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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