Download Biology Pacing Guide - Bibb County Schools

November 2008
BIBB COUNTY SCHOOLS
SCIENCE CURRICULUM MAPPING TEMPLATE
2007 - 2008
Teacher’s Name: ____________Biology Group_______________________
(Block Scheduling)
School: ______High School_________Grade Level: __________9th______________
GPS: Scientific Process Skills
Current/Future:
Future:
CONTENT/TOPIC
SKILLS (priority list to support
To be used during all scientific investigations throughout the course of study.
(category; chunk; header;
categories; what to teach to)
organizer
SCSh1. Students will evaluate the importance of curiosity, honesty, and
Introduction to science (1)
Process Skills- graphs, tables, metric
skepticism in science.
system, observation/ inference lab
a. Exhibit the above traits in their own scientific activities.
**SCSh1-9 are used throughout
Lab Safety
b. Recognize that different explanations often can be given for the same
the study of this course.
Scientific Method/ Lab Reports
evidence.
Research Skills
c. Explain that further understanding of scientific problems relies on the design
and execution for new experiments which may reinforce or weaken opposing
explanations.
SCSh2. Students will use standard safety practices for all classroom laboratory
and field investigations.
a. Follow correct procedures for uses of scientific apparatus.
b. Demonstrate appropriate technique in all laboratory situations.
c. Follow correct protocol for identifying and reporting safety problems and
violations.
SCSh3. Students will identify and investigate problems scientifically.
a. Suggest reasonable hypotheses for identified problems.
b. Develop procedures for solving scientific problems.
c. Collect, organize and record appropriate data.
d. Graphically compare and analyze data points and/or summary statistics.
e. Develop reasonable conclusions based on data collected.
f. Evaluate whether conclusions are reasonable by reviewing the process and
checking against other available information.
SCSh4. Students use tools and instrument for observing, measuring, &
manipulating scientific equipment & materials.
a. Develop and use systematic procedures for recording and organizing
information.
b. Use technology to produce tables and graphs.
c. Use technology to develop, test, and revise experimental or mathematical
models
SCSh5. Students will demonstrate the computation and estimation skills
necessary for analyzing data and developing reasonable scientific explanations.
a. Trace the source on any large disparity between estimated and calculated
answers to problems.
b. Consider possible effects of measurement errors on calculation.
c. Recognize the relationship between accuracy and precision.
Terms
Nature of Science and Science
of Life
direct measurement
indirect measurement
metric system
meniscus
experiment
fact
theory
law
scientific method
evidence
hypothesis
quantitative
qualitative
control
experimental group
independent variable
(manipulated)
dependent variable (responding)
deductive
inductive
precision
accuracy
botany
zoology
ecology
genetics
microbiology
organism
stimulus
homeostasis
adaptation
energy
reproduction
Assessment
Scientific MethodDesign your own
experiment/
Fortunetelling fish
(SCSh3a-f/ SCSh6a-d)
Microscope Lab
(SCSh4c)
Metric System Lab/
Making Metric
Measurements
(SCSh3/
SCSh5a,b,e)
Graphing Skills Lab
(SCSh4b)
Sample size Lab
(SCSh5)
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d. Express appropriate numbers of significant figures for calculated data, using
scientific notation where appropriate.
e. Solve scientific problems by substituting quantitative values, using
dimensional analysis and/ or simple algebraic formulas as appropriate.
SCSh6. Students will communicate scientific investigation and information
clearly.
a. Write clear, coherent laboratory reports related to scientific investigations.
b. Write clear, coherent accounts of current scientific issues, including possible
alternative interpretations of the data.
c. Use data as evidence to support scientific arguments and claims in written or
oral presentations.
d. Participate in group discussions of scientific investigation and current
scientific issues.
SCSh7. Students analyze how scientific knowledge is developed. Students
recognize that:
a. The universe is a vast single system in which the basic principles are the
same everywhere.
b. Universal principles are discovered through observation and experimental
verification.
c. From time to time, major shifts occur in the scientific view of how the world
works. More often, however, the changes that take place in the body of scientific
knowledge are small modifications or prior knowledge. Major shifts in scientific
views typically occur after the observation of a new phenomenon or an insightful
interpretation of existing data by an individual or research group.
d. Hypotheses often cause scientists to develop new experiments that produce
additional data.
e. Testing, revising, and occasionally rejecting new and old theories never ends.
f. Examine the use of DNA technology in forensics, medicine, and agriculture.
SCSh8. Students will understand important features of the process of scientific
inquiry.
Students will apply the following to inquiry learning practices:
a. Scientific investigators control the conditions of their experiments in order to
produce valuable data.
b. Scientific researchers are expected to critically assess the quality of data
including possible sources of bias in their investigations’ hypotheses,
observations, data analyses, and interpretations.
c. Scientists use practices such as peer review & publication to reinforce the
integrity of scientific activity & reporting.
d. The merit of a new theory is judged by how well scientific data are explained
by the new theory.
e. The ultimate goal of science is to develop an understanding of the natural
universe which is free of biases.
f. Science disciplines & traditions differ from one another in what is studied,
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techniques used, and outcomes sought.
SCSh9. Students will enhance reading in all curriculum areas by:
a. Reading in all curriculum areas
• Read a minimum of 25 grade-level appropriate books per year from a variety of
subject disciplines and participate in discussions related to curricular learning in
all areas.
• Read both informational and fictional texts in a variety of genres and modes of
discourse.
• Read technical texts related to various subject areas.
b. Discussing Books
 Discuss messages and themes from books in all subject areas
 Respond to a variety of texts in multiple modes of discourse
 Relate messages and themes from one subject area to messages and themes
in another area
 Evaluate the merit of texts in every subject discipline
 Examine author’s purpose in writing
 Recognize the features of disciplinary texts.
c. Building vocabulary knowledge
• Demonstrate an understanding of contextual vocabulary in various subjects.
• Use content vocabulary in writing and speaking.
• Explore understanding of new words found in subject area texts.
d. Establishing context
• Explore life experiences related to subject area content.
• Discuss in both writing and speaking how certain words are subject area related.
• Determine strategies for finding content and contextual meaning for unknown
words.
GPS
Month: AUGUST/SEPTEMBER
JANUARY/ FEBRUARY
SB1. Students will analyze the nature of the relationships between structures
and functions in living cells.
b. Explain how enzymes function as catalysts.
c. Identify the function of the four major macromolecules (i.e., carbohydrates,
proteins, lipids, nucleic acids).
d. Explain the impact of water on life
*Current/ Future:
CONTENT/TOPIC (category;
chunk; header; organizer)
* current and future are the same
because it is what we are doing
now
Basic Chemistry (1.5)
SB1b, c, d
Future:
SKILLS (priority list to support
categories: what to teach to)
Process Skills- graphs, tables, metric
system, observation/ inference lab
Lab Safety
Scientific Method/ Lab Reports
Research Skills
Characteristics of Life
Introduction to Microscopes
Parts of an atom/ Elements for life
Identify macro-molecules (proteins/
enzymes, carbohydrates, nucleic acids,
lipids)
Properties of water and pH (acids and
bases)
Terms / Vocabulary
Chemistry:
Matter
Nucleus
Atom
Electron
Proton
Neutron
Ion
Mass
Number
Element
Atomic number Molecule
Compound
Ionic bond
Assessment
Lab Portfolio- journals, labs,
collections, graphic organizers
Properties of water
(SB1d)
Peanut Calorimetry (SB1c)
pH Lab- intermediate
Titration Lab-advanced
(SB1d)
Cytochemistry Lab (SB1b)
Yeast Enzyme Lab
Enzyme Lab with Liver
(SB1b)
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SCSh7. Students analyze how scientific knowledge is developed. Students
recognize that:
Covalent bond
Solute
Solution
gas
Solvent
pH
Acid
base
Alkaline
neutral
Water
adhesion
Cohesion
polar
Non-polar
solid
Liquid
Biochemistry
Organic
macromolecule
Carbohydrate
Nucleotide
saccharide (mono, di, poly)
protein
amino acid
active site
enzyme
substrate
catalyst
lipid
nucleic acid
a. The universe is a vast single system in which the basic
principles are the same everywhere.
SB4. Students will assess the dependence of all organisms on one another and
the flow of energy and matter within their ecosystems.
a. Investigate the relationships among organisms, populations, communities,
ecosystems, and biomes.
b. Explain the flow of matter and energy through ecosystems by
• Arranging components of a food chain according to energy flow.
• Comparing the quantity of energy in the steps of an energy pyramid.
• Explaining the need for the cycling of major nutrients (C, O, H, N, P)
c. Relate environmental conditions to successional changes in ecosystems.
d. Assess and explain human activities that influence and modify the
environment such as global warming, population growth, pesticide use and
water and power consumption.
SCSh3. Students will identify and investigate problems scientifically.
a. Suggest reasonable hypotheses for identified problems.
b. Develop procedures for solving scientific problems.
c. Collect, organize and record appropriate data.
d. Graphically compare and analyze data points and/or summary statistics.
e. Develop reasonable conclusions based on data collected.
f. Evaluate whether conclusions are reasonable by reviewing the process and
checking against other available information.
SCSh1. Students will evaluate the importance of curiosity, honesty, and
skepticism in science.
a. Exhibit the above traits in their own scientific activities.
b. Recognize that different explanations often can be given for the same
Ecology SB4a,b,c,d (3)
Levels of organization
Food chain/ Food webs/ Biotic
relationships
Ecology SB4a,b,c,d
Plant & Animal Adaptations
SB4e,f
Flow of energy (pyramids) and
nutrients
Population Ecology
Biogeochemical pathways
Biomes (Terrestrial and Aquatic)
Primary and Secondary Succession
Tropisms
Behaviors- Animal (innate, learned,
defense)
Human Impact (global warming,
population growth, water and power
consumption, and pesticide/ herbicide
Ecology
Ecology
biosphere
organism/species population
community
ecosystem
habitat
autotroph/producer
heterotroph/consumer
abiotic factor
population density
immigration/emigration
carrying capacity
photic/aphotic zones
logistical growth (s)
exponential growth (j)
biomass pyramid
biogeochemical cycle
herbivore
carnivore
omnivore
detrivore
decomposer
food
chain/web
trophic level
energy
pyramid
limiting factor
biotic
factor
Assessment
Bottle Biomes
(SB4a, SCSh1a-c, SCSh8a,b,e)
Wetland Food Web or other
Land Biome Research
Park Ranger
(SB4a)
Oh, Deer
(SB4b)
Succession Plots –spring only
(SB4c, SCSh1, SCSh8a,b,e)
Human Impact: Global
Warming and Acid Rain Lab
(SB4d, SCSh7e,f)
Biomagnification Lab
(SB4d)
Read a book on ecology and
present to peers. (SCSh9a-d)
Silent Spring, The Coming
Global Superstorm
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evidence.
c. Explain that further understanding of scientific problems relies on the design
and execution for new experiments which may reinforce or weaken opposing
explanations.
SCSh8. Students will understand important features of the process of scientific
inquiry.
Students will apply the following to inquiry learning practices:
a. Scientific investigators control the conditions of their experiments in order to
produce valuable data.
b. Scientific researchers are expected to critically assess the quality of data
including possible sources of bias in their investigations’ hypotheses,
observations, data analyses, and interpretations.
e. The ultimate goal of science is to develop an understanding of the natural
universe which is free of biases.
SCSh7. Students analyze how scientific knowledge is developed. Students
recognize that:
e. Testing, revising, and occasionally rejecting new and old theories never ends.
f. Examine the use of DNA technology in forensics, medicine, and agriculture.
SCSh9. Students will enhance reading in all curriculum areas by:
a. Reading in all curriculum areas
• Read a minimum of 25 grade-level appropriate books per year from a variety
of subject disciplines and participate in discussions related to curricular
learning in all areas.
• Read both informational and fictional texts in a variety of genres and modes
of discourse.
• Read technical texts related to various subject areas.
b. Discussing Books
 Discuss messages and themes from books in all subject areas
 Respond to a variety of texts in multiple modes of discourse
 Relate messages and themes from one subject area to messages and themes
in another area
 Evaluate the merit of texts in every subject discipline
 Examine author’s purpose in writing
 Recognize the features of disciplinary texts.
c. Building vocabulary knowledge
• Demonstrate an understanding of contextual vocabulary in various subjects.
• Use content vocabulary in writing and speaking.
• Explore understanding of new words found in subject area texts.
d. Establishing context
• Explore life experiences related to subject area content.
• Discuss in both writing and speaking how certain words are subject area
related.
• Determine strategies for finding content and contextual meaning for unknown
use)
predation
parasite/host
competition
symbiosis
mutualism
commensalism
parasitism
land biome
climate
aquatic
biome
estuary
wetland
intertidal
plankton
benthic zone
coral reef
primary succession
niche
secondary succession
pioneer species
climax community
greenhouse effect
global warming
acid rain
biodegradable
renewable/nonrenewable
resource
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words.
Month: mid OCTOBER/ mid MARCH
SB1. Students will analyze the nature of the relationships between structures
and functions in living cells.
a. Explain the role of cell organelles for both prokaryotic and eukaryotic cells,
including the cell membrane, in maintaining homeostasis and cell reproduction.
SB3. Students will derive the relationship between single-celled and multicelled organisms and the increasing complexity of systems.
a. Explain the cycling of energy through the processes of photosynthesis and
respiration.
SCSh7. Students analyze how scientific knowledge is developed. Students
recognize that:
b. Universal principles are discovered through observation and experimental
verification.
d. Hypotheses often cause scientists to develop new experiments that produce
additional data.
e. Testing, revising, and occasionally rejecting new and old
theories never ends.
SCSh4. Students use tools and instrument for observing, measuring, &
manipulating scientific equipment & materials.
a. Develop and use systematic procedures for recording and organizing
information.
b. Use technology to produce tables and graphs.
c. Use technology to develop, test, and revise experimental or mathematical
models
SCSh5. Students will demonstrate the computation and estimation
skills necessary for analyzing data and developing reasonable
scientific explanations.
a. Trace the source on any large disparity between estimated and calculated
answers to problems.
b. Consider possible effects of measurement errors on calculation.
c. Recognize the relationship between accuracy and precision.
SCSh3. Students will identify and investigate problems scientifically.
c. Collect, organize and record appropriate data.
d. Graphically compare and analyze data points and/or summary statistics.
Cells: SB1a (3)
Mitosis SB1a
Photosynthesis SB3a
Respiration SB3a
Prokaryotic and Eukaryotic
Animal and Plant Differences
Cell Organelles
Composition of the cell
Membranes (transport- active and
passive)
Characteristic of Enzymes
Cell Division
Cellular processes: photosynthesis and
respiration
ATP Cycle
Cells
cell
cell theory
cell membrane
cytoplasm
organelle
nucleus
nucleolus
mitochondria
cell wall
ER
Golgi apparatus
ribosome
Lysosome
vesicles
Microtubule
cytoskeleton
Vacuole
chloroplast
cilia
flagella
cell wall
tissue
organ
organ system
DNA
eukaryotic
Prokaryotic
Crossing the Plasma
Membrane
active transport, passive
transport
osmosis, diffusion (facilitated
and simple)
concentration gradient,
equilibrium
selectively permeable,
endocytosis
Microviewers
(SCSh7a)
Graphic Organizers
Cell Anology Posters
Cell Flip Book
Plant and Animal Mitosis
Microviewer Slides
Mitosis Computer Lab
Cells Alive Webquest
(SB1a)
Balloon Diffusion
Potato Osmosis
Osmosis and Plasmolysis of
the Egg
Dialysis Tubing Osmosis and
Diffusion
Modeling Surface Area
Egg Surface to Volume Lab
(SB1a, SCSh3c,d)
Photosynthesis Lab (Elodea)
(SB3a, SCSh7b,d,e)
Cellular Respiration Lab
(SB3a)
Fermentation Lab
Chloroplast Model
Pigment Chromatography
(SB3a)
Culminating Activity:
CELL BOOK PROJECT
SB1a-d
SB2 a-f
SB3 a
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November 2008
Month: NOVEMBER/APRIL
SB2. Students will analyze how biological traits are passed on to successive
generations.
a. Distinguish between DNA and RNA.
b. Explain the role of DNA in storing and transmitting cellular
information.
c. Using Mendel’s laws, explain the role of meiosis in reproductive
variability.
d. Describe the relationships between changes in DNA and potential
appearance of new traits including
 Alterations during replication. (Insertions, Deletions, Substitutions)
 Mutagenic factors that can alter DNA. (High energy radiation (x-rays
and ultraviolet, chemical)
e. Compare the advantages of sexual reproduction and asexual
reproduction in different situations.
f. Examine the use of DNA technology in forensics, medicine, and
agriculture.
SCSh9. Students will enhance reading in all curriculum areas by:
a. Reading in all curriculum areas
• Read a minimum of 25 grade-level appropriate books per year from a variety
of subject disciplines and participate in discussions related to curricular
learning in all areas.
• Read both informational and fictional texts in a variety of genres and modes
of discourse.
• Read technical texts related to various subject areas.
b. Discussing Books
 Discuss messages and themes from books in all subject areas
 Respond to a variety of texts in multiple modes of discourse
 Relate messages and themes from one subject area to messages and themes
in another area
 Evaluate the merit of texts in every subject discipline
 Examine author’s purpose in writing
 Recognize the features of disciplinary texts.
c. Building vocabulary knowledge
Basic DNA SB2a,b, (3.5)
RNA
Genetics:
Meiosis SB2e
Mendel SB2c,d
Engineering SB2f
Structure of DNA (Watson and Crick)
Replication
Transcription
Translation
Asexual and Sexual reproduction
Mendel’s Laws
Experiment with peas
Punnett Squares (phenotypes and
genotypes)
Genetic Mutations / Mutagenic
Factors/ Nondisjunction
DNA Technology/ Genetic
Engineering
Hardy Weinberg
pino/phagocytosis, exocytosis
hypertonic, hypotonic
isotonic, homeostasis
turgid, flaccid, plasmolysis,
cytolysis
Photosynthesis
Cellular respiration
ATP
Chlorophyll
Kreb’s cycle
Calvin Cycle
glycolysis
Electron Transport Chain
ATP-ADP cycle
Stroma
Granum
Thylakoid
pigment
Seed, Fruit, Pollen, Stamen
Pistil
germination
Mitosis
Interphase G1, S, G2
Prophase, Metaphase,
Anaphase, Telophase
Cytokinesis, replication,
chromosome
Chromatid, cell plate,
centromere, DNA
Nucleus, Cell cycle
Genetics
Homologous chromosomes
Asexual/sexual reproduction
Vegetative propagation
Meiosis
haploid
Crossing over
Binary fission
Gametes
Oogenesis, Egg(ovum)
Spermatogenesis , Sperm
Zygote
DNA
Assessment:
Meiosis Lab- Homework only
Cells Alive Webquest
(SB2e)
Probability Lab
Pipe Clearner Babies
Snow Babies- intermediate
(SCSh4b, SB2c,e)
Replication Mini CPU Lab
DNA Bracelets- mutations
(SB2d)
DNA extraction
Cloning- advanced only
(SB2f)
Discovering DNA Lab
Making Sentences of
DNA Activity
Karyotype Activity
Webquest
(SB2b)
Read a book on genetic
engineering and use technology
to convey knowledge and
content to peers. (SCSh9a-d)
Suggestions:
Jurassic Park, Double Helix
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• Demonstrate an understanding of contextual vocabulary in various subjects.
• Use content vocabulary in writing and speaking.
• Explore understanding of new words found in subject area texts.
d. Establishing context
• Explore life experiences related to subject area content.
• Discuss in both writing and speaking how certain words are subject area
related.
• Determine strategies for finding content and contextual meaning for unknown
words.
SCSh4. Students use tools and instrument for observing, measuring, &
manipulating scientific equipment & materials.
b. Use technology to produce tables and graphs.
Transcription
Translation
Codon, Mrna, tRNA, rRNA
protein synthesis
antibiotic resistance
genetic engineering
gene splicing
cloning
Hydrogen bonding
Double helix
Watson/Crick
Mendel
Hardy-Weinberg
Heredity
Punnett square
Dominant, Recessive
Co-dominant
Phenotype, Genotype
Gene, Allele, Trait
Homozygous
Heterozygous
Control breeding
Artificial selection
Inbreeding
Hybridization
Mutation, Mutagen
Chromosomal mutation
Deletion, Substitution
Insertion, Non-disjunction
Downs, PKU, Hemophilia
Color blindness
Sickle cell, Cystic fibrosis
Sex linked, Autosome
Somatic
Human genome
Gene therapy
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SB3. Student will derive the relationship between single-celled and multiClassification SB3b,c (3.5)
celled organisms and the increasing complexity of systems.
Virus SB3d
b. Compare how structures and function vary between the six kingdoms
(archaebacteria, eubacteria, protists, fungi, plants and animals).
Evolution SB3c, SB5a-b
c. Examine the evolutionary basis of modern classification system
d. Compare and contrast viruses with living organism.
SB4. Students will assess the dependence of all organisms on one another and
the flow of energy and matter within their ecosystems.
e. Relate plant adaptations, including tropisms, to the ability to survive
stressful environmental conditions.
f. Relate animal adaptations, including behaviors, to the ability to survive
stressful environmental conditions.
SB5. Students will evaluate the role of natural selection in the development of
the theory of evolution.
a. Trace the history of the theory.
b. Explain the history of life in terms of biodiversity, ancestry, and the rates of
evolution.
SCSh2. Students will use standard safety practices for all
classroom laboratory and field investigations.
a. Follow correct procedures for uses of scientific apparatus.
b. Demonstrate appropriate technique in all laboratory situations.
c. Follow correct protocol for identifying and reporting safety problems and
violations.
SCSh4. Students use tools and instrument for observing, measuring, &
manipulating scientific equipment & materials.
a. Develop and use systematic procedures for recording and organizing
information
SCSh8. Students will understand important features of the process of scientific
inquiry.
Students will apply the following to inquiry learning practices:
c. Scientists use practices such as peer review & publication to reinforce the
integrity of scientific activity & reporting.
d. The merit of a new theory is judged by how well scientific data are
explained by the new theory.
SCSh7. Students analyze how scientific knowledge is developed. Students
recognize that:
c. From time to time, major shifts occur in the scientific view of how the world
works. More often, however, the changes that take place in the body of
scientific knowledge are small modifications or prior knowledge. Major shifts
in scientific views typically occur after the observation of a new phenomenon
or an insightful interpretation of existing data by an individual or research
group.
Domains and Kingdoms of
classification
Binomial Nomenclature (Taxonomy)
Dichotomous Keys
What a virus is…or is not…
Timeline of the theory of evolution
Fossils
Biodiversity, ancestry and rates of
evolution
Classification
Domain, Kingdom, Phylum
Class, Order, Family, Genus
Species
Dichotomous Key
Classification
Animalia
Protista
Plantae
Eubacteria
Archaebacteria
Taxonomy
Linneaus
Binomial Nomenclature
Virus
Fungi
Evolution
Darwin/Wallace
Natural Selection
Homologous structures
Fossils
Vestigial organs
Natural selection
Gene flow
Genetic drift
Adaptation
Divergent evolution
Convergent evolution
Biodiversity
Geographic isolation
Paleontology
Stratification
Relative age
Relative dating
Absolute dating
Radioactive dating
Decay
Uniformity
Geologic time (scale)
Era
Period
Epic
Variation
Survival of the fittest
Dichotomous Keys
Salamanders= intermediate
Birds and Sharks- Advanced
Cladogram
Why Classify- Upper level
Advanced
(SB3c, SCSh4a)
Glo-germ/ Infectious diseases
lab (SB3d, SB5e)
Pond Lab
Virtual Pond Lab- CPU
(SB3b, SCSh2a-c)
Bread Mold Lab (SB3b)
Bacteria and Yogurt (SB3b,
SCSh2a-c)
Plant Tropism
Stomata and Transpiration Lab
Fruit and Seeds Lab
Flower Dissection
(SB4e)
Animal Behavior- Roly Poly
(SB4f)
Assessment:
Time Line (SB5a, SCSh8c-d,
SCSh4a, SCSh7c,d,e)
Family Tree of a species
Trilobites (SB5b, SCSh4a)
Lab: Skull classification (SB5b,
SB3c)
Radiometric Dating (SB5b)
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d. Hypotheses often cause scientists to develop new experiments that produce
additional data.
e. Testing, revising, and occasionally rejecting new and old theories never
ends.
SCSh4. Students use tools and instrument for observing, measuring, &
manipulating scientific equipment & materials.
a. Develop and use systematic procedures for recording and organizing
information.
Month: DECEMBER/ MAY
SB5. Students will evaluate the role of natural selection in the development of
the theory of evolution.
c. Explain how fossil and biochemical evidence support the theory.
d. Relate natural selection to changes in organisms.
e. Recognize the role of evolution to
biological resistance (pesticide and
antibiotic resistance).
SCSh7. Students analyze how scientific knowledge is developed. Students
recognize that:
c. From time to time, major shifts occur in the scientific view of how the world
works. More often, however, the changes that take place in the body of
scientific knowledge are small modifications or prior knowledge. Major shifts
in scientific views typically occur after the observation of a new phenomenon
or an insightful interpretation of existing data by an individual or research
group.
e. Testing, revising, and occasionally rejecting new and old theories never
ends.
SB5 c-e
Natural Selection
Biochemical Evidence for evolution
Biological resistance
Assessment:
Peppered Moth
Birds and Worms
(SB5d, SCSh7c,e)
Bacteria Resistence- optional
(SB5e)
Review before test
EOCT
Class Projects/ Science Fair
Projects
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