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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
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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
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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