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1 Biology 1 Curriculum Map – Instructional Focus Calendar (Version II) School Board of Broward County Florida – Department of Science Education Unit#: I Unit Title: INTRODUCING BIOLOGY Body of Knowledge: NATURE OF SCIENCE Standards: 1, 2, 3, 14 Based on 120 Total Contact Hours Pacing: 10/120 (7%) These benchmarks should be taught throughout the course. Essential Questions 1. Identify the different elements of scientific inquiry. 2. Differentiate between theories and hypotheses. 3. Critique the usefulness of modern imaging technologies. Teacher Notes: The following standards below are included in the Honors Biology Course Description, but are not (assessed) on the Biology 1 End-of Course Assessment. Concepts Benchmarks: Objectives and Skills www.floridastandards.org SC.912.N.1.7: recognize the role of creativity in constructing scientific questions, methods and explanations. Differentiated Instruction: Recommended Benchmark Clarifications (BC) (Learning Goals) Activities and Labs. (See BEEP for additional Content Limits (CL) instructional strategies) SC.912.N.1.1 BC (N1.1)1. Students will design and/or evaluate a BIOLOGY IN THE 21ST Define a problem based on a specific body of knowledge in Biology and do the following: scientific investigation using evidence of CENTURYManipulating Plant Growth- page 28 1.pose questions about the natural world scientific thinking and/or problem solving. Can cover SC.912.L.14.7 2.conduct systematic observations, THE PRACTICE OF relate the structure of each of the major plant 2. Students will interpret and analyze data to 3.examine books and other sources of information to see SCIENCE organs and tissues to physiological processes. make predictions and/or defend conclusions. what is already known, 3. Students will compare and/or contrast the 4.review what is known in light of empirical evidence, structure and function of the compound CHARACTERISTICS OF Virtual Lab for above experiment: Go to 5.plan investigations, SCIENTIFIC www.classzone.com , click on Virtual Labs; microscope, dissecting microscope, scanning 6.use tools to gather, analyze, and interpret data (this electron microscope, and/or the transmission KNOWLEDGE click on Exploring Plant Responses includes the use of measurement in metric and other electron microscope. systems, and also the generation and interpretation of 4. Students will evaluate the merits of scientific The Role of Theories, Scientific Method Lab @ graphical representations of data, including data tables and http://www.scienceteacherprogram.org/genscie explanations produced by others. Laws, Hypotheses, and graphs), 5. Students will assess the reliability of sources of Models nce/AMeyer05.html 7.pose answers, explanations, or descriptions of events, information according to scientific standards. 8.generate explanations that explicate or describe natural 6. Students will describe how scientific Chapter 1 –Biology in the st phenomena (inferences), inferences are made from observations and 21 Century Virtual Scientific Method Lab: Go to identify examples from biology. 3. Scientific Thinking and 9.use appropriate evidence and reasoning to justify these www.classzone.com click on animated explanations to others, Processes biology, the Chapter 1: Experimental Design 10.communicate results of scientific investigations, and NO CONTENT LIMITS SPECIFIED 4. Biologists’ Tools and evaluate the merits of the explanations produced by others. Technology 11.evaluate the merits of the explanations produced by others 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). 7/18/2011, rev. 8/13/2012, 8/16/2012 2 Biology 1 Curriculum Map – Instructional Focus Calendar (Version II) School Board of Broward County Florida – Department of Science Education SC.912.N.2.2 identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion. SC.912.N.3.1 explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. SC.912.N.3.4 recognize that theories do not become laws, nor do laws become theories, theories are well supported explanations and laws are well supported descriptions. SC.912.L.14.4 compare and contrast the various types of microscopes used to study cell structures. LA.910.2.2.3 The student will organize information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within text through charting, mapping, paraphrasing, summarizing, comparing, contrasting, or outlining). LA.910.4.2.2 The student will record information and ideas from primary and/or secondary sources accurately and coherently, noting the validity and reliability of these sources and attributing sources of information. 7/18/2011, rev. 8/13/2012, 8/16/2012 3 Biology 1 Curriculum Map – Instructional Focus Calendar (Version II) School Board of Broward County Florida – Department of Science Education Unit#: II Unit Title: THE CHEMISTRY of BIOLOGY Body of Knowledge: ENERGY OF LIFE & MOLECULES Standard: 18 Matter and Energy Transformations Essential Questions 1. Examine the importance of hydrogen bonding. 2. Summarize why many compounds dissolve in water. 3. Compare acids and bases. 4. Describe the bonding properties of carbon atoms. 5. Compare carbohydrates, lipids, proteins, and nucleic acids. 6. Illustrate how bonds break and reform during chemical reactions. 7. Explain why chemical reactions release or absorb energy. 8. Explain the effect of a catalyst on activation energy. 9. Predict how enzymes regulate chemical reactions. Concepts Benchmarks: Objectives and Skills www.floridastandards.org Pacing: 8/120 (5.5 %) Teacher Notes: The following standards are included in Honors Biology but are not tested on the EOC. ● SC.912.L.18.2: describe the important structural characteristics of monosaccharides, disaccharides, and polysaccharides. Explain the functions of carbohydrates in living things. ● SC.912.L.18.3: describe the structures of fatty acids, triglycerides, phopholipids, and steroids. Explain the functions of lipids in living organisms. Identify some reactions that fatty acids undergo. Relate the structure and function of cell membranes. ● SC.912.L.18.4: describe the structures of proteins and amino acids. Explain the functions of proteins in living organisms. Identify some reactions that amino acids undergo. Relate the structure and function of enzymes. Differentiated Instruction: Recommended Benchmark Clarifications (BC) (Learning Goals) Activities and Labs. (See BEEP for Content Limits (CL) additional instructional strategies) CHEMISTRY SC.912.L.18.12 BC(18.12)-1. Students will explain the properties of OF LIFE discuss the special properties of water that contribute to Earth’s water at a conceptual level. Lab: Enzymatic Activity – page 57 suitability as an environment for life: cohesive behavior, ability to 2. Students will explain how the properties make water Chapter 2 moderate temperature, expansion upon freezing, and versatility as Lab: Testing pH – page 58 essential for life on Earth. 2. Properties of a solvent. CL-1. Items referring to the properties of water are Water limited to hydrogen bonding, polarity, cohesive behavior, Go to www.classzone.com choose 3. Carbon Based SC.912.L.18.1 ability to moderate temperature, expansion upon chapter 2 from pull-down menu, select Molecules describe the basic molecular structures and primary functions of Interactive Review freezing, and versatility as a solvent. 4. Chemical the four major categories of biological macromolecules. 2. Items may address adhesion but will not assess Reactions adhesion. 5. Enzymes SC.912.L.18.11 BC(18.1,18.11)-1. Students will identify and/or describe explain the role of enzymes as catalysts that lower the activation the basic molecular structure of carbohydrates, lipids, energy of biochemical reactions. Identify factors, such as pH and proteins, and/or nucleic acids. temperature, and their effect on enzyme activity. 2. Students will describe the primary functions of carbohydrates, lipids, proteins, and/or nucleic acids in organisms. 3. Students will explain how enzymes speed up the rate of a biochemical reaction by lowering the reaction’s activation energy. 4. Students will identify and/or describe the effect of environmental factors on enzyme activity. CL-1. Items will not refer to intermolecular forces found 7/18/2011, rev. 8/13/2012, 8/16/2012 4 Biology 1 Curriculum Map – Instructional Focus Calendar (Version II) School Board of Broward County Florida – Department of Science Education in the four types of macromolecules. 2. Items will not assess hydrolysis and dehydration synthesis. 3. Items referring to the role of enzymes as catalysts will use a biological context and not require knowledge of specific enzymes. 4. Items referring to the factors that affect enzyme activity are limited to concentration, pH, and temperature. Items will not require specific knowledge of how an enzyme reacts at a certain pH or temperature. 5. Items will not assess the enzyme-substrate complex. MINI ASSESSMENT #1 7/18/2011, rev. 8/13/2012, 8/16/2012 5 Biology 1 Curriculum Map – Instructional Focus Calendar (Version II) School Board of Broward County Florida – Department of Science Education Unit#: III Unit Title: CELL STRUCTURE AND FUNCTION Body of Knowledge: BIODIVERSITY OF LIFE – CELL STRUCTURE & FUNCTION Standard: 14 Organization and Development of Living Organisms Essential Questions 1. Critique the developments that led to the cell theory. 2. Differentiate between eukaryotic and prokaryotic cells. 3. Describe the internal structure of eukaryotic cells. 4. Summarize the functions of organelles in plant and animal cells. 5. Describe the structure of the cell membrane. 6. Investigate passive transport; distinguish between osmosis, diffusion and facilitated transport. 7. Examine active transport; distinguish among endocytosis, phagocytosis, and exocytosis. Concepts Benchmarks: Objectives and Skills www.floridastandards.org CELL STRUCTURE SC.912.L.14.1 AND FUNCTION describe the scientific theory of cells (cell theory) and relate the history of its Chapter 3 – discovery to the process of science. 1. Cell Theory 2. Cell SC.912.L.14.3 Organelles compare and contrast the general structures 3. Cell of plant and animal cells. Membrane compare and contrast the general structures 4. Diffusion and of prokaryotic and eukaryotic cells. Osmosis 5. Active SC.912.L.14.2 Transport 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.N.1.4 identify sources of information and assess their reliability according to the strict standards of scientific investigation. 7/18/2011, rev. 8/13/2012, 8/16/2012 Pacing: 10/120 (7%) Teacher Notes: Differentiated Instruction: Recommended Benchmark Clarifications (BC) (Learning Goals) Activities and Labs. (See BEEP for Content Limits (CL) additional instructional strategies) BC(14.1)- 1. Students will describe and/or explain the cell theory. 2. Students will describe how continuous investigations and/or new Design Your Own Investigation – page 88: scientific information influenced the development of the cell theory. 3. Students will identify ways in which a scientific claim is evaluated (e.g., Diffusion Across a Membrane through scientific argumentation, critical and logical thinking, and Covers SC.912.N.1.4. consideration of alternative explanations). Comparing Cells Investigation – page 92 4. Students will identify what is .the criteria that differentiate science, what is not from non-science and pseudoscience. and what resembles but fails to meet the criteria for science. Go to www.classzone.com choose 5. Students will explain the development of a theory. chapter 3 from pull-down menu; select WebQuest: Organelle Dysfunction under 6. Students will recognize the differences between theories and laws. CL- 1. Items may assess how contributions of scientists such as Van Activities Leeuwenhoek, Hooke, Schwann, Schleiden, and/or Virchow aided in the development of the cell theory but will not assess what each scientist Go to www.classzone.com , choose contributed. chapter 3 from pull-down menu; select 2. Items assessing a scientific claim, the development of a theory, or the animated biology, choose simulation differences between theories and laws are limited to the cell theory. BC(14.2,3)- 1. Students will compare and/or contrast the structures found in plant cells and in animal cells. 2. Students will compare and/or contrast the structures found in prokaryotic cells and in eukaryotic cells. 3. Students will describe how structures in cells are directly related to their function in the cell. 4. Students will explain the role of the cell membrane during active and passive transport. CL- 1. Items will not address protists or fungi or assess cellular structures 6 Biology 1 Curriculum Map – Instructional Focus Calendar (Version II) School Board of Broward County Florida – Department of Science Education unique to protists or fungi. 2. Items referring to prokaryotic structures are limited to the cell wall, cell membrane (plasma membrane), cytoplasm, plasmid, ribosomes, and flagella. 3. Items referring to eukaryotic structures are limited to the cell wall, cell membrane (plasma membrane), cytoplasm, nucleus, nuclear envelope, nucleolus, chromatin, ribosomes, endoplasmic reticulum, microtubules, microfilaments, vacuoles, mitochondria, Golgi apparatus, chloroplasts, lysosomes, cilia, and flagella. 4. Items referring to the role of the cell membrane ma y address hypotonic, hypertonic, and/or isotonic solutions; however, the assessment should be on processes and not terminology. Unit#: IV Unit Title: CELLS AND ENERGY Body of Knowledge: ENERGY OF LIFE & MOLECULES Standard: 18 Matter and Energy Transformations Essential Questions 1. Describe the forms and functions of plant roots and stems. 2. Examine the structures that are common to most leaves. 3. Analyze the importance of ATP as an energy-carrying molecule. 4. Describe the process of photosynthesis. 5. Describe the process of cellular respiration. 6. Connect the relationships between cellular respiration to photosynthesis. 7. Describe the process of fermentation. 8. Summarize the importance of fermentation. Concepts Benchmarks: Objectives and Skills www.floridastandards.org CELL AND ENERGY SC.912.L.14.7 relate the structure of each of the major plant organs and tissues to physiological processes. Chapter 21 1. Plant Cells & Tissues 2. The Vascular System 3. Roots and Stems 4. Leaves Chapter 22 1. Plant Life Cycles 2. Reproduction in Flowering Plants Pacing: 10/120 (7%) Teacher Notes: The following standards are included in Honors Biology but are not tested on the EOC. ● SC.912.L.18.6: discuss the role of anaerobic respiration in living things and in human society. Differentiated Instruction: Recommended Activities and Labs. (See BEEP for additional instructional strategies) Benchmark Clarifications (BC) (Learning Goals) Content Limits (CL) CL(14.7)-1. Students will explain how the structures of plant tissues and organs are directly related to their roles in physiological processes. BC-1. Items will assess the function of plant tissues and organs Lab: Cellular Respiration – page 126 in the context of physiological processes. SC.912.L.18.10 Investigation: Investigate Fermentation in Foods 2. Items will not assess specific functions of structures within connect the role of adenosine triphosphate – page 127 organs and tissues in isolation. (ATP) to energy transfer within the cell. 3. Items assessing plant organs are limited to roots, stems, Go to www.classzone.com choose chapter 4 leaves, flowers, fruits, and cones. SC.912.L.18.7 from pull-down menu; select Virtual Lab: Carbon 4. Items referring to physiological processes are limited to identify the reactants, products, and basic Transfer though Snails and Elodea photosynthesis, cellular respiration, transpiration, growth and functions of photosynthesis. reproduction. 7/18/2011, rev. 8/13/2012, 8/16/2012 Lab: Rates of Photosynthesis – page 106 7 Biology 1 Curriculum Map – Instructional Focus Calendar (Version II) School Board of Broward County Florida – Department of Science Education Go to www.classzone.com choose chapter 4 Chapter 4 1. Chemical Energy & ATP 2. Photosynthesis Overview 4. Cell Respiration Overview 6. Fermentation SC.912.L.18.8 from pull-down menu; select animated biology, identify the reactants, products, and basic choose simulation functions of aerobic and anaerobic cellular respiration. SC.912.L.18.9 explain the interrelated nature of photosynthesis and cellular respiration. Unit#: V Unit Title: CELL DIVISION Body of Knowledge: GENETICS & REPRODUCTION OF LIFE Standard: 16 Heredity and Reproduction Essential Questions 1. Illustrate the stages of the cell cycle. 2. Follow chromosomes through the processes of mitosis and cytokinesis. 3. Identify internal and external factors that regulate cell division. 4. Explain cancer in terms of the cell cycle. 5. Explain how chromosome number is maintained during asexual reproduction. 6. Identify different types of stem cells. Concepts Benchmarks: Objectives and Skills www.floridastandards.org CELL GROWTH SC.912.L.16.14 AND DIVISION describe the cell cycle, including the process of mitosis explain the role of mitosis in the formation of new cells and its Chapter 5 – importance in maintaining chromosome number during asexual 7/18/2011, rev. 8/13/2012, 8/16/2012 5. Items assessing plant tissues are limited to meristematic, ground, dermal, and vascular tissues. 6. Items referring to plant structures are limited to cambium, guard cells, phloem, root hairs, root cap, seed, stomata, and xylem, stamen, pistil, ovary, petals, sperm, egg, sepal, filament, anther, style, and stigma. 7. Items will not address or assess mitosis or meiosis BC(18.7-10)- 1. Students will explain how the products of photosynthesis are used as reactants for cellular respiration and vice versa. 2. Students will explain how photosynthesis stores energy and cellular respiration releases energy. 3. Students will identify the reactants, products and/or the basic function of photosynthesis. 4. Students will identify the reactants, products and/or the basic functions of aerobic and anaerobic cellular respiration. 5. Students will connect the role of adenosine triphosphate (ATP) to energy transfers within the cell. CL-1. Items will not require the memorization of the stages, specific events, or intermediate molecules produced during these processes. 2. Items will not require the balancing of equations. Pacing: 4/120 (2.7%) Teacher Notes: The following standards are included in Honors Biology but are not tested on the EOC. ● SC.912.L.16.15: compare and contrast binary fission and mitotic cell division. Differentiated Instruction: Recommended Benchmark Clarifications (BC) (Learning Goals) Activities and Labs. (See BEEP for additional Content Limits (CL) instructional strategies) BC(16.8,14)-1. Students will differentiate the process Investigation: Mitosis in Onion Root Cells – of mitosis. 2. Students will describe the role of mitosis in asexual page 143 reproduction, including how this process may 8 Biology 1 Curriculum Map – Instructional Focus Calendar (Version II) School Board of Broward County Florida – Department of Science Education 1. Cell Cycle 2. Mitosis and Cytokinesis 3. Regulation of the Cell Cycle 4. Asexual Reproduction 5. Multicellular Life reproduction. SC.912.L.16.8 explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. SC.912.L.16.10 evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. MINI ASSESSMENT #2 7/18/2011, rev. 8/13/2012, 8/16/2012 Go to www.classzone.com , choose chapter contribute to or limit genetic variation. 5 from pull-down menu; select Virtual Lab: 3. Students will describe specific events occurring in each of the stages of the cell cycle and/or phases of Investigating Bacterial Growth mitosis including cytokinesis Go to www.classzone.com , choose chapter 4. Students will explain how mitosis forms new cells and its role in maintaining chromosome number 5 from pull-down menu; select WebQuest: during asexual reproduction. Skin Cancer 5. Students will explain how cancer (uncontrolled cell growth) may result from mutations that affect the Go to www.classzone.com choose chapter proteins that regulate the cell cycle. 5 from pull-down menu; select animated CL- 1. Items will focus on the relationship between biology, choose simulation mutations and uncontrolled cell growth, rather than a specific mutation that may result in uncontrolled cell growth. 2. Items may address the presence and location of centrioles but may not require knowledge of the function of centrioles. 3. Items referring to mutation will focus on the general concepts of uncontrolled cell growth and not require specific knowledge of cancers or diseases resulting from that growth. 4. Items will not assess the specific proteins associated with regulating the cell cycle. 5. Items addressing mitosis are limited to identification of phases, structures, and major events of each phase. BC(16.10)- 1. Students will evaluate examples and/or explain the possible impact of biotechnology on the individual, society, and/or the environment. CL- 1. Items may assess current issues but will not require knowledge of specific biotechnologies or specific medical issues. 2. Items assessing the possible impacts of biotechnology will not assess monetary impacts. 9 Biology 1 Curriculum Map – Instructional Focus Calendar (Version II) School Board of Broward County Florida – Department of Science Education Unit#: VI Unit Title: GENETICS: GENES AND TRAITS Body of Knowledge: GENETICS & REPRODUCTION OF LIFE Standard: 16 Heredity and Reproduction Essential Questions 1. Differentiate between body cells and gametes. 2. Compare and contrast autosomes and sex chromosomes. 3. Classify the stages of meiosis. 4. Describe how haploid cells develop into gametes. 5. Investigate patterns of inheritance. 6. Summarize Mendel’s law of segregation. 7. Describe different versions of genes and how genes influence traits. 8. Predict how sexual reproduction creates unique gene combinations. 9. Analyze how crossing over during meiosis increases genetic diversity. Concepts Benchmarks: Objectives and Skills www.floridastandards.org MEIOSIS AND SC.912.L.16.16 MENDEL describe the process of meiosis, including independent assortment and crossing over. Explain Chapter 6 – how reduction division results in the formation of 1. haploid gametes or spores. Chromosomes & Meiosis SC.912.L.16.17 2. Process of compare and contrast mitosis and meiosis and relate Meiosis to the processes of sexual and asexual reproduction 3. Mendel & and their consequences for genetic variation. Heredity 4. Traits, Genes SC.912.L.16.1 & Alleles use Mendel's Laws of segregation and independent 5. Traits & assortment to analyze patterns of inheritance. Probability 6. Meiosis & SC.912.L.16.2 Genetic discuss observed inheritance patterns caused by Variation various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. Pacing: 10/120 (7%) Teacher Notes: The following standards are included in Honors Biology but are not tested on the EOC. ● SC.912.L.15.12: list the conditions for Hardy-Weinberg equilibrium in a population and why these conditions are not likely to appear in nature. Use Hardy-Weinberg equation to predict genotypes in a population from observed phenotypes. Differentiated Instruction: Recommended Activities and Labs. (See BEEP for additional instructional strategies) Benchmark Clarifications (BC) (Learning Goals) Content Limits (CL) BC(16.16,17)-1. Students will differentiate the processes of meiosis and mitosis 2. Students will describe the process of meiosis, including Go to www.classzone.com choose chapter 6 independent assortment and crossing over. from pull-down menu; select Virtual Lab: 3. Students will explain how meiosis results in the formation of Breeding Mutations in Fruit Flies haploid gametes or spores. CL- 1. Items addressing meiosis are limited to identification of Go to www.classzone.com choose chapter 6 phases, structures, and major events of each phase. from pull-down menu; select WebQuest: Selective BC(16.1,2)- 1. Students will use Mendel’s laws of segregation Breeding and independent assortment to analyze patterns of inheritance. 2. Students will identify, analyze, and/or predict inheritance Go to www.classzone.com choose chapter 6 patterns caused by various modes of inheritance. from pull-down menu; select animated biology, CL- 1. Items referring to general dominant and recessive traits choose simulation may address but will not assess the P and F1 generations. 2. Items addressing dihybrid crosses or patterns that include Investigation: Modeling Meiosis – page 192 codominance, incomplete dominance, multiple alleles, sexlinkage, or polygenic inheritance may assess the P and F1 Baby Lab can be downloaded generations. www.biorules.org/Biology/Labs/make_baby/ BC(15.15)- 1. Students will explain and/or describe how make_baby.pdf mutation and genetic recombination increase genetic variation. CL-1. Items may address how meiosis contributes to genetic SC.912.L.15.15 describe how mutation and genetic variation but may not assess the steps or stages of meiosis. recombination increase genetic variation. 7/18/2011, rev. 8/13/2012, 8/16/2012 10 Biology 1 Curriculum Map – Instructional Focus Calendar (Version II) School Board of Broward County Florida – Department of Science Education 7/18/2011, rev. 8/13/2012, 8/16/2012 11 Biology 1 Curriculum Map – Instructional Focus Calendar (Version II) School Board of Broward County Florida – Department of Science Education Unit#: VII Unit Title: GENETICS: INHERITANCE Body of Knowledge: GENETICS & REPRODUCTION OF LIFE Standard: 16 Heredity and Reproduction Essential Questions 1. Relate dominant-recessive patterns of inheritance in autosomal chromosomes to genetic disorders. 2. Assess patterns of inheritance in sex-linked traits. 3. Cite evidence of different types of allele interactions. 4. Evaluate polygenic traits and the effect of environmental factors on phenotype. 5. Examine patterns of inheritance in humans. 6. Summarize how a pedigree is used. Pacing: 4/120 (2.7%) Concepts Benchmarks: Objectives and Skills www.floridastandards.org Benchmark Clarifications (BC) (Learning Goals) Content Limits (CL) MENDELIAN GENETICS 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. Chapter 7 – 1. Chromosomes & Phenotype Includes: HE.912.C.1.3 and HE 912.C.14 2. Complex Patterns of Inheritance 4. Human Genetics & Pedigrees Differentiated Instruction: Recommended Activities and Labs. (See BEEP for additional instructional strategies) Quick Lab: Predicting Sex Linked Inheritance – page 202 Investigation: Codominance – page 208 Investigation: Pedigree Analysis – page 218 Investigation: Incomplete Dominance – page 220 Go to www.classzone.com , choose chapter 7 from pull-down menu; select animated biology, choose simulation Human Chromosomes – karyotype Unit#: VIII Unit Title: GENETICS: DNA Body of Knowledge: GENETICS & REPRODUCTION OF LIFE Standard: 16 Heredity and Reproduction Essential Questions 1. Summarize the experiments that confirmed DNA is the genetic material. 2. Examine the structure of DNA. 3. Summarize the process of DNA replication and the role of enzymes in the process. 4. Describe the relationship between RNA & DNA. 5. Summarize the process of protein synthesis. 6. Distinguish between different types of mutations and how mutations may or may not affect phenotype. 7. List some factors that cause mutations. 7/18/2011, rev. 8/13/2012, 8/16/2012 Teacher Notes: BC (16.2)- 1. Students will use Mendel’s laws of segregation and independent assortment to analyze patterns of inheritance. 2. Students will identify, analyze, and/or predict inheritance patterns caused by various modes of inheritance. CL- 1. Items referring to general dominant and recessive traits may address but will not assess the P and F1 generations. 2. Items addressing dihybrid crosses or patterns that include codominance, incomplete dominance, multiple alleles, sex-linkage, or polygenic inheritance may assess the P and F1 generations. Pacing: 10/120 (7%) Teacher Notes: 12 Biology 1 Curriculum Map – Instructional Focus Calendar (Version II) School Board of Broward County Florida – Department of Science Education Concepts Benchmarks: Objectives and Skills www.floridastandards.org FROM DNA TO PROTEINS Differentiated Instruction: Recommended Activities and Labs. (See BEEP for additional instructional strategies) SC.912.N.1.3 recognize that the strength or usefulness of a scientific Investigation: Extracting DNA – page 229 claim is evaluated through scientific argumentation, Chapter 8 – which depends on critical and logical thinking, and Go to www.classzone.com choose chapter 8 from 1. Identifying DNA as the active consideration of alternative scientific pull-down menu; select animated biology, choose the genetic material explanations to explain the data presented. simulation 2. Structure of DNA 3. DNA replication SC.912.L.16.3 4. Transcription describe the basic process of DNA replication and 5. Translation how it relates to the transmission and conservation of 6. Gene expression & the genetic material. regulation 7. Mutations SC.912.L.16.4 explain how mutations in the DNA sequence may or may not result in phenotypic change. explain how mutations in gametes may result in phenotypic changes in offspring. SC.912.L.16.5 explain the basic processes of transcription and translation, and how they result in the expression of genes. SC.912.L.16.9 explain how and why the genetic code is universal and is common to almost all organisms. MINI ASSESSMENT #3 7/18/2011, rev. 8/13/2012, 8/16/2012 Benchmark Clarifications (BC) (Learning Goals) Content Limits (CL) BC(16.3,4,5,9)- 1. Students will describe the process of DNA replication and/or its role in the transmission and conservation of genetic information. 2. Students will describe gene and chromosomal mutations in the DNA sequence. 3. Students will explain how gene and chromosomal mutations may or may not result in a phenotypic change. 4. Students will explain the basic processes of transcription and/or translation, and their roles in the expression of genes. 5. Students will explain how or why the genetic code (mRNA codon chart) is common to almost all organisms. Students will explain that the basic components of DNA are universal in organisms. 6. Students will explain how similarities in the genetic codes of organisms are due to common ancestry and the process of inheritance. CL- 1. Items requiring the analysis of base pairs for gene mutations are limited to changes in a single gene. 2. Items may refer to but will not assess the cell cycle, mitosis, and/or meiosis. 3. Items will not require memorization of specific conditions resulting from chromosomal mutations. 4. Items may refer to the process of meiosis in the context of mutations but will not assess meiosis in isolation. 5. Items addressing transcription or translation will not require specific knowledge of initiation, elongation, or termination. 13 Biology 1 Curriculum Map – Instructional Focus Calendar (Version II) School Board of Broward County Florida – Department of Science Education Unit#: IX Unit Title: EVOLUTION: NATURAL SELECTION Body of Knowledge: DIVERSITY & EVOLUTION OF LIVING ORGANISMS Standard: 15 Diversity and Evolution of Living Organisms Essential Questions 1. Describe how Darwin arrived at his idea about species variation and how his discoveries supports previous theories. 2. Examine the factors Darwin considered in forming his theory of natural selection. 3. Summarize the four principles of natural selection. 4. Recognize the major sources of evidence for evolution. 5. Examine the pattern of features that reveal the history of a species. 6. Summarize different types of evidence that support evolution. Concepts Benchmarks: Objectives and Skills www.floridastandards.org Pacing: 8/120 (5.5%) Teacher Notes: Differentiated Instruction: Benchmark Clarifications (BC) (Learning Goals) Recommended Activities and Labs. (See Content Limits (CL) BEEP for additional instructional strategies) PRINCIPLES OF SC.912.L.15.13 BC(15.13)- 1. Students will explain and/or describe the EVOLUTION describe the conditions required for natural selection conditions required for natural selection that result in Quick Lab: page 313 including: overproduction of offspring, inherited variation, Piecing together evidence – covers differential reproductive success. Chapter 10 – and the struggle to survive, which result in differential 2. Students will explain and/or describe the scientific standard SC.912.N.1.6 2. Darwin’s reproductive success. mechanisms, such as genetic drift, gene flow, and nonrandom observations mating, resulting in evolutionary change. Investigation: Predator-Prey Pursuit – 3. Theory of SC.912.L.15.1 3. Students will explain and/or describe how mutation and page 315 natural selection explain how the scientific theory of evolution is supported by genetic recombination increase genetic variation. 4. Evidence of the fossil record, comparative anatomy, comparative 4. Students will identify the criteria that differentiate science Investigation: Adaptations in Beaks – evolution embryology, biogeography, molecular biology, and observed page 321 from non-science and pseudoscience. 5. Evolutionary evolutionary change. 5. Students will identify ways in which a scientific claim is Biology evaluated (e.g., through scientific argumentation, critical and Go to www.classzone.com choose SC.912.N.1.6 chapter 10 from pull-down menu; select logical thinking, and consideration of alternative explanations). describe how scientific inferences are drawn from scientific WebQuest: Dinosaur Descendents CL- 1. Items will not address descent with modification or observations and provide examples from the content being common descent. studied. 2. Items addressing mutation and genetic recombination in Go to www.classzone.com choose relation to increasing genetic variation must be assessed in the chapter 10 from pull-down menu; select context of evolution. animated biology, choose simulation 3. Items will not assess the Hardy-Weinberg principle or genetic equilibrium. 4. Items may address how meiosis contributes to genetic variation but may not assess the steps or stages of meiosis. BC(15.1)- 1. Students will identify evidence and/or explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, 7/18/2011, rev. 8/13/2012, 8/16/2012 14 Biology 1 Curriculum Map – Instructional Focus Calendar (Version II) School Board of Broward County Florida – Department of Science Education biogeography, molecular biology, and observable evolutionary change. 2. Students will identify examples of and basic trend in hominid evolution from early ancestors to modern humans. 3. 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). 4. Students will assess the reliability of sources of information according to scientific standards. 5. Students will describe how scientific inferences are made from observations and identify examples from biology. 6. Students will identify what is the criteria that differentiate science from non-science and pseudoscience. what is not science, and what resembles but fails to meet the criteria for science. 7. Students will explain the development of a theory. 8. Students will recognize the differences between theories and laws. CL- 1. Items assessing evolution will focus on a conceptual understanding of the supporting scientific evidence. 2. Items will not require memorization of the names of specific human fossils or the names of the different hominid species. 3. Items assessing the fossil record must focus on the fossil rather than geologic formations in isolation. 4. Items assessing the fossil record will not require understanding of the specific mechanisms used for relative dating and radioactive dating. 5. Items will not require the memorization of the geologic time scale, including era, period, and/or epoch. 6. Items will not assess the origin of Earth. 7. Items will not assess specific knowledge of the formation of microspheres or the evolution of RNA and DNA. 8. Items will not address or assess the endosymbiotic theory. 9. Items referring to adaptive radiation, convergent evolution, coevolution, or punctuated equilibrium should focus on the concepts rather than on the definition of the terms. 10. Items referring to the development of language or the manufacturing of tools will relate this development to changes in the skull or brain size. 11. Items will not assess types of genetic mutation or how these mutations occur. 12. Items referring to comparative anatomy and comparative 7/18/2011, rev. 8/13/2012, 8/16/2012 15 Biology 1 Curriculum Map – Instructional Focus Calendar (Version II) School Board of Broward County Florida – Department of Science Education embryology will assess anatomical similarities such as homologous structures and vestigial organs but will not require specific knowledge of embryologic stages or structures. 13. Items will not require knowledge of changes to specific species or geographic location of those species. 14. Items will not assess genes, alleles, genetic drift, or gene flow. 15. Items may assess how the overall contributions of scientists such as Darwin, Lamarck, Lyell, Malthus, Mendel, or Wallace aided in the development of the scientific theory of evolution. 16. Items will not assess the differences among intelligent design, creationism, and the scientific theory of evolution. 17. Items assessing a scientific claim, the development of a theory, or the differences between theories and laws are limited to the scientific theory of evolution. Unit#: X Unit Title: EVOLUTION: ADAPTATIONS Pacing: 8/120 (5.5%) Body of Knowledge: DIVERSITY & EVOLUTION OF LIVING ORGANISMS Standard: 15 Diversity and Evolution of Living Organisms Teacher Notes: The following standards are included in Honors Biology but are not tested on the EOC. Essential Questions 1. Describe the significance of genetic variation in a population. 2. Identify sources of genetic variation. SC.912.L.15.3: describe how biological diversity is increased by the origin of new species and how it is 3. Evaluate how natural selection acts on the distribution of traits in a decreased by the natural process of extinction. population. 4. Explain how gene flow, genetic drift, and sexual selection can lead to the Chapter 11-4: Hardy Weinberg Equilibrium evolution of populations. 5. Identify the conditions that define Hardy-Weinberg equilibrium. 6. Explain how isolation of populations can lead to speciation. Concepts Benchmarks: Objectives and Skills www.floridastandards.org Differentiated Instruction: Recommended Benchmark Clarifications (BC) (Learning Goals) Activities and Labs. (See BEEP for Content Limits (CL) additional instructional strategies) EVOLUTION OF SC.912.L.15.15 BC(15.13,14,15)- 1. Students will explain and/or POPULATIONS describe how mutation and genetic recombination increase Investigation: Natural Selection in African describe the conditions required for natural selection genetic variation. that result in differential reproductive success. Swallowtails – page 334 Chapter 11 – 2. Students will explain and/or describe the scientific 1. Genetic variations SC.912.L.15.13 Quick Lab: Modeling Genetic Drift – page mechanisms, such as genetic drift, gene flow, and within populations describe the conditions required for natural selection including: 337 nonrandom mating, resulting in evolutionary change. 2. Natural selection overproduction of offspring, inherited variation, and the 3. Students will explain and/or describe how mutation 7/18/2011, rev. 8/13/2012, 8/16/2012 16 Biology 1 Curriculum Map – Instructional Focus Calendar (Version II) School Board of Broward County Florida – Department of Science Education in populations struggle to survive, which result in differential reproductive 3. Other mechanisms success. of evolution 5. Speciation through SC.912.L.15.14 isolation discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. Unit#: XI Unit Title: EVOLUTION: ORIGINS OF LIFE Body of Knowledge: DIVERSITY & EVOLUTION OF LIVING ORGANISMS Standard: 15 Diversity and Evolution of Living Organisms Essential Questions 1. Discuss the conditions on Earth billions of years ago. 2. Summarize the main hypotheses of how life began on Earth. 3. Recognize the role microbes played in shaping life on Earth. 4. Summarize the theory of endosymbiosis. 5. Relate increased biodiversity to sexual reproduction. 6. Examine the evolutionary relationships between humans and other primates. Concepts Benchmarks: Objectives and Skills www.floridastandards.org Go to www.classzone.com choose chapter 11 from pull-down menu, ; select animated biology, choose simulation Go to www.classzone.com choose chapter 11 from pull-down menu; select WebQuest: Speciation in Action and genetic recombination increase genetic variation. 4. 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). CL- 1. Items will not address descent with modification or common descent. 2. Items addressing mutation and genetic recombination in relation to increasing genetic variation must be assessed in the context of evolution. 3. Items will not assess the Hardy-Weinberg principle or genetic equilibrium. Pacing: 5/120 (3.5%) Teacher Notes: The following standards are included in Honors Biology but are not tested on the EOC. ● ● SC.912.L.14.5: explain the evidence supporting the scientific theory of the origin of eukaryotic cells (endosymbiosis). SC.912.L.15.2: discuss the use of molecular clocks to estimate how long ago various groups of organisms diverged evolutionarily from one another. Differentiated Instruction: Recommended Benchmark Clarifications (BC) (Learning Goals) Activities and Labs. (See BEEP for additional Content Limits (CL) instructional strategies) THE SC.912.L.15.8 BC(15.8)- 1. Students will describe scientific explanations of HISTORY OF describe the scientific explanation of the origin of life on Go to www.classzone.com , choose chapter the origin of life on Earth. LIFE Earth. 12 from pull-down menu; select Virtual Lab: 2. Students will identify situations or conditions contributing to the origin of life on Earth. Comparing Hominoid Skulls Chapter 12 – SC.912.L.15.10 3. Students will identify ways in which a scientific claim is 3. Origin of identify basic trends in hominid evolution from early evaluated (e.g., through scientific argumentation, critical and Go to www.classzone.com choose chapter Life ancestors six million years ago to modern humans, logical thinking, and consideration of alternative explanations). 12 from pull-down menu; select animated 4. Early including brain size, jaw size, language, and manufacture 4. Students will assess the reliability of sources of biology, choose simulation Endosymbiosis Single-Celled of tools. information according to scientific standards. Organisms 5. Students will identify the criteria that differentiate science 6. Primate from non-science and pseudoscience. what is science, what is 7/18/2011, rev. 8/13/2012, 8/16/2012 17 Biology 1 Curriculum Map – Instructional Focus Calendar (Version II) School Board of Broward County Florida – Department of Science Education Evolution not science, and what resembles but fails to meet the criteria for science. CL- 1. Items may address the conditions required for the origin of life on Earth but may not require specific knowledge of the age of Earth or its eras, periods, or epochs. 2. Items may assess how contributions of scientists such as Pasteur, Oparin, Miller and Urey, Margulis, or Fox aided in the development of the scientific explanation of the origin of life but will not assess what each scientist contributed. 3. Items assessing the origin of organic molecules, chemical evolution, and/or eukaryotic cells should be conceptual. BC(15.10)- 1. Students will identify examples of and basic trends in hominid evolution from early ancestors to modern humans. CL- 1. Items will not require memorization of the names of specific human fossils or the names of the different hominid species. Unit#: XII Unit Title: CLASSIFICATION & DIVERSITY Body of Knowledge: DIVERSITY & EVOLUTION OF LIVING ORGANISMS Standard: 15 Diversity and Evolution of Living Organisms Essential Questions 1. Examine the scientific naming system developed by Linnaeus and identify the limitations of it. 2. Illustrate classification by cladistics. 3. Summarize how molecular evidence reveals species’ relatedness. 4. Describe classification as a work in progress. 5. Identify the three domains in the tree of life as Bacteria, Archaea, and Eukarya. Concepts Benchmarks: Objectives and Skills www.floridastandards.org SC.912.L.15.4 describe how and why organisms are Chapter 17 – hierarchically classified and based on 1. Linnaean System of evolutionary relationships. Classification 2. Classification based SC.912.L.15.5 on evolutionary explain the reasons for changes in how Pacing: 8/120 (5.5%) Teacher Notes: The following standards are included in Honors Biology but are not tested on the EOC. SC.912.L.14.53: discuss basic classification and characteristics of plants. Identify bryophytes, pteridophytes, gymnosperms, and angiosperms. Differentiated Instruction: Recommended Activities and Labs. (See BEEP for additional instructional strategies) THE TREE OF LIFE 7/18/2011, rev. 8/13/2012, 8/16/2012 Quick Lab: Classifying – page 525 Go to www.classzone.com , choose chapter 17 from pull-down menu; select animated biology, choose simulation Build a Cladogram Benchmark Clarifications (BC) (Learning Goals) Content Limits (CL) BC(15.4,5,6)- 1. Students will classify organisms based on the distinguishing characteristics of the domains and/or kingdoms of living organisms. 2. Students will identify and/or describe how and/or why organisms are hierarchically classified based on evolutionary relationships. 3. Students will identify and/or explain the reasons for 18 Biology 1 Curriculum Map – Instructional Focus Calendar (Version II) School Board of Broward County Florida – Department of Science Education relationships 4. Domains & Kingdoms organisms are classified. SC.912.L.15.6 discuss distinguishing characteristics of the domains and kingdoms of living organisms. changes in how organisms are classified. 4. 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). 5. Students will describe how scientific inferences are made from observations and identify examples from biology. CL- 1. Items referring to distinguishing characteristics of living organisms are limited to the domains of Archaea, Bacteria, and Eukarya and the kingdoms of Protista, Fungi, Plantae, and Animalia. 2. Items will not require specific knowledge of organisms classified in any domain or kingdom; items should describe the characteristics of an organism and assess its classification. 3. Items may refer to prokaryotic, eukaryotic, unicellular and/or multicellular organisms, autotrophs, and/or heterotrophs, but they will not assess the definition of those terms. 4. Items referring to changes in classification systems should be conceptual and will not require specific knowledge of those changes. 5. Items may address evolutionary classification, phylogeny, and the use of cladograms, but they may not assess the definition of those terms. 6. Items assessing a scientific claim are limited to the classification of organisms. MINI ASSESSMENT #4 Unit#: XIII Unit Title: HUMAN BIOLOGY Body of Knowledge: ORGANIZATION & DEVELOPMENT OF LIVING THINGS Standard: 14 Organization and Development of Living Organisms Essential Questions 1. Identify the major parts of the brain. 2. Describe the relationship between lifestyle and factors affecting blood flow. 3. Describe the different mechanisms the body uses to fight foreign invaders. 4. Explain how vaccines artificially produce acquired immunity. 5. Describe the structure and function of the female and male reproductive systems. 6. Connect the development of a human embryo from fertilization to birth respective to each trimester of development. 7/18/2011, rev. 8/13/2012, 8/16/2012 Pacing: 19/120 (13%) Teacher Notes: 19 Biology 1 Curriculum Map – Instructional Focus Calendar (Version II) School Board of Broward County Florida – Department of Science Education Concepts Benchmarks: Objectives and Skills www.floridastandards.org NERVOUS SYSTEM Chapter 29 4. Central Nervous System SC.912.L.14.26 identify the major parts of the brain on diagrams or models. CIRCULATORY SYSTEM Chapter 30 3. The heart and circulation 4. Blood Vessels and Transport IMMUNE SYSTEM SC.912.L.14.36 describe the factors affecting blood flow through the cardiovascular system. SC.912.L.14.6 explain the significance of genetic factors, Quick Lab: How Pathogens Spread – page Chapter 31 – environmental factors, and pathogenic agents to health 755 1. Pathogens & Human from the perspective of both individual and public illness health. Go to www.classzone.com choose chapter 2. Immune system 31 from pull-down menu; select animated 3. Immune Responses SC.912.L.14.52 biology, choose simulation 4. Immunity & explain the basic functions of the human immune Technology system, including specific and nonspecific immune 6. Diseases that weaken response, vaccines, and antibiotics. Go to www.classzone.com choose chapter the immune system 31 from pull-down menu; select WebQuest: HIV and AIDS BC (14.52) 1. Students will identify and/or explain the basic functions of the human immune system, including specific and nonspecific immune responses. 2. Students will describe how the human immune system responds to vaccines and/or antibiotics. 3. Students will explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspective of both individual and public health. CL- 1. Items assessing the significance of genetic factors, environmental factors, and pathogenic agents to health are limited to a conceptual understanding. REPRODUCTIVE SYSTEM SC.912.l.16.13 describe the basic anatomy and physiology of the human reproductive system. describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy. BC(16.13)- 1. Students will identify and/or describe the basic anatomy and physiology of the human reproductive system. 2. Students will describe the process of human development from the zygotic stage to the end of the third trimester and birth. CL- 1. Items referring to the male human reproductive system are limited to the seminal vesicle, prostate gland, vas deferens, urethra, epididymis, scrotum, penis, and testes. 2. Items referring to the female human reproductive Chapter 34 – 1. Reproductive anatomy 2. Reproductive Processes 3. Fetal Development 4. Birth 7/18/2011, rev. 8/13/2012, 8/16/2012 Differentiated Instruction: Recommended Benchmark Clarifications (BC) (Learning Goals) Activities and Labs. (See BEEP for additional Content Limits (CL) instructional strategies) Quick Lab: The Primary Sensory Cortex – BC(14.26)- 1. Students will identify the major parts of the page 726 brain on diagrams. CL- 1. Items are limited to the cerebrum, cerebellum, pons, medulla oblongata, brain stem, frontal lobe, parietal lobe, occipital lobe, and temporal lobe. 2. Items will not assess the function of the major parts of the brain. BC (14.36) Students will identify factors that affect blood flow and/or describe how these factors affect blood Data Analysis: Age Group and Disease – flow through the cardiovascular system. page749 CL - Items may address factors such as blood pressure, blood volume, resistance, disease, and exercise. Investigation: Effects of Chemicals on Reproductive Organs – page 809 Go to www.classzone.com , choose chapter 34 from pull-down menu; select WebQuest: Healthy Diet, Healthy Baby Go to www.classzone.com choose chapter 34 from pull-down menu; select animated biology, choose simulation 20 Biology 1 Curriculum Map – Instructional Focus Calendar (Version II) School Board of Broward County Florida – Department of Science Education system are limited to the ovaries, oviduct (fallopian tube), uterus, cervix, and vagina. 3. Items assessing the function of the placenta, umbilical cord, amniotic sac, and amniotic fluid are limited to how these structures relate to the development of the fetus. 4. Items will not assess physiological or hormonal changes of the mother during pregnancy. 5. Items assessing the production of hormones in the context of the physiology of the human reproductive system are limited to a conceptual understanding of the production of hormones. 6. Items will not assess hormonal control during pregnancy. 7. Items may refer to the early stages of development (implantation, morula, blastocyst, gastrulation, neurulation) but will not assess the definition of these terms. 8. Items referring to changes in each trimester are limited to normal human development. 9. Items will not assess specific knowledge of malformations in the human fetus, miscarriages, maternal preexisting conditions, genetic conditions, or the impact of exposure to environmental conditions. 10. Items will not assess the utilization of technology to assist in or prevent fertilization or monitor development of the fetus. 11. Items will not address or assess the menstrual cycle. MINI ASSESSMENT #5 7/18/2011, rev. 8/13/2012, 8/16/2012 21 Biology 1 Curriculum Map – Instructional Focus Calendar (Version II) School Board of Broward County Florida – Department of Science Education Unit#: XIV Unit Title: ECOLOGY CYCLES Body of Knowledge: INTERDEPENDENCE Standard: 17 Interdependence Essential Questions 1. Identify biotic and abiotic factors in an ecosystem. 2. Describe how a change in one factor in an ecosystem can affect others. 3. Describe the roles of producers and consumers in ecosystems. 4. Describe the structure of a food chain. 5. Explain how food chains and trophic levels are related. 6. Analyze feeding relationships in a food web. 7. Summarize Earth’s hydrologic and carbon cycles. 8. Trace the flow of energy through an ecosystem, using an energy pyramid. 9. Relate energy pyramids to food chains and trophic levels. Concepts Benchmarks: Objectives and Skills www.floridastandards.org Pacing: 10/120 (7%) Teacher Notes: Introduce ecology from 13.1, not necessary to cover whole section. The following standards are included in Honors Biology but are not tested on the EOC. SC.912.L.17.10: diagram and explain the biogeochemical cycles of an ecosystem, including water, carbon, and nitrogen cycles. Differentiated Instruction: Recommended Activities and Labs. (See BEEP for additional instructional strategies) Benchmark Clarifications (BC) (Learning Goals) Content Limits (CL) PRINCIPLES OF SC.912.L.17.5 BC(17.5)- 1. Students will use data and information about ECOLOGY analyze how population size is determined by births, Go to www.classzone.com, choose chapter 13 population dynamics, abiotic factors, and/or biotic factors to deaths, immigration, emigration, and limiting factors from pull-down menu; select WebQuest: explain and/or analyze a change in carrying capacity and its (biotic and abiotic) that determine carrying capacity. Keystone Species effect on population size in an ecosystem. Chapter 13 – 2. Students will identify positive and/or negative consequences SC.912.L.17.9 that result from a reduction in biodiversity. Go to www.classzone.com , choose chapter 13 use a food web to identify and distinguish producers, 3. Students will assess the reliability of sources of from pull-down menu; select animated biology, 2. Biotic and consumers, and decomposers, and explain the transfer information according to scientific standards. choose simulation Build a Food Web abiotic factors of energy through trophic levels. CL- 1. Items referring to reduction in biodiversity may include 3. Energy in explain the pathway of energy transfer through trophic examples of catastrophic events, climate changes, human ecosystems levels and the reduction of available energy at activities, and the introduction of invasive and nonnative 4. Food chains successive trophic levels. species, but they will not assess specific knowledge of these. and food webs 2. Items referring to reduction in biodiversity will focus on the 5. Hydrologic SC.912.E.7.1 consequence and not require knowledge of the specific event Cycle Analyze the movement of matter and energy through that led to the reduction. 6. Biogeochemical the different biogeochemical cycles, including water BC (17.9) 1. Students will describe the energy pathways Cycles and carbon. through the different trophic levels of a food web or energy 7. Pyramid pyramid. models 2. Students will analyze the movement of matter through different biogeochemical cycles. CL- 1. Items referring to organisms in food webs are limited 7/18/2011, rev. 8/13/2012, 8/16/2012 22 Biology 1 Curriculum Map – Instructional Focus Calendar (Version II) School Board of Broward County Florida – Department of Science Education to the impact of changes in matter or energy in trophic levels. 2. Items addressing food webs will require application of the knowledge of roles of organisms in a food web to describe energy pathways rather than the identification of producers, consumers (primary, secondary, tertiary), and decomposers. 3. Items will not require knowledge of specific organisms or their feeding habits. 4. Items assessing biogeochemical cycles are limited to the water cycle and the carbon cycle. 5. Items referring to the biogeochemical cycles may address but will not assess photosynthesis and cellular respiration in isolation. Unit#: XV Unit Title: ECOLOGY & INTERDEPENDENCE Body of Knowledge: INTERDEPENDENCE Standard: 17 Interdependence Essential Questions 1. Describe three basic types of survivorship curves in relation to reproductive strategies. 2. Describe four factors that affect population size. 3. Compare exponential and logistic population growth. 4. Identify factors that limit population growth. 5. Explain the difference between primary and secondary succession. Concepts Benchmarks: Objectives and Skills www.floridastandards.org INTERACTIONS IN SC.912.L.17.5 ECOSYSTEMS analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors Chapter 14 – (biotic and abiotic) that determine carrying capacity. 3. Population density and distribution SC.912.L.17.4 4. Population growth describe changes in ecosystems resulting from patterns seasonal variations, climate change and succession. 5. Ecological succession 7/18/2011, rev. 8/13/2012, 8/16/2012 Differentiated Instruction: Recommended Activities and Labs. (See BEEP for additional instructional strategies) Pacing: 10 /120 (7%) Teacher Notes: Benchmark Clarifications (BC) (Learning Goals) Content Limits (CL) BC (L.17.4,.5) 1. Students will describe the potential Go to www.classzone.com choose chapter 14 changes to an ecosystem resulting from seasonal variations, climate changes, and/or succession. from pull-down menu; select WebQuest: 2. Students will identify positive and/or negative Environmental Stress consequences that result from a reduction in biodiversity. 3. Students will assess the reliability of sources of Go to www.classzone.com choose chapter 14 information according to scientific standards. from pull-down menu; select animated biology, CL- 1. Items referring to reduction in biodiversity may choose simulation What Limits Population include examples of catastrophic events, climate changes, Growth human activities, and the introduction of invasive and nonnative species, but they will not assess specific knowledge of these. 23 Biology 1 Curriculum Map – Instructional Focus Calendar (Version II) School Board of Broward County Florida – Department of Science Education 2. Items referring to reduction in biodiversity will focus on the consequence and not require knowledge of the specific event that led to the reduction. Unit#: XVI Unit Title: ECOLOGY: BIOMES Body of Knowledge: INTERDEPENDENCE Standard: 17 Interdependence Essential Questions 1. Describe the interactions of biotic and abiotic factors in the biosphere. 2. Identify factors that determine Earth’s climate zones. 3. Describe biotic and abiotic features of Earth’s six major biomes. 4. Identify the four major ocean zones and organisms unique to each zone. Concepts THE BIOSPHERE Chapter 15 – 1. Life in the Earth system 2. Climate 3. Biomes 4. Marine Ecosystems Benchmarks: Objectives and Skills www.floridastandards.org Pacing: 10/120 (7 %) Teacher Notes: Differentiated Instruction: Recommended Benchmark Clarifications (BC) (Learning Goals) Activities and Labs. (See BEEP for additional Content Limits (CL) instructional strategies) SC.912.L.17.5 BC(17.5)- 1. Students will explain that different types of analyze how population size is determined by births, Go to www.classzone.com choose chapter organisms exist within aquatic systems due to chemistry, deaths, immigration, emigration, and limiting factors 15 from pull-down menu; select animated geography, light, depth, salinity, and/or temperature. (biotic and abiotic) that determine carrying capacity. 2. Students will describe the potential changes to an ecosystem biology, choose simulation Where Do They resulting from seasonal variations, climate changes, and/or Live? SC.912.L.17.4 succession. describe changes in ecosystems resulting from seasonal 3. Students will identify positive and/or negative consequences variations, climate change and succession. that result from a reduction in biodiversity. 4. Students will assess the reliability of sources of information SC.912.L.17.2 according to scientific standards. explain the general distribution of life in aquatic CL (L.17.5) systems as a function of chemistry, geography, light, 1. Items referring to chemical factors in aquatic systems are depth, salinity, and temperature. limited to pH, oxygen, carbon dioxide, nitrogen, phosphorous, and salinity. 2. Items referring to geography in aquatic systems are limited to water depth, latitude, temperature, underwater topography, and proximity to land. 3. Items will not require the identification of oceanic zones. 4. Items referring to reduction in biodiversity may include examples of catastrophic events, climate changes, human activities, and the introduction of invasive and nonnative species, but they will not assess specific knowledge of these. 5. Items referring to reduction in biodiversity will focus on the consequence and not require knowledge of the specific event that led to the reduction. 7/18/2011, rev. 8/13/2012, 8/16/2012 24 Biology 1 Curriculum Map – Instructional Focus Calendar (Version II) School Board of Broward County Florida – Department of Science Education 6. Items addressing climate change are limited to biodiversity and population dynamics contexts. Unit#: XVII Unit Title: ECOLOGY: RESOURCES Body of Knowledge: INTERDEPENDENCE Standard: 17 Interdependence Pacing: 3/120( 2 %) Essential Questions 1. Summarize the current state and effects of human population growth. 2. Explain the importance of effective resource management. 3. Describe the sources, types, and effects of air pollution. 4. Explain how air pollution contributes to acid rain. 5. Describe how water pollution affects ecosystems. 6. Explain how biomagnification causes accumulation of toxins in food chains. 7. Assess the consequences of loss of biodiversity. 8. Explain how loss of habitat and introduced species affect ecosystems and biodiversity, 9. Define sustainable development and describe some of its methods. 10. Explain how protecting an umbrella species can protect an entire ecosystem. Teacher Notes: Concepts Benchmarks: Objectives and Skills www.floridastandards.org HUMAN IMPACT ON ECOSYSTEMS Chapter 16 – 1. Human population growth and natural resources 2. Air Quality 3. Water Quality 4. Threats to Biodiversity 5. Conservation SC.912.L.17.20 predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. 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.17.8 recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, nonnative species. SC.912.L.17.13 discuss the need for adequate monitoring of 7/18/2011, rev. 8/13/2012, 8/16/2012 REVIEW TOPICS FOR EOC Differentiated Instruction: Recommended Activities and Labs. (See BEEP for additional instructional strategies) Lab: Acid Rain – page 493 Quick Lab: Modeling Biomagnification – page 496 Go to www.classzone.com choose chapter 16 from pull-down menu; select WebQuest: Invasive Species Go to www.classzone.com , choose chapter 16 from pull-down menu; select animated biology, choose simulation Human Effects on a Food Web Benchmark Clarifications (BC) (Learning Goals) Content Limits (CL) BC (17.20) 1.Students will predict how the actions of humans may impact environmental systems and/or affect sustainability. 2. Students will evaluate possible environmental impacts resulting from the use of renewable and/or nonrenewable resources. 3. Students will identify ways in which a scientific claim is evaluated (e.g., through scientific argumentation, critical and logical thinking, and/or consideration of alternative explanations). CL Items referring to renewable and nonrenewable resources will focus on the environmental costs and benefits of using those resources and not on identifying examples of renewable and nonrenewable resources. Items will not require knowledge of specific environmental regulations, pollution prevention technologies or devices, or 25 Biology 1 Curriculum Map – Instructional Focus Calendar (Version II) School Board of Broward County Florida – Department of Science Education environmental parameters when making policy decisions. other mechanisms used to prevent pollution. Items assessing a scientific claim are limited to impacts on the environment and renewable and nonrenewable resources. KEY TERMS / VOCABULARY* UNIT 1 UNIT 2 UNIT 3 UNIT 4 UNIT 5 UNIT 6 UNIT 7 UNIT 8 UNIT 9 Conclusion Control Data Dependent Variable Experimental Design Graphical Representation Hypothesis Independent Variable Inference Observation Procedures Quantitative vs. Qualitative Theory Hypothesis Scientific Law Scientific Theory Microscope Acid Activation Energy Adhesion Amino Acid Base Carbohydrate Catalyst Chemical Reaction Cohesion Endothermic Enzyme Equilibrium Exothermic Fatty Acid Hydrogen bond Lipid Monomer Nucleic Acid pH Polymer Product Protein Reactant Solute Solution Solvent Substrate Cell Theory Diffusion Eukaryotic Cells Flagella Hypertonic Hypotonic Isotonic Passive vs. Active Transport Prokaryotic Cells Plasmid Organelles Osmosis Selectively Permeable Surface Area to Volume Ratio Cambium Endosperm Egg Stamen Carpel Anther Gametophyte Root hairs Root Cap Filament Ovary Petals Sepal Style Stigma Sperm Seed Root Cap Guard Cells Phloem Xylem ATP Chlorophyll Chloroplasts Photosynthesis Product Reactants Stomata Transpiration Aerobic Anaerobic Cell Cycle Chromosome Diploid Mitosis Mutation Crossing Over Genetic Recombination Haploid Independent Assortment Meiosis Gamete Genotype Heredity Heterozygous Homozygous Phenotype Punnett Square Segregation Carrier Sex-linked gene Incomplete Dominance Codominance Polygenic trait Pedigree Karyotype Allele Codon DNA Genetic Code Protein Synthesis Ribosomes RNA Transcription Translation Evolution Natural Selection Scientific Explanation Scientific Evidence Pseudoscience vs. Non-Science 7/18/2011, rev. 8/13/2012, 8/16/2012 26 Biology 1 Curriculum Map – Instructional Focus Calendar (Version II) School Board of Broward County Florida – Department of Science Education Cellular Respiration Fermentation *(This list is not limited to all possible vocabulary within a specific unit) KEY TERMS / VOCABULARY* UNIT 10 UNIT 11 UNIT 12 UNIT 13 UNIT 14 UNIT 15 UNIT 16 UNIT 17 Extinction Gene Flow Genetic Drift Speciation Non-random Mating Endosymbiosis Primate Hominid Bipedal Binomial Nomenclature Cladistics Phylogeny Domain Hierarchy Kingdom Antibiotic Communicable Cardiovascular System Specific Immune Response Nonspecific Immune Response Pathogen Vaccine Cerebrum Cerebellum Pons Medulla Oblongata Brain Stem Frontal Lobe Parietal Lobe Occipital Lobe Temporal Lobe Blood Pressure Blood Volume Blood Viscosity Embryo Fetus Fertilization Human Reproduction Trimester Zygote Abiotic Biotic Biogeochemical Cycles Biomass Consumers Decomposers Food Chain vs. Food Web Producers Trophic Levels Carrying Capacity Immigration vs. Emigration Population Species Succession Aquatic Ecosystems Biodiversity Biomes Community Ecosystem Environment Limiting Factors Non-renewable Resources Renewable Resources Sustainability Native vs. Exotic (Nonnative) Species Indicator Species Ecological Footprint Greenhouse Effect Global Warming Biomagnification 7/18/2011, rev. 8/13/2012, 8/16/2012 27 Biology 1 Curriculum Map – Instructional Focus Calendar (Version II) School Board of Broward County Florida – Department of Science Education *(This list is not limited to all possible vocabulary within a specific unit) 7/18/2011, rev. 8/13/2012, 8/16/2012