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HORRY COUNTY SCHOOLS PLANNING GUIDE (CP Biology) 2010-11
STANDARD B-2: The student will demonstrate an understanding of the structure and function of cells and their
organelles.
Time needed: (4 Weeks on 4x4 Block)
SOUTH CAROLINA SCIENCE STANDARDS AND PERFORMANCE INDICATORS
Content Indicators:
B-2.1 Recall the three major tenets of cell theory (all living things are composed of one or more cells; cells are the
basic units of structure and function in living things; and all presently existing cells arose from previously
existing cells).
B-2.2 Summarize the structures and functions of organelles found in a eukaryotic cell (including the nucleus,
mitochondria, chloroplasts, lysosomes, vacuoles, ribosomes, endoplasmic reticulum (ER), Golgi apparatus,
cilia, flagella, cell membrane, nuclear membrane, cell wall, and cytoplasm).
B-2.3 Compare the structures and organelles or prokaryotic and eukaryotic cells.
B-2.4 Explain the process of cell differentiation as the basis for the hierarchal organization of organisms
(including cells, tissues, organs, and organ systems).
B-2.5 Explain how active, passive, and facilitated transport serve to maintain the homeostasis of the cell.
B-2.6 Summarize the characteristics of the cell cycle: interphase (called G1, S, G2); the phases of mitosis (called
prophase, metaphase, anaphase, and telophase); and plant and animal cytokinesis.
B-2.7 Summarize how cell regulation controls and coordinates cell growth and division and allows cells to respond
to the environment, and recognize the consequences of uncontrolled cell division.
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-1.3 Use scientific instruments to record measurement data in appropriate metric units that reflect the precision
and accuracy of each particular instrument.
B-1.4 Design a scientific investigation with appropriate methods of control to test a hypothesis (including
independent and dependent variables), and evaluate the designs of sample investigations.
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).
B-1.8 Compare the processes of scientific investigation and technological design.
B-1.9 Use appropriate safety procedures when conducting investigations.
- 2 -HORRY COUNTY SCHOOLS PLANNING GUIDE (CP Biology) 2010-11
Investigations
Teacher created
lesson (Cell
Theory and
prokaryotic/
eukaryotic cells)
Teaching
Periods
2
Key Concepts &
Processes
Additional
Resources
Assessment
3 parts of the cell
theory
Study Guide pp
1-2
Compare
prokaryotic/eukaryotic
structure
Compare
prokaryotic and
eukaryotic cells
Interactive
Reader Ch 3
Teacher created
activity
(Microscope
introduction)
2
Viewing
microscopic
objects
ID scope parts and
understand their
functions in
magnification
Dissecting scope
vs compound
microscope
Week
1
Comparing Cells
Investigation
(p. 92 text)
Modeling of cell
p. 93 (or teacher
substitution)
(p. 11-15 Lab
binder)
1
Summarize the
function of
organelles in plant
and animal cells
Describe the
internal structures
of eukaryotic cells
Relate the structure of
organelles with
function
Alignment to
HCS Core
Curriculum
B-1.2
B-1.9
B-2.1
B-2.2
B-2.3
- 3 -HORRY COUNTY SCHOOLS PLANNING GUIDE (CP Biology) 2010-11
Investigations
Teaching
Periods
1
Teacher created
activity
1
Week 2
Modeling of cell
p. 93 (or teacher
substitution)
(p. 11-15 Lab
binder)
Mechanisms of
cell transport
(active vs.
passive)
Diffusion Across a
Membrane p. 88
3
Key Concepts &
Processes
Cell differentiation
relating
hierarchical
organization of
organisms
Demonstrate how
the cell membrane
is a barrier that
separates a cell
from the external
environment
Explain how
active, passive,
and facilitated
transport works to
maintain
homeostasis
Additional
Resources
Ch 1 p. 7-11
Interactive
Reader Ch 1
(Compare cells
& tissues lab
using slides)
Interactive
Reader Ch 3
Dialysis tubing
lab (using
starch, iodine,
and glucose
solutions)
Assessment
Explain how cell
differentiation serves
as the basis for the
hierarchical
organization of
organisms
Explain how active,
passive, and facilitated
transport serves to
maintain the
homeostasis of the cell
Alignment to
HCS Core
Curriculum
B-1.1
B-1.2
B-1.4
B-1.5
B-1.6
B-1.9
B-2.4
B-2.5
- 4 -HORRY COUNTY SCHOOLS PLANNING GUIDE (CP Biology) 2010-11
Week 4
Week 3
Investigations
Teaching
Periods
Key Concepts &
Processes
Additional
Resources
Assessment
Modeling cell
surface area to
volume ratio
p. 156
1
Identify factors
that limit cell size
http://www.bi
ologyjunction.c
om/cell_size.ht
m
Understand why cells
divide at different rates
Onion Root Lab
p 143
4
Describe the
stages of the cell
cycle
http://www.bi
ology.arizona.e
du/cell_bio/ac
tivities/cell_cy
cle/cell_cycle.
html
List major events in
each phase of the cell
cycle
Complete UV
Light and Skin
Cancer, pg. 256
Identify differences
between normal and
abnormal cells
COMPUTER LAB
*Animating
mitosis
lab binder p. 3739/classzone
Cancer Cells p.
147 Quick
Lab/microscopes
Introduce
carcinogens and
their effects on
DNA.
Review and reteach/test as
needed
Summarize
characteristics of
cell cycle
2
Understand how
normal cell
regulation works
in comparison to
the consequences
of uncontrolled
cell growth
Alignment to
HCS Core
Curriculum
B-1.2
B-1.5
B-1.6
B-1.9
B-2.6
B-1.2
B-1.3
B-1.9
B-2.7
- 5 -HORRY COUNTY SCHOOLS PLANNING GUIDE (CP Biology) 2010-11
Standard B-3: The student will demonstrate an understanding of the flow of energy within and between living
systems.
Time Needed: (3 Weeks on 4x4 Block)
SOUTH CAROLINA SCIENCE STANDARDS AND PERFORMANCE INDICATORS
Content Indicators:
B-2.8 Explain the factors that affect the rates of biochemical reactions (including pH, temperature, and the role of
enzymes as catalysts).
B-3.1 Summarize the overall process by which photosynthesis converts solar energy into chemical energy and
interpret the chemical equation for the process.
B-3.2 Summarize the basic aerobic and anaerobic processes of cellular respiration and interpret the chemical
equation for cellular respiration.
B-3.3 Recognize the overall structure of adenosine triphosphate (ATP)—namely, adenine, the sugar ribose, and
three phosphate groups—and summarize its function (including the ATP-ADP [adenosine diphosphate]
cycle).
B-3.4 Summarize how the structures of organic molecules (including proteins, carbohydrates, and fats) are
related to their relative caloric values.
B-3.5 Summarize the functions of proteins, carbohydrates, and fats in the human body.
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-1.3 Use scientific instruments to record measurement data in appropriate metric units that reflect the precision
and accuracy of each particular instrument.
B-1.4 Design a scientific investigation with appropriate methods of control to test a hypothesis (including
independent and dependent variables), and evaluate the designs of sample investigations.
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).
B-1.8 Compare the processes of scientific investigation and technological design.
B-1.9 Use appropriate safety procedures when conducting investigations.
- 6 -HORRY COUNTY SCHOOLS PLANNING GUIDE (CP Biology) 2010-11
Investigations
Teacher created activity
(model organic molecules
including ATP and their
functions)
Teaching
Periods
2
Key Concepts &
Processes
Differentiate the
structures of organic
molecules
Week 1
Summarize functions of
organic molecules
Teacher created activity
Identifying organic
compounds lab and caloric
values
1.5
Determine the source of
organic compounds in
living tissues
COMPUTER LAB
Calorimetry lab (virtual lab
p 59)
.5
Measuring the caloric
value of organic
molecules
Enzyme lab p 57
1
Factors that affect the
rate of biochemical
reactions
Additional
Resources
Assessment
ETV
Streamline
Proteins,
Lipids, and
carbohydrate
structure and
function.
(3 separate
videos)
http://www.
mrstephens.c
om/Biology
Page 59
(book) Lab
Sheet: page
57 lab
manual
Recognize
the
structure of
various
organic
molecules,
especially
ATP
Lab Binder p.
1-3
Explain the
factors that
influence
the rate of
biochemical
reactions
Pg. 17 lab
manual
Summarize
the source
of organic
compounds
in living
tissues
and the
relative
caloric
values of
organic
molecules
Alignment
to HCS
Core
Curriculum
B-1.2
B-1.5
B-1.9
B-2.8
B-3.3
B-3.4
B 3.5
- 7 -HORRY COUNTY SCHOOLS PLANNING GUIDE (CP Biology) 2010-11
Investigations
Teacher created activity/
Photosynthesis Lab p 106
Teaching
Periods
4
Key Concepts &
Processes
Relate light intensity to
the rate of
photosynthesis
Additional
Resources
Assessment
Dark
Reactions of
Photosynthes
is ETV
Streamline
Summarize
the overall
process of
photosynth
esis and
interpret
the
chemical
equation.
Page 13 unit
2 lab manual
The Effects of
Light intensity
and
wavelength on
the rate of
photosynthesis
Week 2
http://www.
biologycorner
.com
COMPUTER LAB
Cellular respiration virtual
lab p 127
1
Linking photosynthesis
and cellular respiration
ETV
Streamline SC
Energy and
the
Chemistry of
Life
Aerobic
Cellular
Respiration
Explain the
biological
relationship
between
photosynth
esis and
cellular
respiration
Alignment
to HCS
Core
Curriculum
B-1.1
B-1.2
B-1.3
B-1.5
B-1.6
B-1.9
B-3.1
- 8 -HORRY COUNTY SCHOOLS PLANNING GUIDE (CP Biology) 2010-11
Investigations
Teaching
Periods
Key Concepts &
Processes
2
The chemical processes
of aerobic cellular
respiration
Investigate Fermentation
in foods p 127 (p 20 lab
binder)
1
The chemical processes
of anaerobic cellular
respiration
Week 3
Cellular respiration lab p
126 (p 17 lab binder unit
2)
Additional
Resources
ETV
Streamline SC
Elements of
Biology:
(Matter and
Energy)
Organization
in Living
Systems
Glycolysis and
Cellular
Respiration
Aerobic and
Anaerobic
Respiration
http://www.
sp.uconn.edu
/~terry/Com
mon/respirat
ion.html
Re-teach /Review/test as
needed
Assessment
Summarize
the process
of aerobic
cellular
respiration
Summarize
the process
of
anaerobic
cellular
respiration
Alignment
to HCS
Core
Curriculum
B-1.1
B-1.2
B-1.3
B-1.4
B-1.5
B-1.6
B-1.9
B-3.1
B-3.2
- 9 -HORRY COUNTY SCHOOLS PLANNING GUIDE (CP Biology) 2010-11
STANDARD B-4: The student will demonstrate an understanding of the molecular basis of heredity.
Time Needed: (4 Weeks on 4x4 Block)
SOUTH CAROLINA SCIENCE STANDARDS AND PERFORMANCE INDICATORS
Content Indicators:
B-4.1 Compare DNA and RNA in terms of structure, nucleotides, and base pairs.
B-4.2 Summarize the relationship among DNA, genes, and chromosomes.
B-4.3 Explain how DNA functions as the code of life and the blueprint for proteins
B-4.4 Summarize the basic processes involved in protein synthesis (including transcription and translation).
B-4.5 Summarize the characteristics of the phases of meiosis I and II.
B-4.6 Predict inherited traits by using the principles of Mendelian genetics (including segregation, independent
assortment, and dominance).
B-4.7 Summarize the chromosome theory of inheritance and relate that theory to Gregor Mendel’s principles of
genetics.
B-4.8 Compare the consequences of mutations in body cells with those in gametes.
B-4.9 Exemplify ways that introduce new genetic characteristics into an organism or a population by applying the
principles of modern genetics.
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-1.3 Use scientific instruments to record measurement data in appropriate metric units that reflect the precision
and accuracy of each particular instrument.
B-1.4 Design a scientific investigation with appropriate methods of control to test a hypothesis (including
independent and dependent variables), and evaluate the designs of sample investigations.
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).
B-1.8 Compare the processes of scientific investigation and technological design.
B-1.9 Use appropriate safety procedures when conducting investigations.
Week 1
- 10 -HORRY COUNTY SCHOOLS PLANNING GUIDE (CP Biology) 2010-11
Investigations
Teaching
Periods
Key Concepts &
Processes
Teacher created lesson:
DNA structure and function
*Students should build a
model of DNA with
manipulatives
2
Identifying DNA as the
genetic material
Nucleotide components
and complimentary
base pairing
DNA extraction, pg. 229
(may want to sub
strawberries for wheat
germ)
1
Identifying overall
structure of DNA
Teacher created lesson
(protein synthesis
manipulative kit from DO)
on Transcription &
Translation
Modeling Transcription
Investigation, pg. 257
2
Differences in structure
and function of RNA,
codon translation to
amino acids
Animated Biology
Classzone: Build a Protein
Additional
Resources
PBS NOVA
DNA
workshop
Assessment
Alignment
to HCS Core
Curriculum
Illustrate 3
parts of the
nucleotide.
Construct
DNA
complement.
B-1.2
B-1.9
B-4.1
B-4.2
B-4.3
B-4.4
Explain the
function of
detergents
and enzymes
in DNA
extraction
http://learn.
genetics.utah
.edu/content
/begin/dna
Recall
differences
in DNA &
RNA,
Translate
RNA into
amino acid
chain
- 11 -HORRY COUNTY SCHOOLS PLANNING GUIDE (CP Biology) 2010-11
Investigations
Teaching
Periods
Key Concepts &
Processes
Teacher Created lesson:
Meiosis and the formation
of haploid cells
1
Summarize phase I & II
of Meiosis
Complete Modeling Meiosis
Investigation, p. 192
1
Additional
Resources
Hands-on
activity
using snapbeads
(showing
crossing
over)
Week 2
Meiosis
video clip
from
McDougal
Littel power
presentation
Teacher created lesson:
Introduction to Mendel &
heredity
1
Summarize Mendel’s
experiments and his
theories of heredity
Complete Probability
Practice Investigation, p.
193
1
Using Mendel’s Law of
Segregation to predict
inheritance of traits
Classzone:
Mendel’s
experiments
classzone.co
m
Assessment
Relate
changes in
DNA to cell
cycle
Relate
gametogene
sis to
inheritance
of traits
Explain the
relationship
among
Mendel’s
laws
Demonstrate
ability to use
Punnett
Squares and
probability
to predict
offspring
Alignment
to HCS Core
Curriculum
B-1.1
B-1.2
B-1.3
B-1.4
B-1.5
B-1.6
B-1.9
B-4.5
B-4.6
B-4.7
Week 3
- 12 -HORRY COUNTY SCHOOLS PLANNING GUIDE (CP Biology) 2010-11
Traits and Probability
Complete Dihybrid Cross
activity on pg. 188
1
Using Mendel’s Law of
Independent
Assortment
Extending Mendelian
principles
Introduce codominance,
incomplete dominance,
multiple alleles, polygenic
inheritance, sex-linked
inheritance.
3
Non-Mendelian patterns
of inheritance
Complete codominance
investigation pg. 208
Pg. 202 quick lab: Sexlinked inheritance
Human Genetics and
Pedigrees
Pedigree analysis pg. 218
1
Demonstrate
ability to use
Punnett
Squares and
probability
to predict
offspring
Make a baby
lab (gene
exchange)
http://natur
e.ca/genome
/04/041/04
1_e.cfm
(turn off the
sound-preview
before
using)
What are the
complex
patterns of
inheritance?
Predict
inheritance
patterns
B-4.6
B-4.7
- 13 -HORRY COUNTY SCHOOLS PLANNING GUIDE (CP Biology) 2010-11
Week 4
Genetic Disorders: Teacher
created lesson or project
-body cell mutations vs
gamete disorders
(nondisjunction)
DNA Manipulation
Complete investigation:
Modeling Genetic
Engineering on pg. 286
2
2
Learn about various
genetic disorders,their
transmission patterns,
and the Human Genome
Project
PBS NOVA’s
“Cracking
the Code”
Introduce process of
recombinant DNA.
ETV
streaming
video:Geneti
c Technology
& Transgenic
Plants
Practice
interpreting
a karyotype
GATTACA
(movie)
Modeling
Forensics pg.
268
Summarize
the cause
and effect of
various
genetic
disorders
How do
scientists
manipulate
DNA? What
controversie
s exist?
B-4.8
B-4.9
B-1.5
B-1.6
B-1.8
- 14 -HORRY COUNTY SCHOOLS PLANNING GUIDE (CP Biology) 2010-11
Standard B-5: The student will demonstrate an understanding of biological evolution and the diversity of life.
Standard B-6: The student will demonstrate an understanding of the interrelationships among organisms and the
biotic and abiotic components of their environments.
Time Needed: (4 Weeks on 4x4 Block)
SOUTH CAROLINA SCIENCE STANDARDS AND PERFORMANCE INDICATORS
Content Indicators:
B-5.1 Summarize the process of natural selection.
B-5.2 Explain how genetic processes result in the continuity of life-forms over time.
B-5.3 Explain how diversity within a species increases the chances of its survival.
B-5.4 Explain how genetic variability and environmental factors lead to biological evolution.
B-5.5 Exemplify scientific evidence in the fields of anatomy, embryology, biochemistry, and paleontology that
underlies the theory of biological evolution.
B-5.6 Summarize ways that scientists use data from a variety of sources to investigate and critically analyze
aspects of evolutionary theory.
B-5.7 Use a phylogenetic tree to identify the evolutionary relationships among different groups of organisms.
B-3.6
Illustrate the flow of energy through ecosystems (including food chains, food webs, energy pyramids,
number of pyramids, and biomass pyramids)
B-6.1
Explain how the interrelationships among organisms (including predation, competition, parasitism,
mutualism, and commensalism) generate stability within ecosystems.
Explain how populations are affected by limiting factors
Illustrate the processes of succession in ecosystems.
Exemplify the role of organisms in the geochemical cycles (including the cycles of carbon, nitrogen, and
water)
Explain how ecosystems maintain themselves through naturally occurring processes (including maintaining
the quality of the atmosphere, generating soils, controlling the hydrologic cycle, disposing of wastes, and
recycling nutrients).
Explain how human activities (including population growth, technology, and consumption of resources
B-6.2
B-6.3
B-6.4
B-6.5
B-6.6
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-1.3 Use scientific instruments to record measurement data in appropriate metric units that reflect the precision
and accuracy of each particular instrument.
- 15 -HORRY COUNTY SCHOOLS PLANNING GUIDE (CP Biology) 2010-11
B-1.4 Design a scientific investigation with appropriate methods of control to test a hypothesis (including
independent and dependent variables), and evaluate the designs of sample investigations.
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).
B-1.8 Compare the processes of scientific investigation and technological design.
B-1.9 Use appropriate safety procedures when conducting investigations.
Week 1
- 16 -HORRY COUNTY SCHOOLS PLANNING GUIDE (CP Biology) 2010-11
Investigations
Teaching
Periods
Key Concepts & Processes
Additional
Resources
Principles and Evidence
of Evolution
Teacher Created
Lesson,
Quick Lab/Inferring:
Piecing Together
Evidence (p. 313)
2
Introduce basis of evolution
and the scientists that led
to the discovery of
evolution including
evidence.
-Anatomy
-Embryology
-Paleontology
-Biochemistry
ETV
Streamline
SC: Icons
of Science
(Full VideoDarwin)
PBS
Evolution
http://ww
w.pbs.org/
wgbh/evol
ution/
Evolutionary
Relationships
Construct a Cladogram
(p.525)
1
Overview of classification
based on evolutionary
relationships.
http://ww
w.ucmp.be
rkeley.edu
/taste/
Theory of Natural
Selection
Investigation:
Predator-Prey Pursuit
(p. 315)
1
Investigate Darwin’s
contributions to Natural
Selection
Classzone:
AnimatedNatural
Selection
Investigation:
Adaptations in Beaks
(p. 321)
1
-
relationship to evolution
effect on populations
Assessment
Describe how
the fields of
Anatomy,
Embryology,
Paleontology,
and
Biochemistry
contribute to
evolutionary
theory.
Use a
phylogenetic
tree to id
evolutionary
relationships
Summarize the
process of
natural selection
Explain how
diversity within
a species
increases the
chances of its
survival.
Alignment
to HCS
Core
Curriculum
B-1.5
B-5.1
B-5.3
B-5.5
B-5.6
B-5.7
- 17 -HORRY COUNTY SCHOOLS PLANNING GUIDE (CP Biology) 2010-11
Investigations
Principles of Ecology
Teacher created
lesson
Teaching
Periods
2
Key Concepts & Processes
Introduction: Basics of
Ecology
Week 3
-Levels of Organization
-Biotic/Abiotic
Cycles in Nature
-Water
-Nitrogen
-Carbon
-Ecological Succession
Investigation: Limiting
Nutrients for Algae (p.
448)
Energy flow and
distribution in
ecosystems
Classzone Animation:
Build a Food Web
Teacher created
lesson
1
Interactions in
Ecosystems
Investigation:
Modeling Predation (p.
435)
1
COMPUTER LAB
Population Growth
Patterns
Virtual Lab:
Estimating
Population Size
1
Additional
Resources
Assessment
Alignment
to HCS
Core
Curriculum
Carbon
Cycle
activity
http://epa.
gov/climat
echange/ki
ds/carbon_
cycle_versi
on2.html
Distinguish and
summarize biotic
and abiotic
factors in an
ecosystem
B-1.2
B-1.3
B-1.5
B-1.6
B-1.9
B-3.6
B-6.1
B-6.2
B-6.3
B-6.4
B-6.5
Movement of Energy
-Ecosystems
-Food Chains/FoodWebs
-Feeding Relationships
-Biomass Pyramids
Illustrate the
flow of energy
through
ecosystems.
Interactions in Ecosystems
-Habitat/Niche
-Symbiotic
Relationships
Population Density, limiting
factors and carrying
capacity
Classzone:
AnimatedWhat
Limits
Population
Growth?
Explain how the
interrelationship
s among
organisms
generate
stability within
ecosystems.
Explain how
populations are
affected by
limiting factors.
Teacher Created
Lesson:
Human Impact on
Ecosystems
1
Human Impact on
Ecosystems
-Growth
-Natural Resources
-Air Quality
-Water Quality
Classzone:
Animates
(Human
Effects on a
Food Web)
Investigation: Water
Quality Testing (p.
506)
1
Threats to Biodiversity &
Conservation
Classzone:
Invasive
Species
WebQuest
(p. 507)
Re-teach/Review/Test
as needed
4
Week 4
- 18 -HORRY COUNTY SCHOOLS PLANNING GUIDE (CP Biology) 2010-11
Explain how
human activities
affect the
physical and
chemical cycles
and processes of
Earth.
B-1.5
B-1.6
B-1.9
B-6.6