe!
http://www.cpalms.org/Public/PreviewResourceLesson/Preview/757
92
Students will complete an experimental lab setup using snails and
elodea in test tubes placed in light and dark conditions to test the
outcomes.
* Lab component requires 24 hour wait time for completion.
This lab also addresses:
SC.912.N.1.1
Define a problem based on a specific body of knowledge, for
example: biology, chemistry, physics, and earth/space science.
http://www.cpalms.org/Public/PreviewStandard/Preview/1856
Supportive Resources
Video Animation: Cellular Respiration
http://www.cpalms.org/Public/PreviewResource/Preview/28998
Student Tutorial: ATP Synthesis During Photosynthesis
http://www.cpalms.org/Public/PreviewResourceUrl/Preview/121633
Website: Connecting Cellular Respiration and Photosynthesis
https://www.ck12.org/life-science/Connecting-Cellular-Respirationand-Photosynthesis-in-Life-Science/lesson/Connecting-CellularRespiration-and-Photosynthesis/?referrer=featured_content
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Unit 4: Genetics
SC.912.L.15.1
Explain how the scientific theory of evolution is supported
by the fossil record, comparative anatomy, comparative
embryology, biogeography, molecular biology, and observed
evolutionary change. Annually assessed on Biology EOC.
Also assesses SC.912.L.15.10; SC.912.N.1.3; SC.912.N.1.4;
SC.912.N.1.6; SC.912.N.2.1; SC.912.N.3.1; and
SC.912.N.3.4
.http://www.cpalms.org/Public/PreviewStandard/Preview/19
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Students will identify evidence and/or explain how
the scientific theory of evolution is supported by the
fossil record, comparative anatomy, comparative
embryology, biogeography, molecular biology, and
observable evolutionary change.
Students will identify ways in which a scientific
claim is evaluated (e.g., through scientific
argumentation, critical and logical thinking, and
consideration of alternative explanations).
Students will describe how scientific inferences are
made from observations and identify examples from
biology.
Students will recognize the differences between
theories and laws.
Name That Embryo
http://www.cpalms.org/Public/PreviewResourceLesson/Preview/128
858
This lesson introduces the concept of comparative embryology.
Students will work in groups to observe similarities and differences
in embryos from different organisms, and will make inferences to an
evolutionary relationship between them.
This lab also addresses:
SC.912.N.1.1
Define a problem based on a specific body of knowledge, for
example: biology, chemistry, physics, and earth/space science.
http://www.cpalms.org/Public/PreviewStandard/Preview/1856
Supportive Resources
Video Discussion: Evolution’s Continuing Creativity
http://www.cpalms.org/Public/PreviewResourceUrl/Preview/18527
Interactive Tutorial: Who’s Who in Human Evolution:
http://www.pbs.org/wgbh/nova/evolution/whos-who-humanevolution.html
Interactive Tutorial: A Brief History of Life:
http://www.pbs.org/wgbh/nova/evolution/brief-history-life.html
Materials List
All materials may be printed from CPALMS lab activity
Video Discussion: Tree of Life:
http://www.cpalms.org/Public/PreviewResourceLesson/Previ http://www.wellcometreeoflife.org/video/
ew/128858.
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Unit 5: Evolution
SC.912.L.15.8
Describe the scientific explanations of the origin of life on
Earth. Annually assessed on Biology EOC. Also assesses
SC.912.N.1.3, SC.912.N.1.4, and SC.912.N.2.1.
http://www.cpalms.org/Public/PreviewStandard/Preview/200
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Students will describe scientific explanations of the
origin of life on Earth.
Students will identify situations or conditions
contributing to the origin of life on Earth.
Students will identify ways in which a scientific
claim is evaluated (e.g., through scientific
argumentation, critical and logical thinking, and
consideration of alternative explanations).
Students will assess the reliability of sources of
information according to scientific standards.
Students will identify what is science, what is not
science, and what resembles but fails to meet the
criteria for science.
Materials List
All materials may be printed from CPALMS lab activity
http://www.cpalms.org/Public/PreviewResource/Preview/64
461
Meteorites May Have Sparked Life on Earth
http://www.cpalms.org/Public/PreviewResource/Preview/64461
This informational text resource is intended to support reading in the
content area. Scientists have formulated and tested another theory to
explain how life began on Earth: meteorites crashing into the surface
of the ancient planet brought with them the elements of life’s
building blocks. The results of the scientists’ simulations are
promising.
This lab also addresses:
SC.912.N.1.1
Define a problem based on a specific body of knowledge, for
example: biology, chemistry, physics, and earth/space science.
http://www.cpalms.org/Public/PreviewStandard/Preview/1856
Supportive Resources
Video Discussion: What is Evolution? YouTube
https://www.youtube.com/watch?v=GhHOjC4oxh8
Video Discussion: How Life Began (PBS Documentary) YouTube
https://www.youtube.com/watch?v=kz4HXERYxfA&feature=youtu
.be
Website: Evolution BioInteractive
http://www.hhmi.org/biointeractive/explore-evolution
Website: Fossil Record BioInteractive
http://www.hhmi.org/biointeractive/fossil-record-sticklebackevolution
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Unit 6: Plants (Two standards: focuses on plant structures
and the comparison of plant and animal cells)
SC.912.L14.7
Relate the structure of each of the major plant organs and
tissues to physiological processes. Annually Assessed on
Biology EOC.
http://www.cpalms.org/Public/PreviewStandard/Preview/194
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Students will explain how the structures of plant
tissues and organs are directly related to their roles in
physiological processes.
SC.912.L 14.3
Compare and contrast the general structures of plant and
animal cells. Compare and contrast the general structures of
prokaryotic and eukaryotic cells. Annually Assessed on
Biology EOC. Also assesses SC.912.L.14.2.
http://www.cpalms.org/Public/PreviewStandard/Preview/194
6
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Students will compare and/or contrast the structures
found in plant cells and in animal cells.
Students will compare and/or contrast the structures
found in prokaryotic cells and in eukaryotic cells.
Students will describe how structures in cells are
directly related to their function in the cell.
Understanding the process of transpiration
http://www.cpalms.org/Public/PreviewResourceLesson/Preview/760
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This lesson is intended to provide student with an introduction to the
process of transpiration. The goal is to help students understand the
process of transpiration and the role that this process plays in plant
physiology.
Animal vs. Plant & Prokaryotic vs. Eukaryotic Cells
http://www.cpalms.org/Public/PreviewResourceLesson/Preview/271
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This lesson will develop students' ability to identify similarities and
differences between animal and plant cells as well as prokaryotic
and eukaryotic cells.
Supportive Resources
Video Animation: Movement Through a Plant
http://www.cpalms.org/Public/PreviewResourceUrl/Preview/76209
Video Animation: Plant Structure
http://www.cpalms.org/Public/PreviewResourceUrl/Preview/42315
Website: Cell Biology
http://learn.genetics.utah.edu/
Virtual Manipulative: Plant, Animal and Bacterial Cell Models
Materials List
http://www.cpalms.org/Public/PreviewResourceExternal/Preview/32
Desktop computer or Laptop and LCD Projector
600
For Cell comparison: Printed materials from
http://www.cpalms.org/Public/PreviewResourceLesson/Previ
ew/27162
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Unit 7: Ecology
SC.912.L.17.5
Analyze how population size is determined by births, deaths,
immigration, emigration, and limiting factors (biotic and
abiotic) that determine carrying capacity. Annually assessed
on Biology EOC. Also assesses SC.912.L.17.2;
SC.912.L.17.4; SC.912.L.17.8; SC.912.N.1.4.
http://www.cpalms.org/Public/PreviewStandard/Preview/203
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Students will 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.
Students will describe the potential changes to an
ecosystem resulting from seasonal variations, climate
changes, and/or succession.
Students will identify positive and/or negative
consequences that result from a reduction in
biodiversity.
Students will assess the reliability of sources of
information according to scientific standards.
Materials List
Excel on school computers
Excel -Census data loaded on computers
Teacher should print cards (1 set for every pair of students)
and cut cards for vocabulary sorting activity from
http://www.cpalms.org/Public/PreviewResourceLesson/Previ
ew/128807
Sea Otter Spotter - A Population Growth Curve Using Southern
Sea Otter Census Data
http://www.cpalms.org/Public/PreviewResourceLesson/Preview/128
807
Students explore the world of population biology using the sea otter
as a case study. The lesson involves reading technical reports from
the US Fish and Wildlife Service as well as reading information
about the sea otter from non-governmental organizations. Students
are introduced to a specialized wildlife capture technique and
monitoring of the endangered population through annual census
data. Using that data students explore the limiting factors affecting
sea otter growth and apply mathematical knowledge to analyze
population growth curves. Students will also produce an argument
on whether the sea otter has met established endangered species
criteria and should be removed from the endangered species list.
Supportive Resources
Virtual Manipulative: Virtual Lab Population Biology
http://www.cpalms.org/Public/PreviewResourceUrl/Preview/20230
Text Resource: Coral Reefs Show Remarkable Ability to Recover
from Near Death
http://www.cpalms.org/Public/PreviewResource/Preview/121525
Video Discussion: Introduced Species and Biodiversity YouTube
https://www.youtube.com/watch?v=J-ftiWffNTc
Website: Symbiotic Bioluminescence BioInteractive
http://www.hhmi.org/biointeractive/symbiotic-bioluminescence
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