Download Biology I Curriculum Pacing Guide Week Test Chapters/ QC Units

Biology I Curriculum Pacing Guide
Week
Test
Chapters/
QC Units
OK
PASS
P.1-6
2010-2011
Entire Year
ACT/ Quality Core
PASS Standards &
Process Standards must be embedded
throughout the entire year.
P.1.0 Observe & Measure
P.1.1 Qualitative/quantitative
observations and changes
P.1.2-3 Use appropriate International
System (SI) units and variety of scientific
tools.
P.2.0 Classify
P.2.1 Use observable properties to
classify organisms and events based on
similarities, differences, and
interrelationships.
P.2.2 Identify properties of a
classification system.
P.3.0 Experiment
P.3.1 Evaluate the design of
investigations
P.3.2 Identify hypothesis, variables, and
controls in experiment
P.3.3 Use mathematics to show
relationships within a given set of
observations (i.e. population studies,
biomass, probability).
P.3.4 Identify a hypothesis for a given
problem in Biology investigations.
P.3.5 Recognize potential hazards and
practice safety procedures in all Biology
activities.
ACT/Quality Core: Inquiry A.1
 a. Identify and clarify biological
research questions and design
experiments
 b. Manipulate variables in
experiments using appropriate
procedures (e.g., controls,
multiple trials)
 c. Collect, organize , and analyze
data accurately and precisely (e.g.,
using scientific techniques and
mathematics in experiments)
 d. Interpret results and draw
conclusions, revising hypotheses as
necessary and/ or formulating
additional questions or
explanations
 e. Write and speak effectively to
present and explain scientific
results, using appropriate
terminology and graphics
 f. Safely use laboratory equipment
and techniques when conducting
scientific investigations
ACT/Quality Core: Mathematics and
Measurement in Science A.2
 a. Use appropriate SI units for
length, mass, time, temperature,
DRAFT: Pacing Guide Adjusted for ACT 1st, 2nd, 3rd and 4th quarter Benchmark Tests
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Academic
Vocabulary
P.4.0 Interpret and CommunicateInterpreting is the process of
recognizing patterns in collected data
by making inferences, predictions, or
conclusions. Communicating is the
process of describing, recording and
reporting experimental procedures and
results to others. Communication may
be oral, written, or mathematical and
includes: organizing ideas, using
appropriate vocabulary, graphs, other
visual representations, and
mathematical equations. The student
will accomplish these objectives to meet
this process standard.
P.4.1 Select appropriate predictions
based on previously observed patterns
of evidence.
P.4.2 Report data in an appropriate
manner.
P.4.3 Interpret data tables and line, bar,
trend, and/or circle graphs.
P.4.4 Accept or reject hypotheses when
given results of biological investigation.
P.4.5 Evaluate experimental data to
draw the most logical conclusion.
P.4.6 Prepare a written report
describing the sequence, results, and
interpretation of a biological
investigation or event.
P.4.7 Communicate or defend scientific
thinking that results in conclusions.
P.4.8 Identify and/ or create an
appropriate graph or chart from
collected data, tables, or written
quantity, area, volume, and
density, and describe the
relationships among SI unit
prefixes (e.g., centi-, milli-, kilo-)
and how SI units are related to
analogous English units
 b. Calculate the mean of a set of
values
 c. Use graphical models,
mathematical models, and simple
statistical models to express
patterns and relationships
determined from sets of scientific
data
ACT/Quality Core :Science in
Practice A.3
 a. Describe the fundamental
assumptions of science
 b. Assess how scientific and
technological progress has affected
other fields of study, careers, and
aspects of everyday life
 c. Recognize and apply criteria
that scientists use to evaluate the
validity of scientific claims and
theories
 d. Explain why scientific
explanations must meet certain
criteria (e.g., be consistent with
experimental/observational
evidence about nature, be open
to critique and modification, be
subject to peer review, use ethical
reporting methods and
procedures)
DRAFT: Pacing Guide Adjusted for ACT 1st, 2nd, 3rd and 4th quarter Benchmark Tests
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description ( i.e. population studies,
plant growth, heart rate)
P.5.0 Model-Modeling is the active
process of forming a mental or physical
representation from data, patterns, or
relationships to facilitate understanding
and enhance prediction.
P.5.1 Interpret a biological model which
explains a given set of observations.
P.5.2 Select predictions based on
models such as pedigrees, life cycles,
energy pyramids, etc.
P.5.3Compare a given model to the
living world.
P.6.0 Inquiry-Inquiry can be defined as
the skills necessary to carry out the
process of scientific or systemic thinking.
In order for inquiry to occur, students
must have the opportunity to ask a
question, formulate a procedure, and
observe phenomena. The student will
accomplish these objectives to meet this
process standard.
P.6.1. Formulate a testable hypothesis
and design an appropriate experiment
relating to the living world.
P.6.2. Design and conduct biological
investigations in which variables are
identified and controlled.
P.6.3. Use a variety of technologies,
such as hand tools, microscopes,
measuring instruments, and computers
to collect, analyze, and display data.
P.6.4 Inquiries should lead to the
formulation of explanations or models
 e. Explain why all scientific
knowledge is subject to change as
new evidence becomes available
to the scientific community
 f. Use a variety of appropriate
sources (e.g., Internet, scientific
journals) to retrieve relevant
information; cite references
properly
 g. Compare the goals and
procedures followed in basic
science with the goals and
procedures of applied science and
technology; discuss the important
contributions of each and how
citizens need to understand the
ramifications of funding both
endeavors
 h. Explain how the contributions
of basic science drive the potential
of applied science (e.g.,
advantages found in nature can be
emulated for our own benefit/
product development, such as
observations of gecko feet
suggesting new adhesives;
understanding of basic cell biology
leading to cancer treatments)
ACT/Quality Core: Foundations A.4
 Describe the biological criteria
that need to be met in order for
an organism to be considered
alive
 b. Define and provide examples
of each level of organization (e.g.,
DRAFT: Pacing Guide Adjusted for ACT 1st, 2nd, 3rd and 4th quarter Benchmark Tests
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(physical, conceptual, and
mathematical). In answering questions,
students should engage in discussions
(based on scientific knowledge, the use
of logic, and evidence from the
investigation) and arguments that
encourage the revision of their
explanations, leading to further inquiry.
biosphere, biome, ecosystem,
community, population,
Multicellular organism, organ
system, organ, tissue, cell,
organelle, molecule, atom,
subatomic particle)
 c. Design and conduct
investigations appropriately using
essential processes of scientific
inquiry
 d. Use mathematics to enhance
the scientific inquiry process (e.g.,
choosing appropriate units of
measurement, graphing and
manipulating experimental data)
DRAFT: Pacing Guide Adjusted for ACT 1st, 2nd, 3rd and 4th quarter Benchmark Tests
DD
First Quarter (QC Units 1-7)
1st Quarter
QC: Unit 1
Living
Organisms
Introduction/ Class Guidelines/Review
P. 1-6
ACT/Quality Core: Evolution
 Describe the experiments of
Redi, Needham, Spallanzani,
and Pasteur to support or
falsify the hypothesis of
spontaneous generation
QC: Unit 2
Experimental
Design
QC: Unit 3
Experimental
Design
1 Quarter
st
QC: Unit 4
Chemical
Elements
lab safety
Observation
data
Operational
definition,
Inference
Hypothesis
controlled
experiment,
manipulated or
independent
variable,
responding or
dependant
variable,
Spontaneous
generation,
Biology
theory, metric
system(i.e. SI)
compound light
microscopes,
electron
microscopes,
P.1-6
C.5.0 Matter, Energy, and Organization
in living Systems- Living systems require
a continuous input of energy to
ACT/ Quality Core: Biochemistry
A.5.
 a. Identify subatomic particles and
DRAFT: Pacing Guide Adjusted for ACT 1st, 2nd, 3rd and 4th quarter Benchmark Tests
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Enzyme
Reactants
Products
QC: Unit 5
Cellular
Energy
Processes
Text: Chp.2
Section 2-3
section 2-4
C.5.1
maintain their chemical and physical
organization.
C.5.1 The complexity and organization
of organisms accommodates the need
for obtaining, transforming,
transporting, releasing and eliminating
the matter and energy used to sustain
the organism. (i.e. photosynthesis and
cellular respiration)
describe how they are arranged in
atoms
 b. Describe the difference between
ions and atoms and the
importance of ions in biological
processes
 c. Compare the types of bonding
between atoms to form molecules
 d. Show how chemical reactions
(e.g., photosynthesis,
fermentation, cellular respiration)
can be represented by chemical
formulas
 e. Explain the difference between
organic and inorganic compounds
 f. Explain the fundamental
principles of the pH scale and the
consequences of having the
different concentrations of
hydrogen and hydroxide ions
 g. Describe the general structure
and function(s), including common
functional groups, of
monosaccharides, disaccharides,
polysaccharides, carbohydrates,
fatty acids, glycerol, glycerides,
lipids, amino acids, dipeptides,
polypeptides, proteins, and nucleic
acids
 h. Describe the function of
enzymes, including how enzymesubstrate specificity works, in
biochemical reactions
 i. Define and explain the unique
properties of water that are
DRAFT: Pacing Guide Adjusted for ACT 1st, 2nd, 3rd and 4th quarter Benchmark Tests
DD
Catalysts
Substrate
Activation
Energy
Chemical
Reactions
QC: Unit 6
Nutrient
Recycling
C.4.1
Text: Chp.3
C.5.2
1st Quarter
essential to living organisms
 j. Explain how cells store energy
temporarily as ATP
C.4.0 The Interdependence of
ACT/Quality Core: Ecology F. 1
Organisms- The interrelationships and
 a. Define and provide examples of
interactions between and among
biosphere, biome, ecosystem,
organisms in an environment.
community, population, species,
C.4.1 Matter on the earth cycles among
habitat, and niche
the living and nonliving components of  m. Discuss and evaluate the
the biosphere.
significance of human interference
C.5.0 Matter, Energy, and Organization
with major ecosystems (e.g., the
in living Systems- Living systems require
loss of genetic diversity in cloned
a continuous input of energy to
crops or animals)
maintain their chemical and physical
 l. Read and describe current
organization.
journal articles relating to
C.5.2 As matter and energy flow
environmental concerns (e.g., loss
through different levels of organization
of biodiversity, habitat loss,
of living systems and between living
pollution)
systems and the physical environment,
chemical elements are recombined in
different ways by different structures.
Matter and energy are conserved in
each change ( i.e. water cycle, carbon
cycle, nitrogen cycle, food webs, and
energy pyramids
QC: Unit 7
Populaton
Growth
1st Quarter
Text: Chp.3
C.4.1
C.4.0 The Interdependence of
Organisms- The interrelationships and
interactions between and among
organisms in an environment.
C.4.1 Matter on the earth cycles among
the living and nonliving components of
the biosphere.
C.5.0 Matter, Energy, and Organization
ACT/Quality Core: Ecology F. 1
 c. Discuss the role of beneficial
bacteria in (e.g., in the recycling of
nutrients)
 d. Explain how energy flows
through ecosystems in one
direction, from photosynthetic
organisms to herbivores to
DRAFT: Pacing Guide Adjusted for ACT 1st, 2nd, 3rd and 4th quarter Benchmark Tests
DD
Autotrophs,
producer,
photosynthesis,
chemosynthesis,
heterotrophs,
consumer,
herbivore,
carnivore,
omnivore,
detritivore,
decomposer,
trophic level,
ecological
pyramid,
Biomass
Ecology
Levels of
Organization
(Species,
Population,
Community,
Ecosystem,
Biome,
Biosphere)
Recycling,
Food webs,
Food chain,
10% rule of
energy
pyramids
productivity
Biogeochemical
C.5.2
QC: Unit 7
Population
Growth
4.3
Text: Chp.4-2
in living Systems- Living systems require
a continuous input of energy to
maintain their chemical and physical
organization.
C.5.2 As matter and energy flow
through different levels of organization
of living systems and between living
systems and the physical environment,
chemical elements are recombined in
different ways by different structures.
Matter and energy are conserved in
each change (i.e. water cycle, carbon
cycle, nitrogen cycle, food webs, and
energy pyramids).
C.4.0 The Interdependence of
Organisms- The interrelationships and
interactions between and among
organisms in an environment.
C.4.2 Organisms both cooperate and
compete in ecosystem (i.e., parasitism
and symbiosis).
C.4.3 Living organisms have the
capacity to produce populations of
infinite size, but environments and
resources limit population size
(i.e., carrying capacity and limiting
factors).
carnivores and decomposers
ACT/Quality Core: Ecology F.1.
 b. Discuss biotic and abiotic factors
that affect land and aquatic biomes
 k. Explain the process of ecological
succession, and describe the
different communities that result
DRAFT: Pacing Guide Adjusted for ACT 1st, 2nd, 3rd and 4th quarter Benchmark Tests
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cycles:
Water Cycle,
Evaporation,
Transpiration,
Condensation,
Carbon cycle
Nitrogen Cycle
Nitrogen
fixation
Productivity
Limiting
nutrient
Algal bloom
Greenhouse
effect
Biotic factors,
abiotic factors,
niche, resource,
predation,
symbiosis,
mutualism,
commensalism,
parasitism,
ecological
succession,
primary
succession,
pioneer species,
secondary
succession
QC: Unit 7
Population
Growth
C.4.3
Text: Chp.5
C.4.3
1st Quarter
C.4.0 The Interdependence of
Organisms- The interrelationships and
interactions between and among
organisms in an environment.
C.4.3 Living organisms have the
capacity to produce populations of
infinite size, but environments and
resources limit population size
(i.e., carrying capacity and limiting
factors).
C.4.0 The Interdependence of
Organisms- The interrelationships and
interactions between and among
organisms in an environment.
C.4.3 Living organisms have the
capacity to produce populations of
infinite size, but environments and
resources limit population size
(i.e., carrying capacity and limiting
factors).
ACT/Quality Core: Ecology F. 1
 e. Explain how the amount of life
any environment can support is
limited by the available matter
and energy and by the ability of
ecosystems to recycle the residue
of dead organic materials
 f. Explain how organisms
cooperate and compete in
ecosystems and how
interrelationships and
interdependencies of organisms
may generate ecosystems that are
stable for thousands of years
 g. Diagram the flow of energy
using food webs, food chains, and
pyramids (e.g., pyramid of
energy, pyramid of biomass, and
pyramid of numbers)
 h. Describe examples of
competition, symbiosis, and
predation
 i. Explain the concept of carrying
capacity
 j. Describe the growth of
populations, including
exponential and logistic growth
(e.g., design and conduct an
experiment investigating bacterial
growth using appropriate
calculations)
DRAFT: Pacing Guide Adjusted for ACT 1st, 2nd, 3rd and 4th quarter Benchmark Tests
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Population
density,
Immigration,
Emigration,
J shaped curve
(Exponential
growth),
S shaped curve
(Logistic
growth),
Carrying
capacity,
Limiting factor,
density
dependant
limiting factor,
Predator/ prey
relationship,
density
independent
limiting factor,
demography,
age structure
diagrams,
demographic
transition
2nd Quarter (QC Units 8-10)
2nd Quarter
QC: Unit 8
Cells
Text: Chp.7
C.1.1
1.0 The Cell- Cells are the fundamental
unit of life, comprised of a variety of
structures that perform functions necessary
to maintain life.
1.1
Cells are composed of a variety of
structures, such as the nucleus, cell
membrane, cell wall, cytoplasm,
ribosomes, mitochondria, and
chloroplast.
ACT/Quality Core: Cells B.1
 a. Analyze the similarities and
differences among (a) Plant versus
animal cells and (b) eukaryotic versus
prokaryotic cells.
 b. Describe the functions of all major
cell organelles, including nucleus, ER,
RER, Golgi apparatus, ribosome,
mitochondria, microtubules,
microfilaments, lysosomes,
centrioles, and cell membrane
 d. Contrast the structure and
function of sub-cellular components
of motility (e.g., cilia, flagella,
pseudopodia)
1.0 The Cell- Cells are the fundamental
units of life, comprised of a variety of
structures that perform functions necessary
to maintain life.
ACT/Quality Core: Cells B.1
 e. Explain how the cell membrane
controls movement of substances
both into and out of the cell and
DRAFT: Pacing Guide Adjusted for ACT 1st, 2nd, 3rd and 4th quarter Benchmark Tests
DD
Cells, cell theory,
nucleus,
eukaryotes,
prokaryotes,
organelles,
cytoplasm,
nuclear
envelope,
chromatin,
chromosomes,
nucleolus,
ribosomes,
endoplasmic
reticulum,
Golgi apparatus,
centrioles,
lysosomes,
vacuoles,
mitochondria,
Cell membrane,
chloroplast, cell
wall
Phospholipids
Lipid bi-layer
diffusion,
Permeable,
Text: Chp.7
QC: Unit 9
Cellular
Respiration
QC: Unit 10
Photosynthesis
Text:
Chp.8 & 9
C.1.2
C.5.1
1.2 Cells can differentiate and may
develop into complex multi-cellular
organisms (i.e., cells, tissues, organs,
organ systems, organisms)
within the cell
 f. Explain how the cell membrane
maintains homeostasis
 g. Describe and contrast these types
of cell transport: osmosis, diffusion,
facilitated diffusion, and active
transport
C.5.0 Matter, Energy, and Organization in
living Systems- Living systems require a
continuous input of energy to maintain
their chemical and physical organization.
C.5.1 The complexity and organization of
organisms accommodates the need for
obtaining, transforming, transporting,
releasing and eliminating the matter and
energy used to sustain the organism. (i.e.
photosynthesis and cellular respiration)
ACT/Quality Core: Cells B.1
 h. Identify the cellular sites of and
follow through the major pathway
of anaerobic and aerobic respiration;
compare reactants and products for
each process, and account for how
aerobic respiration produces more
ATP per monosaccharide
 i. Explain how photosynthetic
organisms use the processes of
photosynthesis and respiration
2nd Quarter
DRAFT: Pacing Guide Adjusted for ACT 1st, 2nd, 3rd and 4th quarter Benchmark Tests
ACT/Quality Core: Plants A.4
 a. Describe the basic mechanisms of
plant processes, especially movement
of materials and plant reproduction
 b. Explain the functions of unique
plant structures, including the cell
wall, chloroplasts and critical parts of
the flower and the seed
 c. Explain the interaction between
pigments, absorption of light, and
reflection of light
 d. Describe the light-dependent and
light- independent reactions of
photosynthesis
DD
equilibrium,
osmosis, isotonic,
hypertonic
Hypotonic,
active transport,
passive transport
Multi-cellular
Uni-cellular
Homeostasis
Cellular
respiration,
autotrophs,
heterotrophs,
ATP
Light dependant
reactions, Calvin
cycle (light
independent
reactions)
Anaerobic
Aerobic
Photosynthesis
 e. Relate the products of the light-
dependent reactions to the products
of the light- independent reactions
 f. Design and conduct an experiment
(including the calculations necessary
to make dilutions and prepare
reagents) demonstrating effects of
environmental factors on
photosynthesis
2nd Quarter
Text: Chp.10
C.2.1
C.2.0 The Molecular Basis of Heredity- DNA
determines the characteristics of organisms.
C.2.1 Cells function according to the
information contained in the master code of
DNA ( i.e., cell cycle, DNA to DNA, and
DNA to RNA)
DRAFT: Pacing Guide Adjusted for ACT 1st, 2nd, 3rd and 4th quarter Benchmark Tests
ACT/Quality Core: Cells B.1
 f. Describe the basic process of
mitosis
DD
Ratio of surface
area to volume,
Cell division
mitosis
chromatids,
centromeres,
cell cycle,
Interphase
(G1,S,G2,)
M phase:
Prophase,
metaphase,
anaphase,
telophase
Cytokinesis
Cyclin
cancer
Third Quarter (QC Units 11-14)
3rd Quarter
3rd Quarter
QC: Unit 11
Genetic Code
QC: Unit 12
Genetics
C2.1
C2.1
Text: Chp.12
Text: Chp.12
C.2.0 the Molecular Basis of Heredity- DNA
determines the characteristics of organisms.
C.2.1 Cells function according to the
information contained in the master code of
DNA ( i.e., cell cycle, DNA to DNA, and
DNA to RNA)
C2.1
DRAFT: Pacing Guide Adjusted for ACT 1st, 2nd, 3rd and 4th quarter Benchmark Tests
ACT/Quality Core: Genetics C.1
Complete a major project relating
to recombinant DNA, cloning, or
stem cell research
ACT/Quality Core: Cells B. 1
 c. Illustrate how all cell organelles
work together by describing the
step-by-step process of the
translation of an mRNA strand
into a protein and its subsequent
processing by organelles so that
the protein is appropriately
packaged, labeled, and eventually
exported by the cell
ACT/Quality Core: Genetics C.1
 a. Describe the basic structure
and function of DNA, mRNA,
tRNA, amino acids,
polypeptides, and proteins (e.g.,
DD
nucleotides, base
pairing,
replication (DNA
to DNA)
Transcription
(DNA to RNA)
Mutation
Protein
formation
QC: Unit 12
Genetics
Text: Chp.11
3rd Quarter
C.2.2
C.2.0 The Molecular Basis of Heredity- DNA
determines the characteristics of organisms.
C.2.2 A sorting and recombination of genes
in reproduction results in a great variety of
possible gene combinations from the
offspring of any two parents (i.e. Punnett
squares and pedigrees).
DRAFT: Pacing Guide Adjusted for ACT 1st, 2nd, 3rd and 4th quarter Benchmark Tests
replication, transcription, and
translation)
 b. Describe the experiments of
major scientists in determining
both the structure of DNA and
the central dogma
 e. Describe how gene expression
is regulated in organisms such
that specific proteins are
synthesized only when they are
needed by the cell (e.g., allowing
cell specialization)
ACT/Quality Core: Genetics C. 1
 c. Use mRNA codon charts to
determine amino acid sequences
of example polypeptides
 d. Use mRNA codon charts to
determine the effects of different
types of mutations on amino acid
sequence and protein structure
(e.g., sickle cell anemia resulting
from base substitution mutation)
 j. Define and provide an example
of the following: genotype,
phenotype, dominant allele,
recessive allele, co-dominant
alleles, incompletely dominant
alleles, homozygous,
heterozygous, and carrier
 k. Construct and interpret
Punnett squares and pedigree
charts (e.g., calculate and predict
phenotypic and genotypic ratios
and probabilities)
 l. Infer parental genotypes and
DD
Trait, gene
Genetic code
(expression)
mutation
allele,
fertilization,
gametes, Punnett
square,
homozygous,
heterozygous,
phenotype,
genotype,
incomplete dominance,
co-dominance,
dominant,
recessive
phenotypes from offspring data
presented in pedigree charts and
from the phenotypic and
genotypic ratios of offspring
Chp.11
3rd Quarter
QC: Unit 12
Genetics
Chp14
Section
14-1
14-2
QC: Unit 13
C.2.2
Testing
C.2.2
C.3.0 Biological Diversity- Diversity of species
is developed through gradual processes over
many generations.
DRAFT: Pacing Guide Adjusted for ACT 1st, 2nd, 3rd and 4th quarter Benchmark Tests
ACT/Quality Core: Genetics C. 1
 f. Describe the basic processes of
meiosis
 g. Identify and explain Mendel’s
law of segregation and law of
independent assortment
 h. Explain how the process of
meiosis reveals the mechanism
behind Mendel’s conclusions
about segregation and
independent assortment on a
molecular level
ACT/Quality Core: Genetics C. 1
 j. Explain sex-linked patterns of
inheritance in terms of some
genes being absent from the
smaller Y chromosome, and thus
males (XY) having a different
chance of exhibiting certain traits
than do females (XX)
 m. Describe the mode of
inheritance in commonly
inherited disorders (e.g., sickle
cell anemia, Down syndrome,
Turner’s syndrome, PDU)
ACT/Quality Core: Evolution D.1
 c. Differentiate among chemical
evolution, organic evolution,
DD
Diploid,
Haploid,
meiosis
Karyotype
Sex
chromosomes
Autosomes
Pedigree
Sex-linked genes
Color blindness
Hemophilia
Chromosomal
disorders
Artificial
selection
Natural
Selection
3rd Quarter
Chp.15- 3
C.3.1
Chp.16
C.3.2
C.3.1 Different species might look dissimilar,
but the unity among organisms becomes
apparent from an analysis of internal
structures, the similarity of their chemical
processes, and the evidence of common
ancestry (i.e., homologous and analogous
structures).
C.3.2 Species acquire many of their unique
characteristics through biological adaptation,
which involves the selection of naturally
occurring variations in populations.
Biological adaptations include changes in
structures, behaviors, or physiology, which
may enhance or limit the survival and
reproductive success in a particular
environment.
C.3.0 Biological Diversity- Diversity of species
is developed through gradual processes over
DRAFT: Pacing Guide Adjusted for ACT 1st, 2nd, 3rd and 4th quarter Benchmark Tests
and the evolutionary steps along
the way to aerobic heterotrophs
and photosynthetic autotrophs
 d. Discuss Darwin’s principle of
survival of the fittest and explain
what Darwin meant by natural
selection
 e. Explain the influences of other
scientists (e.g., Malthus, Wallace,
Lamarck, Lyell) and of Darwin’s
trip on HMS Beagle in
formulating Darwin’s ideas about
natural selection
 f. Contrast Lamarck’s and
Darwin’s ideas about changes in
organisms over time
 j. Describe the basic types of
selection, including disruptive,
stabilizing, and directional
 l. Discuss evidence from the fields
of geology, biochemistry,
embryology, comparative
anatomy, and comparative
physiology that points to shared
evolutionary relationships
 m. Explain how Earth’s life-forms
have evolved from earlier species
as a consequence of interactions
of (a) the potential of a species
to increase its numbers and (b)
genetic variability of offspring
due to mutation and
recombinations of DNA
ACT/Quality Core: Evolution D.1
 b. Explain the biological
DD
Natural selection
Fitness,
adaptation
Survival of the
fittest, descent
with
modification,
common
descent,
Homologous
structures
Analogous
structures
Vestigial organs
Gene pool
Relative
frequency
Single gene trait
Directional
selection
Stabilizing
selection,
Disruptive
selection,
Genetic drift
Chp.16
C.3.1
C.3.2
Chp.17-4
many generations.
C.3.1 Different species might look dissimilar,
but the unity among organisms becomes
apparent from an analysis of internal
structures, the similarity of their chemical
processes, and the evidence of common
ancestry (i.e., homologous and analogous
structures).
C.3.2 Species acquire many of their unique
characteristics through biological adaptation,
which involves the selection of naturally
occurring variations in populations.
Biological adaptations include changes in
structures, behaviors, or physiology, which
may enhance or limit the survival and
reproductive success in a particular
environment.
QC: Unit 14
Natural
Selection
DRAFT: Pacing Guide Adjusted for ACT 1st, 2nd, 3rd and 4th quarter Benchmark Tests
definition of evolution
 h. Design, perform, and analyze
a laboratory simulation of
natural selection on a working
population (e.g., teacher chooses
prey items [hard candy,
marshmallows]; students choose
feeding adaptation [fork,
toothpick, spoon] and hunt;
students record results and then
change prey or adaptation; and
students analyze results using
statistical methods)
 I Specifically describe the
conditions required to be
considered a species (e.g.,
reproductive isolation,
geographic isolation)
 k. Explain how natural selection
and its evolutionary consequences
(e.g., adaptation or extinction)
provide a scientific explanation
for the fossil record of ancient
lifeforms and the striking
molecular similarities observed
among the diverse species of
living organisms
 n. Distinguish between
catastrophism, gradualism, and
punctuated equilibrium
DD
Founder effect
Hardy-Weinberg
principle
Genetic
equilibrium,
speciation,
reproductive
isolation,
behavioral
isolation,
geographic
isolation,
temporal
isolation,
macroevolution,
extinction,
adaptive
radiation,
convergent
evolution, coevolution,
punctuated
equilibrium
Fourth Quarter (QC Units 15,16)
4th Quarter
QC: Unit 15
Animal
Diversity
C.3.1
Chp.18
Chp.34
4th Quarter
QC: Unit 15
Animal
Diversity
C.6.2
C.3.0 Biological Diversity- Diversity of species
is developed through gradual processes over
many generations.
C.3.1 Different species might look dissimilar,
but the unity among organisms becomes
apparent from an analysis of internal
structures, the similarity of their chemical
processes, and the evidence of common
ancestry (i.e., homologous and analogous
structures).
C.6.0 The Behavior of Organisms- Organisms
have behavioral responses to internal changes
and to external stimuli.
C.6.2 Responses to external stimuli can result
from interactions with the organisms’ own
DRAFT: Pacing Guide Adjusted for ACT 1st, 2nd, 3rd and 4th quarter Benchmark Tests
ACT/Quality Core: Relationships
Among Organisms E.3
 a. Explain how organisms are
classified into a hierarchy of
groups and subgroups based on
similarities that reflect their
evolutionary relationships
 b. List each of the major levels in
the hierarchy of taxa: kingdom,
phylum, class, order, family,
genus, and species
 g. Compare the major divisions of
animals
 c. Explain the binomial
nomenclature system
 d. Construct and use a
dichotomous taxonomic key
 e. Distinguish between and among
viruses, bacteria, and protists, and
give examples of each
 f. Explain classification criteria for
fungi, plants, and animals
ACT/Quality Core: Evolution
Provide examples of behaviors that
have evolved through natural
selection (e.g., migration, courtship
rituals)
DD
Taxonomy
Binomial
nomenclature,
genus, taxon,
phylogeny,
evolutionary
classification,
cladogram,
domains,
dichotomous
keys
Behavior
Stimulus
Response
Innate behavior
Learned behavior
species and others, as well as environmental
changes; these responses either can be innate
or learned.
Broad patterns of behavior exhibited
by animals have changed over time to ensure
reproductive success.
Imprinting
Migration
Hibernation
Schooling
Mating Rituals
Feeding,
Territoriality
External stimuli
Reproductive Success
State CRT (Apr 12-30)
EOI (Apr 19-May 14) Writing Testing Apr 20, 21
QC: Unit 16
Human
Physiology
Systems
HIV Education ( see State Department Guide)
DRAFT: Pacing Guide Adjusted for ACT 1st, 2nd, 3rd and 4th quarter Benchmark Tests
ACT/Quality Core: Animals
 Describe the major components
and functions of physiological
systems, including skeletal,
muscle, circulatory, respiratory,
digestive, urinary, endocrine,
nervous, reproductive, and
immune
DD