Download Genetics - Volusia County Schools

2016 – 2017
Volusia County Schools
Genetics
Curriculum Map
2016 – 2017
Volusia County Schools
Parts of the Curriculum Map
The curriculum map defines the curriculum for each course taught in Volusia County. They have been created by teachers from Volusia Schools on curriculum
mapping and assessment committees. The following list describes the various parts of each curriculum map:
• Units: the broadest organizational structure used to group content and concepts within the curriculum map created by teacher committees.
• Topics: a grouping of standards and skills that form a subset of a unit created by teacher committees.
• Learning Targets and Skills: the content knowledge, processes, and skills that will ensure successful mastery of the NGSSS as unpacked by teacher
committees according to appropriate cognitive complexities.
• Standards: the Next Generation Sunshine State Standards (NGSSS) required by course descriptions posted on CPALMS by FLDOE.
• Pacing: recommended time frames created by teacher committees and teacher survey data within which the course should be taught in preparation for the
EOC.
• Vocabulary: the content-specific vocabulary or phrases both teachers and students should use, and be familiar with, during instruction and assessment.
Maps may also contain other helpful information, such as:
• Resources: a listing of available, high quality and appropriate materials (strategies, lessons, textbooks, videos and other media sources) that are aligned to the
standards.
• Teacher Hints: a listing of considerations when planning instruction, including guidelines to content that is inside and outside the realm of the course
descriptions on CPALMS in terms of state assessments.
• Sample FOCUS Questions: sample questions aligned to the standards and in accordance with EOC style, rigor, and complexity guidelines; they do NOT
represent all the content that should be taught, but merely a sampling of it.
• Labs: The NSTA and the District Science Office recommend that all students experience and participate in at least one hands-on, inquiry-based, lab per week
were students are collecting data and drawing conclusions. The district also requires that at least one (1) lab per grading period should have a written lab
report with analysis and conclusion.
• Common Labs (CL): Each grade level has one common Lab (CL) for each nine week period. These common labs have been designed by teachers to allow
common science experiences that align to the curriculum across the district.
• Science Literacy Connections (SLC): Each grade level has one common Science Literacy Connection (Common SLC) for each nine week period. These
literacy experiences have been designed by teachers to provide complex text analysis that aligns to the curriculum across the district. Additional SLCs are
provided to supplement district textbooks and can be found on the Edmodo page.
• DIA: (District Interim Assessments) content-specific tests developed by the district and teacher committees to assist in student progress monitoring. The goal
is to prepare students for the 8th grade SSA or Biology EOC using rigorous items developed using the FLDOE Item Specifications Documents.
The last few pages of the map form the appendix that includes information about methods of instruction, cognitive complexities, and other Florida-specific standards
that may be in the course descriptions.
Appendix Contents
1. Volusia County Science 5E Instructional Model
2. FLDOE Cognitive Complexity Information
3. Florida ELA and Math Standards
Genetics
Page 2
2016 – 2017
Volusia County Schools
2016 – 2017 Instructional Calendar
Week
Dates
Days
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
15 August - 19 August
22 August - 26 August
29 August - 2 September
6 September - 9 September
12 September - 16 September
20 September - 23 September
26 September - 30 September
3 October - 7 October
10 October - 14 October
17 October - 20 October
24 October - 28 October
31 October - 4 November
7 November - 10 November
14 November - 18 November
21 November - 22 November
28 November - 2 December
5 December - 9 December
12 December - 16 December
19 December - 20 December
5
5
5
4
5
4
5
5
5
4
5
5
4
5
2
5
5
5
2
Quarter
Start 1st
↑
10
Weeks
↓
End 1st
Start 2nd
↑
9
Weeks
↓
End 2nd
* See school-based testing schedule for the course EOC administration time
Week
Dates
Days
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
4 January - 6 January
9 January - 13 January
17 January - 20 January
23 January - 27 January
30 January - 3 February
6 February - 10 February
13 February - 17 February
21 February - 24 February
27 February - 3 March
6 March - 9 March
20 March – 24 March
27 March - 31 March
3 April - 7 April
10 April - 14 April
17 April - 21 April
24 April - 28 April
1 May - 5 May
8 May - 12 May
3
5
4
5
5
5
5
4
5
4
5
5
5
5
5
5
5
5
15 May - 19 May
22 May - 26 May
5
5
Start Review and Administer EOC*
38
39
Quarter
Start 3rd
↑
10
Weeks
↓
End 3rd
Start 4th
↑
10
Weeks
↓
End 4th
Lab Information
Expectations:
Safety Contract:
The National Science Teacher Association, NSTA, and the district science office
recommend that all students experience and participate in at least one hands‐
on‐based lab per week. At least one (1) lab per grading period should have a
written lab report with analysis and conclusion.
http://www.nsta.org/docs/SafetyInTheScienceClassroom.pdf
Genetics
Safety, Cleanup, and Laws:
http://labsafety.flinnsci.com/Chapter.aspx?ChapterId=88&UnitId=1
http://labsafety.flinnsci.com/CertificateCourseSelection.aspx?CourseCode=MS
Page 3
2016 – 2017
Volusia County Schools
Unit 1: Nature of Science
Learning Targets and Skills
Topics
What is Genetics?
Students will:
• describe science as both durable and robust and open to change.
•
differentiate between science and non‐science.
•
explain why something would fail to meet the criteria for science.
o criteria should include testability, repeatability, and replicability
Science Process
Students will:
• design a controlled experiment on a biology topic
Genetics
•
use tools (this includes the use of measurement in metric and other systems, and also the generation
and interpretation of graphical representations of data, including data tables and graphs)
•
collect, analyze, and interpret data from the experiment to draw conclusions
•
determine an experiment’s validity and justify its conclusions based on:
o control group, limiting variables and constants
o multiple trials (repetition) or large sample sizes
o bias
o method of data collection, analysis, and interpretation
o communication of results
•
differentiate between an observation and inference, cite examples of each
•
use appropriate evidence and reasoning to justify explanations to others
Week 1 ‐ 4
Standards
Vocabulary
SC.912.N.2.1
SC.912.N.2.2
Science Non‐
science
Pseudoscience
SC.912.N.1.1
Reliability
Validity
Bias
Peer review
Control group
Limiting
variables
Multiple trials
Inference
Observation
Analysis
Interpretation
Evidence
also
SC.912.N.1.2
SC.912.N.3.5
Page 4
2016 – 2017
Volusia County Schools
Unit 2: Mendelian Genetics
Learning Targets and Skills
Topics
Week 5 – 10
Standards
Vocabulary
Mendelian Genetics
Students will:
• understand the principles of heredity and related concepts.
Genetics
•
analyze patterns of inheritance using Mendel’s Law of segregation and independent assortment and
other Mendel’s Principles of Inheritance.
SC.912.L.16.1
•
identify, analyze, and/or predict traits caused by various modes of inheritance, including:
o Dominant, Incomplete dominance, Recessive, Co‐dominant, Sex‐linked, Polygenic, and
Multiple alleles
SC.912.L.16.2
•
discuss observed inheritance patterns caused by various mods of inheritance, including dominant,
recessive, codominant, sex‐linked, polygenic, and multiple alleles.
•
evaluate the probability outcome of phenotypes in a genetic cross from the genotypes of different
parents
o autosomal, incomplete dominance, X‐linked, dominant or recessive
•
compare Nature vs. Nurture
•
predict the genotype and phenotype of the P1 and F1 generations using a dihybrid and monohybrid
cross (Punnett squares)
•
interpret/analyze and design pedigree charts to make predictions
•
understand that environment influences genetic traits.
•
apply and use post‐Mendelian concepts
•
knows the structure and functions of DNA and RNA, and its relationship to protein synthesis
•
understands the types and causes of mutations
•
knows the relationship between mutations and genetic diseases
Genetics
Gene
Allele
Homozygous
Heterozygous
Dominant
Recessive
Punnett Square
Probability
Incomplete
Dominance Co‐
dominance
Polygenic
inheritance
Sex‐Linked
Monohybrid
cross
Dihybrid cross
Law of
Independent
Assortment
Law of
Segregation
Pedigree
SC.912.L.16.4
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2016 – 2017
Topics
Volusia County Schools
Unit 3: Macromolecules
Learning Targets and Skills
Students will:
• describe basic molecular structures and primary function of the four major categories of biological
macromolecules, including: carbohydrates, lipids, proteins, and nucleic acids.
Macromolecules
Students will:
• explain how an enzyme increases the rate of a biochemical reaction enzymes decrease the activation
energy of reactions by acting as a catalyst which is not consumed during the course of the reaction.
Genetics
Week 11 – 13
Standards
SC.912.L.18.1
SC.912.L.18.11
SC.912.P.12.12
Vocabulary
Macro‐
molecules
Monomer
Polymer
Carbohydrates
Lipids
Fatty acid
Proteins
Nucleic acids
Amino acid
Chemical
reaction
Equilibrium
Activation
energy
Reaction rate
Catalyst
Enzyme
Denature
Page 6
2016 – 2017
Volusia County Schools
Unit 4: DNA, RNA, and Protein Synthesis
Learning Targets and Skills
DNA, RNA, and Protein Synthesis
Topics
Genetics
Week 14 – 19
Standards
Students will:
• describe the function of models in science, and identify the wide range of models used in science
SC.912.N.3.5
Students will:
• explain why the genetic code is common to almost all organisms
SC.912.L.16.9
•
explain why there are similarities in the genetic code of different organisms
o most organisms share a common ancestry and the process of inheritance carries traits from
generation to generation
•
describe the basic process of DNA replication and how it relates to the transmission and conservation
of the genetic information
SC.912.L.16.3
•
explain why DNA replication has a role in the transmission and conservation of the genetic material
SC.912.L.16.5
•
demonstrate the process of DNA replication given a DNA strand
•
analyze how heredity and family history can impact personal health.
HE.912.C.1.7
Vocabulary
DNA
Genetic code
Nucleotide
Double helix
Base pairing
rules
RNA
Messenger RNA
Ribosomal RNA
Transfer RNA
Replication
Transcription
Translation
Codon
Anticodon
Phenotype
Genotype
Mutation
Gamete
Genes
Chromosomes
Gene expression
Hydrogen bond
Covalent bond
Page 7
2016 – 2017
Volusia County Schools
Unit 5: Cell Division
Learning Targets and Skills
Topics
Cell Division
Students will:
• discuss the mechanisms for regulation of gene expression in prokaryotes and eukaryotes at
transcription and translation level.
Genetics
Week 20 – 23
Standards
SC.912.L.16.6
•
describe how viruses and bacteria transfer genetic material between cells and the role of this process
in biotechnology.
SC.912.L.16.7
•
explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially
resulting in cancer.
SC.912.L.16.8
•
describe the cell cycle, including the process of mitosis.
SC.912.L.16.14
•
explain the role of mitosis in the formation of new cells and its importance in maintaining
chromosome number during asexual reproduction.
•
describe the process of meiosis, including independent assortment and crossing over.
•
explain how reduction division results in the formation of haploid gametes or spores.
•
compare and contrast mitosis and meiosis and relate to the process of sexual and asexual
reproduction and their consequences for genetic variation.
SC.912.L.16.17
•
describe how mutation and genetic recombination increase genetic variation.
SC.912.L.15.15
SC.912.L.16.16
Vocabulary
Cell cycle
Binary fission
Somatic cell
Diploid
Crossing over
Reduction
division
Haploid
Cancer
Genetic variation
Spore
Homologous
chromosome
Autosome
Sex chromosome
Sperm
Egg
Polar body
Page 8
2016 – 2017
Volusia County Schools
Unit 6: Genetic Engineering
Learning Targets and Skills
Topics
Genetic Engineering
Students will:
• evaluate the impact of biotechnology on the individual, society and the environment, including
medical and ethical issues.
Genetics
Week 24 – 29
Standards
SC.912.L.16.10
•
discuss the technologies associated with forensic medicine and DNA identification, including
restriction fragment length polymorphism (RFLP) analysis.
SC.912.L.16.11
•
describe how basic DNA technology (restriction digestion by endonucleases, gel electrophoresis,
polymerase chain reaction, ligation, and transformation) is used to construct recombinant DNA
molecules (DNA cloning).
SC.912.L.16.12
Vocabulary
Genetic
engineering
Restriction
enzyme
Restriction
endonuclease
Gel
electrophoresis
Autoradiography
Southern
blotting
Northern
blotting
Western blotting
Gene cloning
Cloning vector
Yeast artificial
chromosome
(YAC)
Bacterial
artificial
chromosome
(BAC)
Chromosome
walking
Polymerase
chain reaction
(PCR)
DNA
fingerprinting
Stem cells
Page 9
2016 – 2017
Volusia County Schools
Unit 7: Evolution
Learning Targets and Skills
Topics
Evolution
Students will:
• describe the scientific explanation of the origin of life on Earth.
Genetics
Week 30 – 36
Standards
SC.912.L.15.8
•
explain the role of reproductive isolation in the process of speciation.
SC.912.L.15.9
•
list the conditions for Hardy‐Weinberg equilibrium in a population and who these conditions are not
likely to appear in nature.
SC.912.L.15.12
•
use the Hardy‐Weinberg equation to predict genotypes in a population from observed phenotypes
•
describe the conditions required for natural selection, including: overproduction of offspring,
inherited variation, and the struggle to survive, which result in differential reproductive success.
SC.912.L.15.13
•
discuss mechanisms of evolutionary change other than natural selection such as genetic drift and
gene flow.
SC.912.L.15.14
•
describe how mutation and genetic recombination increase genetic variation.
SC.912.L.15.15
•
discuss the characteristics of populations, such as number of individuals, age structure, density, and
pattern of distribution.
SC.912.L.17.1
•
recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes,
human activity, and the introduction of invasive, non‐native species.
SC.912.L.17.8
•
describe the basic molecular structures and primary functions of the four major categories of
biological macromolecules.
•
analyze strategies for prevention, detection, and treatment of communicable and chronic diseases.
Vocabulary
Evolution
Convergent
evolution
Co‐evolution
Descendant
Ancestor
Embryology
Hominid
Natural selection
Genetic
recombination
Gene flow
Genetic drift
Speciation
Human
Papilloma Virus
(HPV)
Genetically
Modified
Organism (GMO
SC.912.L.18.1
HE.912.C.1.3
Page 10
2016 – 2017
Topics
Genetics
Volusia County Schools
Learning Targets and Skills
Students will:
• review that genes code for the proteins that make up enzymes.
•
understand that enzymes play a role in the development of some diseases and that deficiencies of
these enzymes can lead to diseases such as: Phenylketonuria, Albinism, Kartengener Syndrome, and
Tay‐Sachs Disease.
•
identify other diseases such as Sickle‐Cell Anemia and Cystic Fibrosis which can be the result of
protein alterations caused by enzyme deficiencies.
•
understand how geneticists use the available tools (Punnett squares, probabilities, and karyotypes) to
predict outcomes.
•
evaluate how environment and personal health are interrelated.
•
understand that exposures to pollution impact the biodiversity emanating from changes to various
alleles.
•
understand that global warming, pollution, and job selection can affect genetic recombination.
Standards
Vocabulary
SC.912.L.16.4
SC.912.L.18.1
SC.912.L.16.10
SC.912.L.16.11
SC.912.C.1.3
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2016 – 2017
Volusia County Schools
Description
Implementation
Learners engage with an activity that captures their attention, stimulates
their thinking, and helps them access prior knowledge. A successful
engagement activity will reveal existing misconceptions to the teacher and
leave the learner wanting to know more about how the problem or issue
relates to his/her own world. (e.g. ISN‐preview, Probe, Teacher
Demonstration…)
The diagram below shows how the elements of the 5E model are
interrelated. Although the 5E model can be used in linear order (engage,
explore, explain, elaborate and evaluate), the model is most effective when it
is used as a cycle of learning.
Explain
Learners explore common, hands‐on experiences that help them begin
constructing concepts and developing skills related to the learning target.
The learner will gather, organize, interpret, analyze and evaluate data. (e.g.
investigations, labs…)
Learners explain through analysis of their exploration so that their
understanding is clarified and modified with reflective activities. Learners
use science terminology to connect their explanations to the experiences
they had in the engage and explore phases. (e.g. Lecture, ISN‐notes,
Research, Close‐reading, reading to learn, videos, websites…)
Elaborate
Explore
Engage
Volusia County Science 5E Instructional Model
Learners elaborate and solidify their understanding of the concept and/or
apply it to a real world situation resulting in a deeper understanding.
Teachers facilitate activities that help the learner correct remaining
misconceptions and generalize concepts in a broader context. (e.g. labs,
web‐quest, presentations, debate, discussion, ISN‐reflection…)
Explore
Engage
Discuss
and
Evaluate
Elaborate
Explain
Teachers and Learners evaluate proficiency of learning targets, concepts
and skills throughout the learning process. Evaluations should occur
before activities, to assess prior knowledge, after activities, to assess
progress, and after the completion of a unit to assess comprehension. (i.e.
formatives and summatives)
Evaluate
Each lesson begins with an engagement activity, but evaluation occurs
throughout the learning cycle. Teachers should adjust their instruction
based on the outcome of the evaluation. In addition, teachers are
encouraged to differentiate at each state to meet the needs of individual
students.
*Adapted from The BSCS 5E Instructional Model: Origins, Effectiveness, and Applications, July 2006, Bybee, et.al, pp. 33‐34.
Genetics
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2016 – 2017
Volusia County Schools
Cognitive Complexity
The benchmarks in the Next Generation Sunshine State Standards (NGSSS) identify knowledge and skills students are expected to acquire at each grade level,
with the underlying expectation that students also demonstrate critical thinking.
The categories—low complexity, moderate complexity, high complexity—form an ordered description of the demands a test item may make on a student.
Instruction in the classroom should match, at a minimum, the complexity level of the learning target in the curriculum map.
Low
Moderate
High
This category relies heavily on the recall and
recognition of previously learned concepts and
principles. Items typically specify what the student
is to do, which is often to carry out some
procedure that can be performed mechanically. It
is not left to the student to come up with an
original method or solution.
This category involves more flexible thinking and
choice among alternatives than low complexity
items. They require a response that goes beyond
the habitual, is not specified, and ordinarily has
more than a single step or thought process. The
student is expected to decide what to do—using
formal methods of reasoning and problem‐solving
strategies—and to bring together skill and
knowledge from various domains.
This category makes heavy demands on student
thinking. Students must engage in more abstract
reasoning, planning, analysis, judgment, and
creative thought. The items require that the
student think in an abstract and sophisticated way
often involving multiple steps.
Students will:
Students will:
Students will:
•
•
•
•
•
retrieve information from a chart, table,
diagram, or graph
recognize a standard scientific representation
of a simple phenomenon
complete a familiar single‐step procedure or
equation using a reference sheet
•
•
•
•
•
•
interpret data from a chart, table, or simple
graph
determine the best way to organize or present
data from observations, an investigation, or
experiment
describe examples and non‐examples of
scientific processes or concepts
specify or explain relationships among different
groups, facts, properties, or variables
differentiate structure and functions of different
organisms or systems
predict or determine the logical next step or
outcome
apply and use concepts from a standard
scientific model or theory
•
•
•
•
•
analyze data from an investigation or
experiment and formulate a conclusion
develop a generalization from multiple data
sources
analyze and evaluate an experiment with
multiple variables
analyze an investigation or experiment to
identify a flaw and propose a method for
correcting it
analyze a problem, situation, or system and
make long‐term predictions
interpret, explain, or solve a problem involving
complex spatial relationships
*Adapted from Webb’s Depth of Knowledge and FLDOE Specification Documentation, Version 2.
Genetics
Page 13
2016 – 2017
Volusia County Schools
Grades 9 ‐ 10 ELA Florida Standards
LAFS.910.RST.1.1 – Cite specific textual evidence to support analysis of science LAFS.910.WHST.3.9 – Draw evidence from informational texts to support
and technical texts, attending to the precise details of the explanations or
analysis, reflection, and research.
descriptions.
LAFS.910.WHST.1.2 ‐ Write informative/explanatory texts, including the
narration of historical events, scientific procedures/ experiments, or technical
LAFS.910.RST.1.3 – Follow precisely a complex multistep procedure when
carrying out experiments, taking measurements, or performing technical tasks, processes.
attending to special cases or exceptions defined in the text.
a. Introduce a topic and organize ideas, concepts, and information to
make important connections and distinctions; include formatting (e.g.,
LAFS.910.RST.2.4 – Determine the meaning of symbols, key terms, and other
headings), graphics (e.g., figures, tables), and multimedia when useful
domain‐specific words and phrases as they are used in a specific scientific or
to aiding comprehension.
technical context relevant to grades 9 – 10 texts and topics.
b. Develop the topic with well‐chosen, relevant, and sufficient facts,
extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s knowledge of
LAFS.910.RST.2.5 – Analyze the structure of the relationship among concepts in
the topic.
a text, including relationships among key terms (e.g., force, friction, reaction
force, energy.)
c. Use varied transitions and sentence structures to link the major
sections of the text, create cohesion, and clarify the relationships
LAFS.910.RST.3.7 – Translate quantitative or technical information expressed
among ideas and concepts.
in words in a text into visual form (e.g., a table or chart) and translate
d. Use precise language and domain‐specific vocabulary to manage the
information expressed visually or mathematical (e.g., in an equation) into
complexity of the topic and convey a style appropriate to the discipline
words.
and context as well as to the expertise of likely readers.
e. Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which they
LAFS.910.RST.4.10 – by the end of grade 10, read and comprehend science /
are writing.
technical texts in the grades 9 – 10 text complexity band independently and
proficiently.
f. Provide a concluding statement or section that follows from and
supports the information or explanation presented (e.g., articulating
implications or the significance of the topic).
Grades 9 ‐ 12 Math Florida Standards (select courses)
MAFS.912.A‐CED.1.4 – Rearrange formulas to highlight a quantity of interest,
MAFS.912.N‐VM.1.1 – Recognize vector quantities as having both magnitude
using the same reasoning as in solving equations.
and direction. Represent vector quantities by directed line segments, and use
appropriate symbols for vectors and their magnitudes.
MAFS.912.S‐IC.2.6 – Evaluate reports based on data.
MAFS.912.N‐VM.1.2 – Find the components of a vector by subtracting the
coordinates of an initial point from the coordinates of a terminal point.
MAFS.912.N‐VM.1.3 – Solve problems involving velocity that can be
represented as vectors.
Genetics
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2016 – 2017
Volusia County Schools
Grades 11 ‐ 12 ELA Florida Standards
LAFS.1112.RST.1.1 – Cite specific textual evidence to support analysis of
LAFS.1112.WHST.1.2 ‐ Write informative/explanatory texts, including the
science and technical texts, attending to important distinctions the author
narration of historical events, scientific procedures/ experiments, or technical
makes and any gaps or inconsistencies in the account.
processes.
a. Introduce a topic and organize complex ideas, concepts, and
information so that each new element builds on that which precedes it
LAFS.1112.RST.1.3 – Follow precisely a complex multistep procedure when
to create a unified whole; include formatting (e.g., headings), graphics
carrying out experiments, taking measurements, or performing technical tasks;
(e.g., figures, tables), and multimedia when useful to aiding
analyze the specific results based on explanations in the text.
comprehension.
LAFS.1112.RST.2.4 – Determine the meaning of symbols, key terms, and other
b. Develop the topic thoroughly by selecting the most significant and
domain‐specific words and phrases as they are used in a specific scientific or
relevant facts, extended definitions, concrete details, quotations, or
technical context relevant to grades 11 – 12 texts and topics.
other information and examples appropriate to the audience’s
knowledge of the topic.
LAFS.1112.RST.3.7 – Integrate and evaluate multiple sources of information
c. Use varied transitions and sentence structures to link the major
presented in diverse formats and media (e.g., quantitative data, video,
sections of the text, create cohesion, and clarify the relationships
multimedia) in order to address a question or solve a problem.
among complex ideas and concepts.
d. Use precise language, domain‐specific vocabulary and techniques such
LAFS.1112.RST.4.10 – By the end of grade 12, read and comprehend science /
as metaphor, simile, and analogy to manage the complexity of the
technical texts in grades 11 – 12 text complexity band independently and
topic; convey a knowledgeable stance in a style that responds to the
proficiently.
discipline and context as well as to the expertise of likely readers.
e. Provide a concluding statement or section that follows from and
LAFS.1112.WHST.3.9 – Draw evidence from information texts to support
supports the information or explanation provided (e.g., articulating
analysis, reflection, and research.
implications or the significance of the topic).
Grades 9 ‐ 12 Math Florida Standards (all courses)
MAFS.912.F‐IF.3.7 ‐ Graph functions expressed symbolically and show key
MAFS.912.N‐Q.1.1 – Use units as a way to understand problems and to guide
features of the graph, by hand in simple cases and using technology for more
the solution of multi‐step problems; choose and interpret units consistently in
complicated cases.
formulas; choose and interpret the scale and the origin in graphs and data
displays.
a. Graph linear and quadratic functions and show intercepts, maxima,
and minima.
MAFS.912.N‐Q.1.3 – Choose a level of accuracy appropriate to limitations
b. Graph square root, cube root, and piecewise‐defined functions,
measurement when reporting quantities.
including step functions and absolute value functions.
c. Graph polynomial functions, identifying zeros when suitable
factorizations are available, and showing end behavior.
d. Graph rational functions, identifying zeros and asymptotes when
suitable factorizations are available, and showing end behavior.
e. Graph exponential and logarithmic functions, showing intercepts and
end behavior, and trigonometric functions, showing period, midline,
and amplitude.
Genetics
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2016 – 2017
Genetics
Volusia County Schools
Page 16