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Science
First Nine Weeks
Biology
Purpose of Science Curriculum Maps
This map is meant to help teachers and their support providers (e.g., coaches, leaders) on their path to effective, college and career ready (CCR) aligned instruction and our pursuit
of Destination 2025. It is a resource for organizing instruction around the TN State Standards, which define what to teach and what students need to learn at each grade level. The
map is designed to reinforce the grade/course-specific standards and content—the major work of the grade (scope)—and provides suggested sequencing, pacing, time frames, and
aligned resources. Our hope is that by curating and organizing a variety of standards-aligned resources, teachers will be able to spend less time wondering what to teach and
searching for quality materials (though they may both select from and/or supplement those included here) and have more time to plan, teach, assess, and reflect with colleagues to
continuously improve practice and best meet the needs of their students.
The map is meant to support effective planning and instruction to rigorous standards. It is not meant to replace teacher planning, prescribe pacing or instructional practice. In fact,
our goal is not to merely “cover the curriculum,” but rather to “uncover” it by developing students’ deep understanding of the content and mastery of the standards. Teachers who
are knowledgeable about and intentionally align the learning target (standards and objectives), topic, text(s), task,, and needs (and assessment) of the learners are best-positioned
to make decisions about how to support student learning toward such mastery. Teachers are therefore expected--with the support of their colleagues, coaches, leaders, and other
support providers--to exercise their professional judgment aligned to our shared vision of effective instruction, the Teacher Effectiveness Measure (TEM) and related best
practices. However, while the framework allows for flexibility and encourages each teacher/teacher team to make it their own, our expectations for student learning are nonnegotiable. We must ensure all of our children have access to rigor—high-quality teaching and learning to grade level specific standards, including purposeful support of literacy
and language learning across the content areas.
Introduction
In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student performance. The District is committed to these
goals, as further described in our strategic plan, Destination 2025. In order to achieve these ambitious goals, we must collectively work to provide our students with high quality,
College and Career Ready standards-aligned instruction. The Tennessee State Standards provide a common set of expectations for what students will know and be able to do at
the end of a grade. College and Career Ready Standards are rooted in the knowledge and skills students need to succeed in post-secondary study or careers. While the academic
standards establish desired learning outcomes, the curriculum provides instructional planning designed to help students reach these outcomes. The curriculum maps contain
components to ensure that instruction focuses students toward college and career readiness. Educators will use this guide and the standards as a roadmap for curriculum and
instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to facilitate student mastery of the standards.
Our collective goal is to ensure our students graduate ready for college and career. The standards for science practice describe varieties of expertise that science educators at all
levels should seek to develop in their students. These practices rest on important “processes and proficiencies” with longstanding importance in science education. The Science
Framework emphasizes process standards of which include planning investigations, using models, asking questions and communicating information. The science maps contain
components to ensure that instruction focuses students toward college and career readiness. The maps are centered around four basic components: the state standards and
framework (Tennessee Curriculum Center), components of the 5E instructional model (performance tasks), scientific investigations (real world experiences), and informational text
(specific writing activities).
The Science Framework for K-12 Science Education provides the blueprint for developing the effective science practices. The Framework expresses a vision in science education
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Science
First Nine Weeks
Biology
that requires students to operate at the nexus of three dimensions of learning: Science and Engineering Practices, Crosscutting Concepts, and Disciplinary Core Ideas. The
Framework identified a small number of disciplinary core ideas that all students should learn with increasing depth and sophistication, from Kindergarten through grade twelve. Key
to the vision expressed in the Framework is for students to learn these disciplinary core ideas in the context of science and engineering practices. The importance of combining
science and engineering practices and disciplinary core ideas is stated in the Framework as follows:
Standards and performance expectations that are aligned to the framework must take into account that students cannot fully understand scientific and engineering ideas without
engaging in the practices of inquiry and the discourses by which such ideas are developed and refined. At the same time, they cannot learn or show competence in practices except
in the context of specific content. (NRC Framework, 2012, p. 218)
To develop the skills and dispositions to use scientific and engineering practices needed to further their learning and to solve problems, students need to experience instruction in
which they use multiple practices in developing a particular core idea and apply each practice in the context of multiple core ideas. We use the term “practices” instead of a term
such as “skills” to emphasize that engaging in scientific investigation requires not only skill but also knowledge that is specific to each practice. Students in grades K-12 should
engage in all eight practices over each grade band. This guide provides specific goals for science learning in the form of grade level expectations, statements about what students
should know and be able to do at each grade level.
An instructional model or learning cycle, such as the 5E model is a sequence of stages teachers may go through to help students develop a full understanding of a lesson concept.
Instructional models are a form of scaffolding, a technique a teacher uses that enables a student to go beyond what he or she could do independently. Some instructional models
are based on the constructivist approach to learning, which says that learners build or construct new ideas on top of their old ideas. Engage captures the students’ attention. Gets
the students focused on a situation, event, demonstration, of problem that involves the content and abilities that are the goals of instruction. In the explore phase, students
participate in activities that provide the time and an opportunities to conducts activities, predicts, and forms hypotheses or makes generalizations. The explain phase connects
students’ prior knowledge and background to new discoveries. Students explain their observations and findings in their own words. Elaborate, in this phase the students are
involved in learning experience that expand and enrich the concepts and abilities developed in the prior phases. Evaluate, in this phase, teachers and students receive feedback on
the adequacy of their explanations and abilities. The components of instructional models are found in the content and connection columns of the curriculum maps.
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Science
First Nine Weeks
Biology
Science is not taught in isolation. There are commonalities among the practices of science (science and engineering), mathematics (practices), and English Language Arts
(student portraits). There is an early focus on informative writing in ELA and science. There’s a common core in all of the standards documents (ELA, Math, and Science). At the
core is: reasoning with evidence; building arguments and critiquing the arguments of others; and participating in reasoning-oriented practices with others. The standards in science,
math, and ELA provide opportunities for students to make sense of the content through solving problems in science and mathematics by reading, speaking, listening, and writing.
Early writing in science can focus on topic specific details as well use of domain specific vocabulary. Scaffold up as students begin writing arguments using evidence during middle
school. In the early grades, science and mathematics aligns as students are learning to use measurements as well as representing and gathering data. As students’ progress into
middle school, their use of variables and relationships between variables will be reinforced consistently in science class. Elements of the commonalities between science,
mathematics and ELA are embedded in the standards, outcomes, content, and connections sections of the curriculum maps.
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Science
First Nine Weeks
Biology
Science Curriculum Maps Overview
The science maps contain components to ensure that instruction focuses students toward college and career readiness. The maps are centered around four basic components:
the state standards and framework (Tennessee Curriculum Center), components of the 5E instructional model (performance tasks), scientific investigations (real world experiences),
informational text (specific writing activities), and NGSS (science practices)
At the end of the elementary science experience, students can observe and measure phenomena using appropriate tools. They are able to organize objects and ideas into broad
concepts first by single properties and later by multiple properties. They can create and interpret graphs and models that explain phenomena. Students can keep notebooks to
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Science
First Nine Weeks
Biology
record sequential observations and identify simple patterns. They are able to design and conduct investigations, analyze results, and communicate the results to others. Students
will carry their curiosity, interest and enjoyment of the scientific world view, scientific inquiry, and the scientific enterprise into middle school.
At the end of the middle school science experience, students can discover relationships by making observations and by the systematic gathering of data. They can identify relevant
evidence and valid arguments. Their focus has shifted from the general to the specific and from the simple to the complex. They use scientific information to make wise decision
related to conservation of the natural world. They recognize that there are both negative and positive implications to new technologies.
As an SCS graduate, former students should be literate in science, understand key science ideas, aware that science and technology are interdependent human enterprises with
strengths and limitations, familiar with the natural world and recognizes both its diversity and unity, and able to apply scientific knowledge and ways of thinking for individual and
social purposes.
How to Use the Science Curriculum Maps
Tennessee State Standards
The TN State Standards are located in the first three columns. Each content standard is identified as the following: grade level expectations, embedded standards, and outcomes of
the grade/subject. Embedded standards are standards that allow students to apply science practices. Therefore, you will see embedded standards that support all science content.
It is the teachers' responsibility to examine the standards and skills needed in order to ensure student mastery of the indicated standard.
Content
The performance tasks blend content, practices, and concepts in science with mathematics and literacy. Performance tasks should be included in your plans. These can be found
under the column content and/or connections. Best practices tell us that making objectives measureable increases student mastery.
Connections
District and web-based resources have been provided in the Instructional Support and Resources column. The additional resources provided are supplementary and should be used
as needed for content support and differentiation.
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Science
First Nine Weeks
State Standards
Embedded Standards
Outcomes
Biology
Content
Connections
Standard 2- Interdependence - Population Ecology and Energy Flow – 3 Weeks
CLE 3210.2.2 Analyze and interpret
population data, graphs, or
diagrams.
Scaffolded (Unpacked) Ideas
1. A population consists of a group
of organisms of the same species
that occupies a particular area.
2. Populations change over time.
3. Populations have descriptors,
such as birth and mortality rates,
that are distinct from characteristics
that describe individual members of
a group.
4. Population density is the number
of individuals in a given area at a
given time.
5. Graphs and tables can be used to
illustrate the stability or changing
status of a population.
6. Organisms have the ability to
reproduce infinitely; yet
environmental resources are finite.
7. The upper limits to which a
population can expand is
determined by the carrying capacity
of the environment.
8. The human population has the
potential to deliberately or
inadvertently alter equilibrium
conditions in natural ecosystems.
9. Natural disturbances such as
flood, fire, climate change, or
habitat degradation can profoundly
affect the stability and composition
of an ecosystem.
CLE 3210 Inq. 4 – Apply qualitative
and quantitative measures to analyze
data and draw conclusions that are
free of bias.
Analyze a human population
distribution graphs to predict the
impact on global resources,
society, and the economy.
CLE 3210.Math 1 – Understand the
mathematical principles associated
with the science of biology.
Construct and maintain a model
of an ecosystem.
CLE 3210.Math 2 – Utilize
appropriate mathematical equations
and processes to understand
biological concepts.
.
Monitor and evaluate changes in
a yeast population.
Investigate an outdoor habitat to
identify the abiotic and biotic
factors, plant and animal
populations, producers,
consumers, and decomposers.
Glencoe – Chapter 4 Population
Ecology
4.1 – Populations
4.2 – Population Dynamics
4.3 – Human Population
Launch Lab – A population of one?
p. 91
Compare Growth Rates p. 97
Data Analysis Lab. – Recognize
Cause and Effect. P. 98
Mini – Lab – Evaluate Factors – p. 101
Demonstration – Contrasting Age
Structure p. 104
Bio-lab – Do Plants of the same
species compete with one another?
Encyclopedia of Earth –Tropic Levels
Population activities –World
Populations
https://www.teachengineering.org/view
_activity.php?url=collection/van_/activit
ies/van_biomimicry_activity3/van_biom
imicry_activity3.xml
Virtual Lab -Populations
http://www.biologycorner.com/workshe
ets/virtual_lab_population.html
http://www.biologycorner.com/workshe
ets/humanpop_graph.html
Prentice Hall - Chapter 5 –
Populations
5.1 – How Populations Grow
Academic Vocabulary: population,
population growth curve, population
density, non-native species, carrying
capacity, birth-rate, climate changes,
habitat degradation, mortality rate,
extinction
Performance Tasks
Population Characteristics
Students will make a graphic
organizer to assist in learning the
characteristics used to describe
population.
Integrate Geography
Have student work in pairs to
research and present information
about the population ranges of
Tennessee’s mammal, bird, fish,
flower, and tree. Students are to
include the common name and the
species name on their distribution
maps. (Practice 8/Literacy.RST.910.1)
How Weather Affects a Population
Students will write a newspaper
article describing how a weather
event, such as drought, has affected
a population of animals in their
community.
Human Populations
Students will write a paragraph
making quantitative and qualitative
claims regarding the relationship
between density-dependent and
density-independent factors that can
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Science
State Standards
First Nine Weeks
Embedded Standards
Outcomes
Content
5-2 – Limits to Growth
5.3 – Human Population Growth
Inquiry Activity – How do populations
grow? p. 118
Build Science Skills, p.122
Analyzing Data - Population Trends
p. 123
Quick Lab – How does competition
affect growth? p. 125
Exploration -- Investigating the
Growth of a Population of Bacteria
p. 133
Population Biology Simulation
http://glencoe.mcgrawhill.com/sites/dl/free/0078757134/3
83928/BL_04.html
Vernier – Activity # 13 – Population
Dynamics
http://www.vernier.com/experiments/b
wv/13/population_dynamics/
Biology
Connections
limit human populations.(Practice6/
Literacy.RST.9-10.7)
Issues in Biology
Does the Gray Wolf Population Need
Protection? Students will read the
article and do numbers 1 and 2 under
the Research and Decide section.
Students should list the pros and
cons of each option as they relate to
both humans and the wolves.
Students will write a persuasive
statement to support their decision.
(Prentice Hall p. 128)
Environmental Action – as a
group, allocate resources to
different “causes.”
http://www.biologycorner.com/worksh
eets/environmentalaction.htmlEach
member of your group is part of a
committee for the Environmental
Organization, MCEAO (Memphis City
Environmental Action Organization).
The MCEAO has $20,000 to allot to
environmental programs. Many
groups have submitted their
applications to receive this money.
Your team's job is to determine
how the $20,000 should be spent.
At the end of the hour, your group will
be asked to explain what your
$20,000 was spent on and to justify
your choices. (Practice 6/
Literacy.RST.9-10.8)
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Science
State Standards
First Nine Weeks
Embedded Standards
Outcomes
Biology
Content
Connections
Standard 2- Interdependence - Population Ecology and Energy Flow – 1 Week
CLE 3210.3.1 Analyze the flow of
energy through an ecosystem.
Scaffolded (Unpacked) Ideas
1. Energy can be changed from one
form to another in living things.
2. Plants and many micro-organisms
use solar energy to combine
molecules of carbon dioxide and
water into complex, energy rich
organic compounds and release
oxygen to the environment.
3. Chemosynthesis employs
inorganic molecules to meet the
energy needs of some living things.
4. Energy flows through ecosystems
in one direction only, from producers
to consumers that may be
herbivores, carnivores, omnivores,
or decomposers.
5. Food refers to substances, such
as carbohydrates, proteins, and fats,
from which organisms derive
energy.
6. Most organisms obtain energy
from oxidizing food through a
process called cellular respiration.
7. Anaerobic respiration involves
food molecule breakdown in the
absence of oxygen.
8. Aerobic respiration is generally
equated with fermentation.
9. Energy is released when the
chemical bonds of food molecules
are broken and new compounds
with lower energy bonds are formed.
10. Energy released during aerobic
CLE 3210.T/E. 4 – Describe the
dynamic interplay among science,
technology, and engineering within
living, earth-space, and physical
systems.
CLE 3210.Inq. 3 – Use appropriate
tools and technology to collect
precise and accurate data
Analyze energy flow through an
ecosystem.
Describe how energy flows
through an ecosystem from
producers through the different
levels of consumers.
Describe the sequence of events
associated with biological
succession.
Track energy flow through an
ecosystem.
Construct models of the carbon,
oxygen, nitrogen, phosphorous,
and water cycles
Glencoe – Chapter 2 Principles of
Ecology
2.1 – Organisms and Their
Relationships
2.2 – Low of Energy in an Ecosystem
2.3 – Cycling of Matter
Data Analysis Lab – Does temperature
affect growth rates of protozoans? P.
39
Mini Lab – Construct a Food Web p.
42
Mini Lab – Test for Nitrates p. 48
https://www.khanacademy.org/partnercontent/big-history-project/life/othermaterials5/v/bhp-carbon-cycle#!
Bio-Lab –Explore Habitat Size and
Species Diversity p. 51
Formative Assessment p. 49
The Water Cycle PowerPoint
The Nitrogen Cycle PowerPoint
Carbon Oxygen Cycle PowerPoint
Water Cycle Worksheets
Formative Assessment p. 40
Assessment questions 1-18, pp. 56-57
Prentice Hall - Chapter 3 The
Biosphere
3.1 - What is Ecology?
3.2 – Energy Flow
3.3 – Cycles of Matter
Academic Vocabulary: ecology,
biosphere, biotic factor, abiotic factor,
population, biological community,
ecosystem, biome, habitat, niche,
predation, symbiosis, mutualism,
commensalism, parasitism
Performance Tasks
Natural Cycles – Students will make
a graphic organizer to compare and
contrast the water cycle and the
carbon cycle.
The Environment
Students will write a short essay
explaining how the work of Wangari
Maathai helped both the environment
and impoverished women and
children in Africa.
Analyze an Argument
Have students evaluate the following
argument: Oxygen is the only abiotic
factor that allows life to survive in the
classroom, so as long as there is
enough oxygen, all life will survive.
Students will make and defend their
argument in an essay. (Practice 7/
Literacy.RST.9-10.8)
Biosphere
Create a graphic organizer that
outlines the level s of organization
beginning with an organism and
ending with the biosphere
Creating a Table
Refer to Figure 3-2, p. 64 (Prentice
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Science
State Standards
and aerobic respiration is
temporarily stored in phosphate
bonds of a small high-energy
compound called Adenosine
triphosphate (ATP).
First Nine Weeks
Embedded Standards
Outcomes
Biology
Content
Engage/Explore
Inquiry Activity p. 62 – How do
organisms affect one another’s
survival?
CLE 3210.3.4 Describe the events
which occur during the major
biochemical cycles.
Quick Lab – How is a food chain
organized? P. 70
Analyzing Data - Farming in the Rye
– p. 79
Scaffolded (Unpacked) Ideas
1. In nature, the total amount of
matter remains constant, even
though its form and location change.
2. Key chemical elements and
molecules, such as carbon, oxygen,
nitrogen, phosphorous, and water
are transferred through living and
non-living components of the
biosphere.
3. As matter flows through different
levels of organization in living
systems atoms and molecules on
the earth are cycled.
4. Changes in the availability of
matter and the ability of the
ecosystem to recycle materials
affect the distribution and
abundance of organisms
Activities/Labs
Make Connections – Nutrient Cycles
p.76
Real-World Lab – Identifying a Limiting
Nutrient - p. 81
Scientific Argumentation in Biology –
Generate an Argument Activity 9 –
Surviving Winter in the Dust Bowl
(Food Chains and Trophic Levels)- p.
113
Connections
–Hall), which shows the various
levels of organization that ecologists
study. In a table, provide examples
of the ecological levels where you
live-individuals, populations,
communities, and ecosystems-that
could be studies by
ecologists.(Practice 3/
Literacy.RST.9-10.7)
Technology & Society – Exploring
Ecology from Space
Students will use the library or
internet resources to learn more
about the use of satellites in
ecological studies. Students will
decide how ecologists and local
government might use the data in
their discussion to improve the city’s
environment. Students will prepare
presentations for class discussion.
Interdependence in Nature
Refer to figure 3-8, p. 71 (Prentice
Hall), which shows a food web in a
salt marsh. Choose one of the food
chains within this web. Then, write a
paragraph describing the feeding
relationship among the organisms in
the food chain. Hint: Use the terms
producers, consumers, and
decomposers in your description.
Standard 2 – Interdependence - Principles of Ecology and Biodiversity – 3 Weeks
CLE 3210.2.4 Describe the
sequence of events associated
with biological succession
CLE 3210.2.1 Investigate how the
dynamic equilibrium of an
ecological community is
Describe a sequence of events
that illustrates biological
succession.
Describe how energy flows
through an ecosystem from
Glencoe – Chapter 3 –Communities,
Biomes, and Ecosystems
3.1 – Community Ecology
3.2 – Terrestrial Biomes
3.3 - Aquatic Ecosystem
Data Analysis Lab – How do soil
Academic Vocabulary
Community, limiting factor, tolerance,
ecological succession, primary
succession, climax community,
secondary succession, weather,
latitude, climate, tundra, boreal forest,
woodland, grassland, desert, tropical
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Science
State Standards
associated with interactions
among its organisms.
Scaffolded (Unpacked) Ideas
1. The world’s broad diversity of
environmental conditions creates
a wide range of habitats.
2. Different groups of organisms
that occupy a common habitat are
referred to as a biological
community.
3. Interactions within a community
are driven by the need for food,
reproduction, or safety and may
have positive or negative
outcomes.
4. An ecosystem consists of a
number of biological communities
characterized by one or more
equilibrium states that are
relatively stable within a range of
conditions.
5. Equilibrium conditions refer to
the numbers and types of
organisms that occupy different
trophic levels in a community.
6. Each equilibrium state is
dynamic, i.e., responsive to
changes in the environment.
7. Changes in equilibrium
conditions are associated with the
periodic decline and resurgence
depending on factors such as
energy and nutrient inputs,
predator-prey relationships
(including diseases), or
environmental disturbance.
8. Biodiversity, or the amount of
variation in life forms within a
given ecosystem, biome, or an
First Nine Weeks
Embedded Standards
Outcomes
producers through the different
levels of consumers.
Describe the sequence of events
associated with biological
succession.
Predict how population changes
of organisms at different trophic
levels affect an ecosystem.
Content
invertebrates affect secondary
succession in a grassland
environment? p. 63
Mini-Lab – Formulate a Climate Model
p. 66
Demo – Soil pH – p. 69
Demo – Map Aquatic Ecosystems p.
74
Investigate how the dynamic
equilibrium of an ecological
community is associated with
interactions among its
organisms.
Virtual Lab – CD-ROM – Students will
populate a saltwater aquarium and
monitor the conditions to ensure a
healthy marine biome.
Investigate how changes in
environmental conditions affect
the organisms in a model
ecosystem.
Mini-Lab – Prepare a Scientific
Argument – p. 77
Analyze human population
distribution graphs to predict the
impact on global resources,
society, and the economy.
Bio-Lab – A Pond in a Jar – p. 83
Assessment Practice –pp. 88-89 –
questions 1-18
http://www.biologycorner.com/work
sheets/interpreting_data.html
Humans affecting Aquatic Ecosystems
How Humans affect the Ecosystem
Prentice Hall - Chapter 4 –
Ecosystems and Communities
4.1 – The Role of Climate
4.2 – What Shapes an Ecosystem?
4.3 – Biomes
4.4 – Aquatic Ecosystems
Inquiry Activity – What relationships
Biology
Connections
savanna, tropical seasonal forest,
tropical rain forest, sediment, littoral
zone, limnetic zone, plankton,
profundal zone, wetlands, estuary,
intertidal zone, photic zone, aphotic
zone, benthic zone, abyssal zone
Performance Tasks
Technical Writing –
Have students write driving
instructions from their area to the
nearest tundra. Provide world maps
and have students indicate major
landmarks along the route between
the two areas.(Practice 2/
Literacy.RST.9-10.3)
Succession
Students will create a graphic
organizer of their choice on the types
of succession.
Endangered Animal
Have students research a threatened
or endangered animal that lives in the
tropical rain forest and write a short
poem about it.
In the Field – Career: Wildlife
Conservation Biologist
Students will write the article on p.
82, (Glencoe) and then do an oral
report. Students can visit
www.biologygmh.com
this links to video and images from
the Megatransect. Students will
develop an oral presentation
describing the skills and knowledge
that make the project a success.
Ecosystem
Students will write a short story about
an ecosystem that is disturbed and
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Page 10 of 19
Science
State Standards
entire planet, is determined by
associated abiotic and biotic
conditions.
9. Biological succession is a
natural process of community
change that occurs through a
predictable sequence of stages.
10. The rate of succession
depends upon factors such as
environmental conditions,
characteristics of species that
comprise the community, and
interactions among these species.
First Nine Weeks
Embedded Standards
Outcomes
Content
exist in an ecosystem? p. 86
Demo – Community Interaction p. 92
Quick-Lab – How do abiotic factors
affect different plant species? p. 91
Analyzing Data – Ecosystem
Productivity- p. 111
Biology
Connections
undergoes succession. HINT:
Students should include a flowchart
with your story to show the main
stages of change.
Scientific Argumentation in
Biology – Generate an Argument
Activity 7 –Decline in saltwater
Fish Populations – 81
Exploration – Observing Succession
p. 113
Test Prep – p. 117
Vernier – Activity # 15 Biodiversity and
Ecosystems
http://www2.vernier.com/sample_labs/
BWV-15-COMPbiodiversity_ecosystems.pdf
CLE 3210.2.3 Predict how global
climate change, human activity,
geological events, and the
introduction of non-native species
impact an ecosystem.
CLE 3210.Inq. 5 – Compare
experimental evidence and conclusions
with those drawn by others about the
same testable question.
Predict how global climate
change, human activity, geologic
events, and the introduction of
non-native species impact an
ecosystem.
Scaffolded (Unpacked) Ideas
CLE 3210.T/E. 1 – Explore the impact
of technology on social, political, and
economic systems.
Make inferences about how a
specific environmental change
can affect the amount of
biodiversity.
1. A population consists of a
group of organisms of the same
species that occupies a particular
area.
2. Populations change over time.
3. Populations have descriptors,
such as birth and mortality rates,
that are distinct from
characteristics that describe
individual members of a group.
4. Population density is the
CLE 3210.T/E. 4 – Describe the
dynamic interplay among science,
technology, and engineering within
living, earth-space, and physical
systems.
Predict how a specific
environmental change may lead
to the extinction of a particular
species.
Explain how human activities
can directly impact ecosystems
Glencoe – Chapter 5 Biodiversity
and Conservation
5.1 – Biodiversity
5.2 – Threats to Biodiversity
5.3 – Conserving Biodiversity
Demonstration – Economic Importance
of Biodiversity p. 118
Formative Assessment TE p. 121
Mini-Lab – Investigate Threats to
Biodiversity p. 121
Mini-Lab – Survey Leaf Litter Samples
p. 127
Formative Assessment p. 128
Data Analysis Lab – Use Numbers- p.
Academic Vocabulary
Extinction, biodiversity, genetic
diversity, species diversity,
ecosystem diversity, background
extinction, natural resource,
overexploitation, habitat
fragmentation, edge effect, biological
magnification, eutrophication,
introduced species, renewable
resources, nonrenewable resources,
Endemic, bioremediation, biological
augmentation
Performance Tasks
Biodiversity
Students will make a graphic
organizer to help them understand
the three levels of biodiversity and the
importance of biodiversity to the
biosphere.
2016-2017
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Science
State Standards
number of individuals in a given
area at a given time.
5. Graphs and tables can be used
to illustrate the stability or
changing status of a population.
6. Organisms have the ability to
reproduce infinitely; yet
environmental resources are
finite.
7. The upper limits to which a
population can expand is
determined by the carrying
capacity of the environment.
8. The human population has the
potential to deliberately or
inadvertently alter equilibrium
conditions in natural ecosystems.
9. Natural disturbances such as
flood, fire, climate change, or
habitat degradation can
profoundly affect the stability and
composition of an ecosystem.
First Nine Weeks
Embedded Standards
Outcomes
both positively and negatively.
Biology
Content
131
Bio-Lab – How can surveying a plot of
land around your school help you
understand the Health of your
ecosystem? p. 137
Assessment Practice pp. 142-143
Carrying Capacity
Stages of Ecological Succession
Prentice Hall – Chapter 6 – Humans
in the Biosphere
6.1 - A Changing Landscape
6.2 - Renewable and
Nonrenewable Resources
6.3 – Biodiversity
6.4 – Charting a Course for the
Future
Inquiry Activity – What happens to
household trash? P. 138
Demonstration – Air Resources p. 148
Quick Lab – How does biological
magnification occur? P. 153
Analyzing Data – Banning CFCs – p.
158
Design an Experiment – Observing the
Effects of Acid Rain – p. 161
Test Prep – p. 165 – Questions 1-10
Connections
Diversity
Students will write a short report
explaining the desirability of
maintaining genetic diversity in
domesticated animals, such as dogs,
cats, pigs, cattle, and chickens.
Include the advantages and
disadvantages in the report.
Threatened Species
Students will prepare a brochure
about a species that is threatened or
endangered as a result of
overexploitation or habitat
destruction.
Environmental Problems
Students will work in pairs to write a
letter to the editor of the local
newspaper advocating a proposed
solution to an environmental problem
that affects biodiversity at a local,
national, or international level. See p.
133 for additional information.
(Practice 6/Literacy.RST.9-10.8)
In the Field – Career:
Conservationist p. 136
Students will read the article and then
develop an action plan on how they
can get involved with tree planting in
their community. They will develop
an action plan that includes
contacting local groups for
information, designing the project,
obtaining resources, and
implementing the activity.
2016-2017
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Science
First Nine Weeks
State Standards
Embedded Standards
CLE 3210.5.4 Summarize the
supporting evidence for the
theory of evolution.
CLE 3210. Inq. 1 – Recognize that
science is a progressive endeavor
that reevaluates and extends what is
already accepted.
Outcomes
Biology
Content
Connections
Standard 5 - The History of Life and Natural Selection – 3 Weeks
Scaffolded (Unpacked) Ideas
1. Molecular evidence based on
DNA sequences supports the
anatomical and fossil evidence for
evolution and provides additional
detail about the degree of
relatedness among organisms.
2. Natural selection provides the
following mechanism for
evolution: variation in inherited
characteristics exists within every
species; some of these
characteristics give individuals an
advantage over others in
surviving and reproducing; and
the advantaged offspring, are
more likely than others in the
group to survive and reproduce. 3
Over time, the percentage of
individuals that have
advantageous characteristics will
increase.
3. Natural selection and its
evolutionary consequences
provide a scientific explanation for
the fossil record of ancient life
forms, and the striking molecular
similarities among diverse
species of living organisms.
4. The combination effect of
natural selection acting for
millions of years on new
characteristics within diverse and
CLE 3210.Inq. 5 – Compare
experimental evidence and
conclusions with those drawn by
others about the same testable
question.
CLE 3210.Inq. 6 – Communicate
and defend scientific findings
Explain how natural selection
operates in the development
of a new species.
Associate fossil data with
biological and geological
changes in the environment.
Glencoe – Chapters 14 – History
of Life
14.1 – Fossil Evidence of Change
14.2 – The Origin of Life
Demonstration – Plaster Casts p.
394
Mini-Lab – Correlate Rock Layers
Using Fossils p. 397
Formative Assessment pp. 400 &
407
Data Analysis – p. 406
Bio-Lab – p. 409
Assessment Practice pp. 414-415
Prentice Hall Chapter 17- The
History of Life
17.1 – The Fossil Record
17.2 – Earth’s Early History
17.3 – Evolution of Multicellular Life
17.4 – Patterns of Evolution
Engage/Explore – Inquiry Activity –
How can you date a rock? p. 416
Quick Lab – What is a half-life? p.
420
Analyzing Data – Changing
Number of Marine Families p. 438
Academic Vocabulary
Fossil, paleontologist, relative
dating, Law of Superposition,
radiometric dating, half-life,
geologic, time scale, epoch, era,
period, Cambrian explosion, K-T
boundary, plate tectonics,
spontaneous generation, theory of
biogenesis, endosymbiont theory
Performance Tasks
The Origin of Life
Students will make a graphic
organizer to help them understand
some of the early experiments
related to the origin of life.
Paleozoic Era
Students will write a summary of
the Paleozoic Era using the
following terms: invertebrates,
land plants, swamp amphibians,
armored fish, and reptiles.
Origins: Early Life
Students will research the work of
John Needham, Lazzaro
Spallanzani, and Anton van
Leeuwenhoek and write a
summary of how their work
related to the experiments
conducted by Pasteur and Redi
ERAS
Students will choose one of the
periods describe in their textbook.
Then, write a story about life
during that time. Include
2016-2017
Page 13 of 19
Science
State Standards
changing environments has
produced a succession of new
species.
First Nine Weeks
Embedded Standards
Outcomes
Biology
Content
Connections
Exploration – Modeling Coevolution information about the life-forms,
p. 441
weather, and other
characteristics.
Scientific Argumentation in Biology –
Generate an Argument Activity 8–
History of Life on Earth- p. 103
Prep Test p. 445
Adaptations Worksheet
Natural Selection and Evidence of
Evolution
Create graphic organizers to
demonstrate the relationship
between form and function in
representative organisms.
CLE 3210.5.1 Associate
structural, functional, and
behavioral adaptations with
the ability of organisms to
survive under various
environmental conditions.
Compare and contrast the
structural, functional, and
behavioral adaptations of
animals or plants found in
different environments.
Glencoe – Chapter 15 –
Evolution
15.1 - Darwin’s Theory of Evolution
by Natural Selection
15.2 – Evidence of Evolution
15.3 – Shaping Evolutionary
Theory
Data Analysis – How does Artificial
selection change corn? p. 421
Formative Assessment p. 422
Demonstration – Vestigial
Structures p. 425
Mini Lab – Investigating Mimicry p.
429
Formative Assessment p. 430
Data Analysis – How does pollution
Academic Vocabulary
Artificial selection, natural
selection, evolution, derived trait,
ancestral trait, homologous
structure, vestigial structure,
embryo, biography, fitness,
camouflage, mimicry, HardyWeinberg Principle, genetic drift,
founder effect, bottleneck,
stabilizing selection, directional
selection, disruptive selection,
sexual selection, pre-zygotic
isolating mechanism, post-zygotic
isolating mechanism, allopatric
speciation, sympatric allopatric,
adaptive radiation, gradualism,
punctuated equilibrium
Performance Tasks
Population Change Over Time
2016-2017
Page 14 of 19
Science
State Standards
First Nine Weeks
Embedded Standards
Outcomes
Biology
Content
affect melanism in moths? P. 435
Bio-Lab – Can Scientists Model
Natural Selection? P. 443
Assessment Practice pp. 448-449
Prentice Hall – Chapter 15 Darwin’s Theory of Evolution
15.1 – The Puzzle of Life’s
Diversity
15.2 – Ideas That Shaped Darwin’s
Thinking
15.3 – Darwin Presents His Case
Engage/Explore – Do lima beans
show variation? P. 389
Quick Lab – New vegetable from
old? P. 379
Connections
Students will make a graphic
organizer to help them organize
what they learn about the steps of
natural selection.
Founder Effect
Students will write a paragraph
that explains why the founder
effect can have a great effect on a
small population’s gene pool.
Darwin and Wallace
Students will use available
resources to find out more about
Darwin and Wallace. Students
will write a dialogue between
these two men, where the
conversation shows the
similarities in their careers and
theories.
Exploration – Modeling Adaptation
– p. 387
Test Prep – p. 391
Evolution Notes, Handouts, and
PowerPoints
NOVA PBS-Evolution Webpage
2016-2017
Page 15 of 19
Science
First Nine Weeks
Biology
TOOLBOX
Unit 1.1
Population
Ecology and
Energy Flow
Plans
Estimating Population Size - You will be expected to estimate the size of a sample population using the mark-recapture technique. Be able to apply the technique
to new population problems and compare the mark and recapture technique to other methods of population estimating.
http://www.biologycorner.com/worksheets/estimating_population_size.html
Predator Prey Simulation
In a stable ecosystem, the number of predators and the number of prey fluctuate, but remain relatively constant. Three factors can affect the cycling of predator and
prey numbers: the reproductive rate of the prey, the number of prey eaten by each predator and the reproductive rate of the predator
In this simulation, you will manipulate those three variables to determine how they affect the overall predator and prey populations. This simulation is located at:
http://www.biologycorner.com/worksheets/pred_prey.html
Lesson Plans Inc: Ecology
http://www.lessonplansinc.com/biology_lesson_plans_ecology_lab.php
Unit 1.1
Population
Ecology and
Energy Flow
Background
for
Teachers
Unit 1.1
Population
Ecology and
Energy Flow
Student
Activities
Prentice Hall Student Practice
RSW: Sect 17-1, 17-2, 17-3, 17-4
ARSW: Sect 17-1, 17-2, 17-3, 17-4
Encyclopedia of Earth
Population Activities
Deer: Predation or Starvation -http://www.biologycorner.com/worksheets/predator_prey_graphing.html
Interpreting Ecological Data
http://www.biologycorner.com/worksheets/interpreting_data.html
Population Biology Simulation
http://glencoe.mcgraw-hill.com/sites/dl/free/0078757134/383928/BL_04.html
Plant and Animal - Mini Ecosystem
Purpose: In this lab you will observe the interaction of a snail and a water plant in a closed environment. The use of an indicator will allow you to observe the
presence of oxygen and carbon dioxide in the environment.
http://www.biologycorner.com/worksheets/ecosystem.html
2016-2017
Page 16 of 19
Science
First Nine Weeks
Biology
Elements of Biology: Ecosystems- Organisms and Their Environments
Scientific Argumentation in Biology NSTA Press Activity 9 Surviving Winter in a Dust Bowl
Scientific Argumentation in Biology NSTA Press Activity 26 Misconceptions About Interactions That Take Place Between Organisms
Unit 1.1
Population
Ecology and
Energy Flow
Other
Resources
Biome Map Coloring
http://biologycorner.com/worksheets/biome_map.html
Environmental Action – as a group, allocate resources to different “causes”
http://www.biologycorner.com/worksheets/environmentalaction.html
Scientific Argumentation In Biology by the NSTA Press
http://strandmaps.nsdl.org/
Interactive Sites for Education
Unit 1.2
Principles of
Ecology and
Biodiversity
Plans
Unit 1.2
Principles of
Ecology and
Biodiversity
Background
for
Teachers
Lesson Planet –Biochemical Cycles
http://www.lessonplanet.com/lesson-plans
Succession: A Closer Look
http://www.nature.com/scitable/knowledge/library/succession-a-closer-look-13256638
Biochemical Cycles
http://www.rpdp.net/sciencetips_v2/E12C3.htm
Biogeochemical Cycling and the Phosphorus Cycle
http://education-portal.com/academy/lesson/biogeochemical-cycling-and-the-phosphorus-cycle.html
2016-2017
Page 17 of 19
Science
Unit 1.2
Principles of
Ecology and
Biodiversity
Student
Activities
Unit 1.2
Principles of
Ecology and
Biodiversity
Other
Resource
Unit 1.3
The History
of Life and
Natural
Selection
Plans
Unit 1.3
The History
of Life and
Natural
Selection
Background
for
Teachers
First Nine Weeks
Biology
What is your biodiversity IQ?
http://www.biologycorner.com/worksheets/environmentalaction.html
GIZMOS: Greenhouse Effect
Scientific Argumentation in Biology NSTA Press Activity 7 Decline in Saltwater Fish Populations
Biochemical Cycles
http://www.lessonplansinc.com/lessonplans/biogeochemical_cycles_study_guide.pdf
Scientific Argumentation In Biology by the NSTA Press
http://strandmaps.nsdl.org/
Interactive Sites for Education
Elements of Biology: Evolution
http://school.discoveryeducation.com/lessonplans/pdf/eb_evolution/eb_evolution.pdf
Who Was Charles Darwin?
http://www.pbs.org/wgbh/evolution/educators/lessons/lesson2/act1.html
What is the Evidence of Evolution?
http://www.pbs.org/wgbh/evolution/educators/lessons/lesson3/teach.html
Important Events in the History of Life
http://evolution.berkeley.edu/evosite/evo101/IIE2Importantevents.shtml
Common Misconceptions of Evolution
http://evolution.about.com/od/Overview/tp/5-Common-Misconceptions-Of-Evolution.htm
What is Evolution?
http://evolution.about.com/od/Overview/a/What-Is-Evolution.htm
Unit 1.3
How Did Life Begin?
http://www.pbs.org/wgbh/nova/evolution/how-did-life-begin.html
Online Lessons for Learning Evolution Darwin Great Voyage of Discovery
The History
The Biology Corner --- The Peppered Moth Simulation or The Peppered Moth Simulation (Kit)
2016-2017
Page 18 of 19
Science
of Life and
Natural
Selection
Student
Activities
First Nine Weeks
Biology
http://www.biologycorner.com/worksheets/pepperedmoth.html
The Biology Corner --- Natural Selection Simulation
http://www.biologycorner.com/worksheets/naturalselection.html
Ecology Scavenger Hunt (Web Quest)
Evidence of Evolution” Web Quest
http://www.pbs.org/wgbh/evolution/educators/lessons/lesson3/act2.html
Scientific Argumentation in Biology NSTA Press Activity 3 Desert Snakes
Unit 1.3
The History
of Life and
Natural
Selection
Other
Resources
Scientific Argumentation in Biology NSTA Press Activity 25 Misconception About Life of Earth
Lesson Plans Inc. -- Evolution Lesson Plans
http://www.lessonplansinc.com/biology_lesson_plans_darwin_evolution.php
The Biology Corner --- The Theory of Evolution
http://evolution.berkeley.edu/evosite/evo101/IIE2Importantevents_text.shtml
Scientific Argumentation in Biology NSTA Press
Explore Learning GIZMOS
http://strandmaps.nsdl.org/
Interactive Sites for Education
2016-2017
Page 19 of 19