Download Integrated Science 1 - Lee County School District

Quarterly Content Guide 2016-2017
Integrated Science 1 (Course #2002400)
Adopted Instructional Materials:
Miller & Levine, Biology, Florida Foundations Edition (2012), Pearson
Quarter 1
Quarter 2
Quarter 3
Quarter 4
1-1
Lab Safety,
The Practice of Science
2-1
Cell Structure and Function
3-1
Mendel Genetics
4-1
The Biosphere
1-2
Chemistry of Life
2-2
Plant Structure and Function
3-2
Scientific Theory of Evolution
4-2
Ecosystems and Communities
3-3
Classification
4-3
Humans in the Biosphere
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
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).
Page 1 of 27
Updated: June 14, 2016
Additional Course Information
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)
Professional Development
General Resources
Florida Standards
Florida Students
CPALMS
District Science SharePoint
High School Biology Science SharePoint
Biology 9-12
Chemistry 9-12
Building Model-Eliciting Activities
in CPALMS
Pearson Miller & Levine, Biology 1
Biology 1 End of Course Review
Helpful Websites
Student Assessment Information
Environmental Education (EE) Workshops
Assessment Schedules
Content Focus Reports
LabQuesting Science
Preparing for the Biology 1 EOC
Biology 1 EOC Test Item Specifications
Page 2 of 27
Updated: June 14, 2016
Academic Plan 2016-2017
Quarter: 1-1
Suggested Unit/Topic/Chapter Length: 4-8 Blocks
Integrated Science 1 (Course #2002400)
Adopted Instructional Materials:
Miller & Levine, Biology, Florida Foundations Edition (2012), Pearson
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
Science Next Generation Sunshine State Standards
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.
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.
Florida Standards for Mathematics
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.RST.1.1 Cite specific textual evidence to support analysis of science
Page 3 of 27
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
clearly, concisely, and logically such that listeners can follow the line of
Updated: June 14, 2016
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.
Page 4 of 27
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.
Updated: June 14, 2016
Essential Outcome Questions










What are the goals of science?
What are the parts of scientific methodology?
What scientific attitudes help make new ideas?
Why is peer review important?
What is a scientific theory?
How are science and society related?
What characteristics do all living things share?
What are the big ideas of biology?
How do different fields of biology differ in the way they study life?
Why is the metric system important in science?
Aligned Learning Goals
(Student will be able to)
SC.912.N.1.1 (AA)







SC.912.N1.6


Page 5 of 27
District Adopted
Materials
Pearson
understand the practice of science.
Miller & Levine Biology
design and/or evaluate a scientific investigation using evidence
Chapter 1of scientific thinking and/or problem solving. (AA)
The Science of Biology
identify lab safety symbols, lab rules, and laboratory
equipment used in the science lab.
justify the need for proper procedures in the science lab.
analyzing data both qualitatively and quantitatively with
metric system units represented
evaluate the merits of scientific explanations produced by
others.
interpret and analyze data to make predictions and/or defend
SC.912.N.1.6
conclusions.
● Is It an Animal?
● Is It Living?
understand that observation is the process of gathering data
and that inference is the conclusion drawn about the gathered ● Is it a Theory?
● Doing Science
data;
● Seedlings in a Jar
make inferences based on qualitative and quantitative
● Human Body Biology
observations.
● Functions of Living
Things
Supplemental Resources
Strategies for
Differentiation
SC.912.N.1.1 (AA)
The Scientific Method  Goals of Science
 Scientific
Scientific Method videos:
Perspective
 Sesame Street
 Scientific Thinking
 Science as a Process
 Scientific
 Scientific Method
Investigation
Tutorial
 Science
 Interactive
Experiments
Vocabulary Matching
 Scientific Theories
Game
 Scientific Models in
 Scientific Method
Biology
Jeopardy
 Scientific Processes-  What is a Scientist
Measuring in Science

Updated: June 14, 2016
SC.912.N.3.1




detect potential bias in scientific investigations;
recognize that valid scientific investigations must be evaluated
by other members of the scientific community.
PBS Learning Media:
Scientific Method
SC.912.N.2.1


explain scientific theories as well-established and highly
reliable explanations that are capable of being tested by
multiple independent researchers.
identify biological theories and describe what makes them
theories instead of laws.
identify the process of theory formation (e.g., pose questions,
create hypothesis, perform experiment, collect and analyze
data, repeat by other scientists).
The "hand"
measurement for
horses
Untamed Science: "What
do Biologists look like?
Art Review: Revising
Hypotheses
Biology Corner Scientific
Method Resources
Bioman Scientific Method
Interactives
Scientific Method Online
Quiz
Assessment(s):
Home
Page 6 of 27
Updated: June 14, 2016
Academic Plan 2016-2017
Quarter: 1-2
Suggested Unit/Topic/Chapter Length: 5-10 Blocks
Integrated Science 1 (Course #2002400)
Adopted Instructional Materials:
Miller & Levine, Biology, Florida Foundations Edition (2012), Pearson
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.
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.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.WHST.1.2 Write informative/explanatory texts, including the
narration of historical events, scientific procedures/ experiments, or technical
processes.
LAFS.910.WHST.3.9 Draw evidence from informational texts to support
analysis, reflection, and research.
MAFS.K12.MP.2: Reason abstractly and quantitatively.
MAFS.K12.MP.3: Construct viable arguments and critique the reasoning of
others. [Viable arguments include evidence.]
MAFS.K12.MP.5: Use appropriate tools strategically.
MAFS.K12.MP.6: Attend to precision.
Page 7 of 27
Updated: June 14, 2016
Essential Outcome Questions









What three particles make up an atom?
How are all of the isotopes of an element similar?
How do compounds differ from the elements in them?
What are the main kinds of chemical bonds?
How does the structure of water lead to its special properties?
How does water's polarity affect its properties as a solvent?
Why is it important for cells to buffer solutions against rapid changes in pH?
What happens to chemical bonds during chemical reactions?
What are the functions of each of the four groups of macromolecules?
SC.912.L.18.1 (AA)
Aligned Learning Goals
(Student will be able to)



SC.912.L.18.12 (AA)
●
●
identify and/or describe the basic molecular structure of
carbohydrates, lipids, proteins, and nucleic acids;
describe the primary functions of carbohydrates, lipids,
proteins, and nucleic acids in organisms; and
identify common examples of carbohydrates, lipids, proteins,
and nucleic acids.
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.
District Adopted
Materials
Pearson
Miller & Levine Biology
Chapter 2The Chemistry of Life
Supplemental Resources
Empower3000:
The Power of Hydrogen
Organic Molecules
Chemistry
Pearson Successnet:
Art Review:
Ionic and Covalent
bonding
Art in Motion: A Salt
Solution
SC.912.L.18.1 (AA)
● Sugar Water
● Burning Paper
Strategies for
Differentiation
SC.912.L.18.1 (AA)
● McMush Lab
Brain Pop Acids and
Bases
Biology Corner: Surface
Tension Penny Lab
Assessment(s):
Home
Page 8 of 27
Updated: June 14, 2016
Academic Plan 2016-2017
Quarter: 2-1
Suggested Unit/Topic/Chapter Length: 6-12 Blocks
Integrated Science 1 (Course #2002400)
Adopted Instructional Materials:
Miller & Levine, Biology, Florida Foundations Edition (2012), Pearson
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
Science Next Generation Sunshine State Standards
Florida Standards
SC.912.L.14.1 (AA) Describe the scientific theory of cells (cell theory) and
Each Argument-Driven Inquiry (ADI) lab investigation addresses:
relate the history of its discovery to the process of science.
8 Science and Engineering Practices
SC.912.L.14.3 (AA) Compare and contrast the general structures of plant and
1 core Science Next Generation Sunshine State Standard (at least)
animal cells. Compare and contrast the general structures of eukaryote and
2 Crosscutting Concepts (at least)
prokaryote cells.
43 Florida Standards for English Language Arts (ELA)
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.L.14.4 Compare and contrast structure and function of various types of
microscopes.
Essential Outcome Questions
●
●
●
●
●
●
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?
Page 9 of 27
Updated: June 14, 2016
●
●
●
●
●
●
●
●
●
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?
SC.912.L.14.1 (AA)
●
SC.912.L.14.2
●
●
SC.912.L.14.3 (AA)
Aligned Learning Goals
(Student will be able to)
●
●
●
describe and/or explain the cell theory; and
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.
District Adopted
Materials
Pearson
Miller & Levine Biology
Chapter 7Cell Structure and
Function
Compare and contrast the general structures of plant and
animal cells. Compare and contrast the general structures of
eukaryote and prokaryote cells.
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.
Page 10 of 27
Supplemental Resources
Strategies for
Differentiation

SC.912.L.14.3 (AA)
 Cell Structure
Microscopes
SC.912.L.14.1 (AA)
● Microscopic
Measurement
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
● Fluid Mosaic Model
“Click or Scan” for
Student Lab Handout
Updated: June 14, 2016
SC.912.L.14.4
 understand that the quality of a microscope and its ability to

magnify depend on its resolving power; recognize that
compound microscopes use visible light that is passed through
the object and then a series of lenses to magnify the object;
calculate the total magnifying power of a typical light
microscope when given the magnification of the objectives;
SC.912.L.14.1 (AA)
● Larger is Not Always
Better
SC.912.L.14.4
● Magnificent
Microscope Tradeoffs
● Bioman Cell
Interactives
Click HERE for Additional
Supplemental Resources
Assessment(s):
Home
Page 11 of 27
Updated: June 14, 2016
Academic Plan 2016-2017
Quarter: 2-2
Suggested Unit/Topic/Chapter Length: 10-20 Blocks
Integrated Science 1 (Course #2002400)
Adopted Instructional Materials:
Miller & Levine, Biology, Florida Foundations Edition (2012), Pearson
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.
Big Idea Description: Diversity and Evolution of Living Organisms
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
Science Next Generation Sunshine State 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.15.6 (AA) Discuss distinguishing characteristics of the domains and
kingdoms.
Page 12 of 27
Florida Standards
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)
Updated: June 14, 2016
Essential Outcome Questions
●
●
●
●
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?
SC.912.L.14.7 (AA)
Aligned Learning Goals
(Student will be able to)
●
●
●
●
SC.912.L.14.2
●
●
●
●
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
SC.912.L.15.6 (AA)
life on land; and
explain how plants adapted to life on land.
Page 13 of 27
Supplemental Resources
Pearson
Miller & Levine Biology
Chapter 22Introduction to Plants
Chapter 23Plant Structure and
Function
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.
 explain the advantages of vascular system, seeds and flowers to

District Adopted
Materials
SC.912.L.14.7
 Lab 5. Photosynthesis
SC.912.L.14.7
● Is It a Plant?
● Needs of Seeds
“Click or Scan” for
Student Lab Handout
Strategies for
Differentiation
SC.912.L.14.7 (AA)
 Importance of
Plants
 Plant Biology
 Vascular Plants
 Seed Plants
 Flowering Plants
 Plant Life Cycle
 Roots
 Stems
 Leaves
SC.912.L.15.6 (AA)
 Early Evolution of
Plants
 Evolution of Plant
Seeds
 Plant Adaptations
Updated: June 14, 2016
SC.912.L.14.7 (AA)
 Movement through a
plant
 Plant Structure
 Biology Corner
Click HERE for Additional
Supplemental Resources
SC.912.L.14.7
● Monocots and
Dicots
Assessment(s):
Home
Page 14 of 27
Updated: June 14, 2016
Academic Plan 2016-2017
Quarter: 3-1
Suggested Unit/Topic/Chapter Length: 5-10 Blocks
Integrated Science 1 (Course #2002400)
Adopted Instructional Materials:
Miller & Levine, Biology, Florida Foundations Edition (2012), Pearson
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
Science Next Generation Sunshine State Standards
Florida 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.
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)
Essential Outcome Questions
●
●
●
●
●
●
●
●
How does biological information pass from one generation to another?
Where does an organism get its unique characteristics?
How are different forms of a gene passed to offspring?
How can we use probability to predict traits?
How do alleles segregate when more than one gene is involved?
What did Mendel contribute to what we know about genetics?
What are some exceptions to Mendel's principles?
Does the environment have a role in how genetics determine traits?
Page 15 of 27
Updated: June 14, 2016
SC.912.L.16.2
SC.912.L.16.1 (AA)
Aligned Learning Goals
(Student will be able to)
●
●
●
●
●
●
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.
identify, analyze, and/or predict inheritance patterns caused
by various modes of inheritance;
compare and contrast dominant, incomplete dominance, and
codominance.
District Adopted
Materials
Supplemental Resources
Strategies for
Differentiation
Pearson
Miller & Levine Biology
Chapter 11Introduction to Genetics
SC.912.L.16.1 (AA)
● Baby Mice
SC.912.L.16.1 (AA)
● Gregor Mendel and
Genetics
● Mendel’s Pea
Plants
● Mendel’s First Set
of Experiments
● Theory of Heredity
● Mendel’s Laws
SC.912.L.16.2
● Lab 20. Inheritance
of Blood Type
“Click or Scan” for
Student Lab Handout
SC.912.L.16.1 (AA)
● Mendelian Genetics
SC.912.L.16.2
● Non-Mendelian
Inheritance
● Mendelian
Inheritance in
Humans
SC.912.L.16.1 (AA)
● Mendel and His
Peas
Click HERE for Additional
Supplemental Resources
Assessment(s):
Home
Page 16 of 27
Updated: June 14, 2016
Academic Plan 2016-2017
Quarter: 3-2
Suggested Unit/Topic/Chapter Length: 5-10 Blocks
Integrated Science 1 (Course #2002400)
Adopted Instructional Materials:
Miller & Levine, Biology, Florida Foundations Edition (2012), Pearson
Big Idea
Big Idea Description: Diversity and Evolution of Living Organisms
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.
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
Science Next Generation Sunshine State 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.
according to the strict standards of scientific investigation.
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.
Page 17 of 27
Florida Standards
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)
Updated: June 14, 2016
Essential Outcome Questions
●
●
●
●
●
●
●
●
●
●
●
●
●
What is natural Selection?
What was Charles Darwin's contribution to science?
What three patterns of biodiversity did Darwin note?
What did Hutton and Lyell conclude about Earth's history?
How did Lamarck propose that species evolve?
What was Malthus's view of population growth?
How is inherited variation used in artificial selection?
Under what conditions does natural selection occur?
How does Darwin's theory explain the connection between living and extinct species?
How does the geographic distribution of species today relate to their evolutionary history?
What do homologous structures and similarities in embryonic development suggest about the process of evolutionary change?
How can molecular biology be used to trace the process of evolution?
What does recent research on the Galapagos finches show about natural selection?
Aligned Learning Goals
(Student will be able to)
 explain how isolation of a population can lead to speciation
SC.912.L.15.1 (AA)



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;
describe contributions of Darwin, Lamarck, Lyell, Malthus,
Mendel, or Wallace aided in the development of the scientific
theory of evolution; and
compare and contrast homologous, vestigial and analogous
structures.
District Adopted
Materials
Supplemental Resources
Pearson
Miller & Levine Biology
Chapter 16Darwin’s Theory of
Evolution
Understanding Evolution
Strategies for
Differentiation
SC.912.L.15.1 (AA)
● Darwin’s Voyage
● Theory of Evolution
● Evidence for
Evolution
● Forces of Evolution
● Natural Selection
● Animal Evolution
SC.912.L.15.1 (AA)
● Biological Evolution
● Habitat Change
Page 18 of 27
Updated: June 14, 2016
SC.912.L.15.13 (AA)
SC.912.L.15.15 /
SC.912.L.16.9
 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;
recognize that populations evolve, not individuals; and
analyze how biological diversity is increased and decreased by
processes of evolution.
 explain how natural selection can change the distribution of

traits in a population causing genetic variation; and
explain and/or describe how mutation and genetic
recombination increase genetic variation.
SC.912.L.15.1 (AA)
 Lab 27. Whale
Evolution
SC.912.L.15.13 (AA)
● Quackers
“Click or Scan” for
Student Lab Handout
Click HERE for Additional
Supplemental Resources
Assessment(s):
Home
Page 19 of 27
Updated: June 14, 2016
Academic Plan 2016-2017
Quarter: 3-3
Suggested Unit/Topic/Chapter Length: 4-8 Blocks
Integrated Science 1 (Course #2002400)
Adopted Instructional Materials:
Miller & Levine, Biology, Florida Foundations Edition (2012), Pearson
Big Idea
Big Idea Description: Diversity and Evolution of Living Organisms
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
Science Next Generation Sunshine State Standards
Florida 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.
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)
Essential Outcome Questions
●
●
●
●
●
●
●
●
What is the goal of biologists who classify living things?
What are the goals of binomial nomenclature and systematics?
How did Linnaeus group species into larger taxa?
What is the goal of evolutionary classification?
What is a cladogram?
How are DNA sequences used in classification?
What are the six kingdoms of life as they are now identified?
What does the tree of life show?
Page 20 of 27
Updated: June 14, 2016
Aligned Learning Goals
(Student will be able to)
SC.912.L.15.6 (AA)
 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.
District Adopted
Materials
Pearson
Miller & Levine Biology
Chapter 18Classification
SC.912.L.15.4
 describe the hierarchical levels and systems of classification


SC.912.L.15.5





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.
examine and identify the limitations of the Linnaean system of
classification;
identify the two taxa that make up a scientific name;
list the taxonomical categories from general to most specific;
recognize that classification is always a work in process and
that new discoveries often change how organisms are
classified; and
describe the process of classification by cladistics.
Supplemental Resources
SC.912.L.15.4
● Is It an Animal?
● Is it a Model?
Strategies for
Differentiation
SC.912.L.15.6 (AA)
 Organization of
Living Things
 Domains of Life
SC.912.L.15.4
 Lab 22. Biodiversity
and the Fossil Record
SC.912.L.15.4
● Classification
Webquest
“Click or Scan” for
Student Lab Handout
Click HERE for Additional
Supplemental Resources
Assessment(s):
Home
Page 21 of 27
Updated: June 14, 2016
Academic Plan 2016-2017
Quarter: 4-1
Suggested Unit/Topic/Chapter Length: 5-10 Blocks
Integrated Science 1 (Course #2002400)
Adopted Instructional Materials:
Miller & Levine, Biology, Florida Foundations Edition (2012), Pearson
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
Science Next Generation Sunshine State Standards
Florida Standards
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.E.7.1 Analyze the movement of matter and energy through the
different biogeochemical cycles, including water and carbon;
Essential Outcome Questions
●
●
●
●
●
How do Earth’s living and nonliving parts interact and affect the survival of organisms?
What is ecology?
What are biotic and abiotic factors?
What methods are used in ecological studies?
How does energy flow in an ecosystem?
Page 22 of 27
Updated: June 14, 2016
SC.912.L.17.9 (AA)
Aligned Learning Goals
(Student will be able to)
 describe the roles of producers and consumers in an


ecosystem;
explain how two organisms that share the same habitat,
cannot share the same niche; and
explain how competition is a way in which species interact.
District Adopted
Materials
Supplemental Resources
Pearson
Miller & Levine Biology
Chapter 3The Biosphere
Click HERE for Additional
Supplemental Resources
SC.912.E.7.1
 analyze the movement of matter and energy through the


carbon cycle, including the sources and sinks of carbon dioxide
in the atmosphere;
analyze the movement of matter and energy through the
water cycle, including the processes of evaporation,
transpiration, condensation, and precipitation; and
analyze the movement of various forms of energy involved in
the Earth’s energy budget.
Strategies for
Differentiation
SC.912.L.17.9 (AA)
● Flow of Energy
● Producers
● Food Chains
● Trophic Levels
SC.912.L.17.9 (AA)
● Rotting Apple
SC.912.L.17.9
● Ecotones
Assessment(s):
Home
Page 23 of 27
Updated: June 14, 2016
Academic Plan 2016-2017
Quarter: 4-2
Suggested Unit/Topic/Chapter Length: 6-12 Blocks
Integrated Science 1 (Course #2002400)
Adopted Instructional Materials:
Miller & Levine, Biology, Florida Foundations Edition (2012), Pearson
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
Science Next Generation Sunshine State Standards
Florida 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.17.2 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.
Essential Outcome Questions
●
●
●
●
●
●
How do abiotic and biotic factors shape ecosystems?
What is climate?
What factors determine global climate?
How does competition shape communities?
How do predation and herbivory shape communities?
How do communities change over time?
Page 24 of 27
Updated: June 14, 2016
Aligned Learning Goals
(Student will be able to)
SC.912.L.17.4
SC.912.L.17.2
SC.912.L.17.5 (AA)
 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.
District Adopted
Materials
Supplemental Resources
Pearson
Miller & Levine Biology
Chapter 4Ecosystems and
Communities
Click HERE for Additional
Supplemental Resources
Strategies for
Differentiation
 analyze quantitative data, including pH, salinity, temperature,
mineral content, nitrogen compounds, and turbidity from an
aquatic environment.
 predict the impact of environmental pressures such as

seasonal variations and climate change on populations and
ecosystems; and
explain the process of ecological succession and describe the
different communities that result.
Assessment(s):
Home
Page 25 of 27
Updated: June 14, 2016
Academic Plan 2016-2017
Quarter: 4-3
Suggested Unit/Topic/Chapter Length: 5-10 Blocks
Integrated Science 1 (Course #2002400)
Adopted Instructional Materials:
Miller & Levine, Biology, Florida Foundations Edition (2012), Pearson
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
Science Next Generation Sunshine State Standards
Florida Standards
SC.912.L.17.20 (AA) Predict the impact of individuals on environmental
systems and sustainability.
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.
Essential Outcome Questions
●
●
●
●
●
●
How have human activities shaped local and global ecology?
How do our daily activities affect the environment?
Why is soil important, and how do we protect it?
Why is biodiversity important?
How do we preserve biodiversity?
How does the average ecological footprint in America compare to the world’s average?
Page 26 of 27
Updated: June 14, 2016
SC.912.L.17.11
SC.912.L.17.8
SC.912.L.17.20 (AA)
Aligned Learning Goals
(Student will be able to)
●
●
●
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.
District Adopted
Materials
Supplemental Resources
Pearson
Miller & Levine Biology
Chapter 6 Humans in the Biosphere
Click HERE for Additional
Supplemental Resources
Strategies for
Differentiation
 evaluate and predict how invasive, nonnative species would

●
impact the biodiversity of an ecosystem; and
discuss and evaluate the significance of human interference
with major ecosystems (e.g., the loss of genetic diversity in
cloned crops or animals).
classify a resource as renewable and/or nonrenewable
SC.912.L.17.20 (AA)
● Global Warming
● Where does Oil come
from?
SC.912.L.17.13
 explain how the use, protection, and conservation of natural


resources by humans impacts the environment from one
generation to the next;
recognize that the long-term survival of a species is dependent
on changing resource bases that are limited; and
investigate and analyze how organisms, populations, and
communities respond to external factors such as acid rain and
various forms of pollution.
Assessment(s):
Home
Page 27 of 27
Updated: June 14, 2016