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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