Download Horry County Science Curriculum Map

HORRY COUNTY SCIENCE CURRICULUM MAP
2011-2012
Biology II Honors – Fall Semester
STANDARD(s) National Science Education Standards:
The Cell
Molecular basis of heredity
Biological evolution
Behavior of Organisms
Personal and Community Health
Populations, resources, and environments
Science and technology in local, national and global challenges
Environmental quality
Population growth
Natural and human-induced hazards
Historical Perspectives
Science as a human endeavor
Nature of scientific knowledge
SOUTH CAROLINA SCIENCE INDICATORS
Inquiry Indicators:
B-1: The student will demonstrate an understanding of how scientific inquiry and technological design, including mathematical analysis, can be used appropriately to pose
questions, seek answers, and develop solutions.
Content Indicators:
B-3 The student will demonstrate an understanding of the flow of energy within and between living systems.
B-4: The student will demonstrate an understanding of the molecular basis of heredity.
B-5: The student will demonstrate an understanding of biological evolution and the diversity of life.
B.6 The student will demonstrate an understanding of the interrelationships among organisms and the biotic and abiotic components of their environments.
1
HORRY COUNTY SCIENCE CURRICULUM MAP
Investigations
(Amie Kuchar at Conway High School)
Natural Selection Lab: Simulate
natural selection of a moth
population and calculate gene
frequency to explore the evolution
of populations.
All in the Family-online activity:
Determine which animals are more
closely related by comparing
anatomical traits and genetic
sequences.
http://www.pbs.org/wgbh/evolution/i
ndex.html
Becoming Whales- Discover fossils of
early whales, showing how, where,
and when they evolved from 4legged mammals. Experience how
predicting, testing, and collecting
evidence all encompass the nature
of science.
Weeks 1-9
Cladogram- construct a cladogram,
2
and properly interpret and analyze
that cladogram in terms of how it
shows common ancestry and
degrees of evolutionary
relationship.
# of
Perio
ds
7
Key Concepts and
Processes
Additional
Resources
Evolution
Framing an
Investigation
http://www.pbs.o
rg/wgbh/evolutio
n/educators/teac
hstuds/svideos.ht
ml
Assessment
Mid- level Assessment:
Jigsaw Group Activity
2011-2012
Alignment to SC Science
Indicators
Biological Evolution
Perspectives in History.
Major assessment:
Prepare a video,
presentation, or podcast
that showcases evolution
and the evidence that
supports the theory of
evolution by natural
selection
HORRY COUNTY SCIENCE CURRICULUM MAP
Investigations
(Amie Kuchar at Conway High School)
Non-Fiction Novel: The Hot Zone
Read about the Ebola virus and its
emergence into the human
population.
Weeks 1-9
Anticipation Guide
3
# of
Period
s
Key Concepts and
Processes
Viruses
Additional
Resources
Assessment
2011-2012
Alignment to SC Science
Indicators
.
HORRY COUNTY SCIENCE CURRICULUM MAP
Biology II Honors – Fall Semester
STANDARD(s) STANDARD(s) National Science Education Standards:
The Cell
Molecular basis of heredity
Biological evolution
Behavior of Organisms
Personal and Community Health
Populations, resources, and environments
Science and technology in local, national and global challenges
Environmental quality
Population growth
Natural and human-induced hazards
Historical Perspectives
Science as a human endeavor
Nature of scientific knowledge
SOUTH CAROLINA SCIENCE INDICATORS
Inquiry Indicators:
B-1.1 Generate hypotheses based on credible, accurate, and relevant sources of scientific information.
B-1.2 Use appropriate laboratory apparatuses, technology, and techniques safely and accurately when conducting a scientific investigation.
B-1.5 Organize and interpret the data from a controlled scientific investigation by using mathematics, graphs, models, and/or technology.
B-1.6 Evaluate the results of a controlled scientific investigation in terms of whether they refute or verify the hypothesis.
B-1.7 Evaluate a technological design or product on the basis of designated criteria (including cost, time, and materials).
Content Indicators:
B-3 The student will demonstrate an understanding of the flow of energy within and between living systems.
B-4: The student will demonstrate an understanding of the molecular basis of heredity.
B-5: The student will demonstrate an understanding of biological evolution and the diversity of life.
B.6 The student will demonstrate an understanding of the interrelationships among organisms and the biotic and abiotic components of their environments.
4
2011-2012
Week 10
HORRY COUNTY SCIENCE CURRICULUM MAP
5
Investigations
(Cynthia Kaminsky @ St. James High)
# of
Periods
Key Concepts and
Processes
Classification of Organisms – focusing
on plant and animals-
5-7 days
Students should be
able to understand
the organization of
classification and be
able to classify
organisms based on
their characteristics.
Understand the
adaptations that allow
plants and animals to
colonize on land.
Additional
Resources
Assessment
http://academic. 1. Why do scientists
classify living
kellogg.edu/herb
organisms?
randsonc/bio111
/seeds_fruits_flo 2. List the order of living
things from largest to
wers.htm#struct
smallest.
ures
http://faculty.fmc
c.suny.edu/mcdar
by/animals&plant
sbook/History/02
-Explaining-LifeClassification.htm
2011-2012
Alignment to SC Science
Indicators
Molecular basis of heredity
Nature of scientific
knowledge
HORRY COUNTY SCIENCE CURRICULUM MAP
Week 11 & 12
Investigations
6
# of
Periods
Key Concepts and
Processes
Additional
Resources
Assessment
Leaf Morphology – C3, C4, & CAM
plants
4-5
ID and explain the
types of leaves and
the cell layers of
leaves
1) ID leaf patterns
2) ID leaf shapes
3) Explain the layers of a
leaf.
Root & Stem Morphology
4-5
ID and explain the
regions and structures
of roots.
List plant hormones.
1) Describe the root
tissues (xylem /
phloem)
2) ID the regains and
types of roots
(monocot, dicot,
eudicot)
3) Explain the difference
between the types of
stems
2011-2012
Alignment to SC Science
Indicators
The Cell
Molecular basis of heredity
Week 13 - 14
HORRY COUNTY SCIENCE CURRICULUM MAP
7
Investigations
# of
Periods
Key Concepts and
Processes
Additional
Resources
Photosynthesis - C3, C4, & CAM plants
5-6 days
Review the process as
learned in Biology.
Students should be
introduced to the
chemistry of
photosynthesis.
Describe the similarities and
differences between the
biochemical pathways of
aerobic respiration and
photosynthesis in eukaryotic
cells. Include in your
discussion the major
reactions, the end products,
and energy transfers.
Angiosperm Reproduction
1-2
The reproduction
structures and the
cycle in monocots,
dicots, eudicots.
Explain how animals
are involved in
reproduction of
plants.
1) Describe the
reproduction
angiosperms
2) ID the structures
involved
Assessment
2011-2012
Alignment to SC Science
Indicators
The Cell
Molecular basis of heredity
HORRY COUNTY SCIENCE CURRICULUM MAP
Week 15 - 16
Investigations
8
# of
Periods
Key Concepts and
Processes
Additional
Resources
Assessment
Fruits and seeds
3-4
List the cells which
create the seeds /
fruit.
Explain the difference
in seeds / fruits in
monocots, dicots, and
eudicots.
Describe the structure
and functions of the
producing parts.
1) Explain why seeds do
not germinate inside
fruit.
2) Explain why seeds are
inside fruit.
Genetics (adaptations)
3-4
Different adaptations
plants have acquired.
1) Describe the different
adaptations between
C4/CAM plants.
2) Explain why some
plants climb, some
without soil, and
others without
nutrients.
2011-2012
Alignment to SC Science
Indicators
The Cell
Molecular basis of heredity
HORRY COUNTY SCIENCE CURRICULUM MAP
Investigations
Plant Collecting
# of
Periods
5-6
Educational Goals: 1.
Become aware of and
study our natural
environment.
2. Learn to manage
and preserve our
natural resources.
3. Learn to identify
local flora by sight.
Week 17 - 18
Purpose of Collecting:
1. Students learn plant
mounting and
identification.
2. Create a reference
collection for use by
students.
3. Develop a checklist
of the local flora.
Review for final
9
Key Concepts and
Processes
Any
remaining
days
Additional
Resources
Assessment
Teacher created rubric
2011-2012
Alignment to SC Science
Indicators
Populations, resources, and
environments