MIAMI-DADE COUNTY PUBLIC SCHOOLS
Student BYOD Resource Page
BIOLOGY I
Course Code: 200031001
TOPIC X: CLASSIFICATION - What defines a plant
Pacing
Date
Traditional 6 days
Block
ESSENTIAL CONTENT
A. Overview of Plant s (14.7)
1. Organs: Roots, Stems, Leaves, Flower
2. Tissues: Ground, Vascular, Dermal, Meristematic
3. Evolution of Plants: Mosses, Ferns, Gymnosperms,
Angiosperms (15.1)
B. Physiological Processes of Plants (14.7)
1. Growth
a. Tissues: Meristematic Tissue
b. Structures: Root Cap, Cambium, Root Tip
2. Reproduction
a. Organs: Fruit, Cones, Flowers
b. Structures: Stamen (filament, anther), Pistil
(stigma, style, ovary), Sepal, Petals, Sperm
(pollen), Egg, Seed
3. Transpiration
a. Organs: Roots, Stems, Leaves
b. Tissues: Vascular Tissue
c. Structures: Root Hairs, Xylem, Stomata, Guard
Cells
4. Photosynthesis
a. Organs: Roots, Stems, Leaves
b. Tissues: Vascular Tissue
c. Structures: Root Hairs, Xylem, Stomata, Guard
Cells, Chloroplast
5. Cellular Respiration
a. Organs: Leaves, Stems, Roots
b. Tissues: Vascular Tissue
c. Structures: Phloem, Stomata, Guard Cells,
Mitochondria
C. Properties of Water (18.12)
Division of Academics – Department of Science
Second Nine Weeks
OBJECTIVES
 Relate the structures of plant tissues and organs to
their roles in physiological processes. (ALD)
 Compare the structures and functions in different
types of cells-plant, animal, prokaryotic, eukaryotic.
(ALD)
 Explain how the structures of plant tissues and organs
are directly related to their roles in physiological
processes; roots, stems, leaves, flowers, fruits, and
cones, meristematic, ground, dermal, and vascular
tissues
 Identify plant structures such as: cambium, guard cells,
phloem, root hairs, root cap, seed, stomata, xylem,
stamen, pistil, ovary, petals, sperm, egg, sepal, filament,
anther, style, and stigma.
 Describe the main tissues in mature root and stems.
 Summarize the properties of water and relate how
these properties make water essential for life on
Earth. (ALD)
3 days
11-09-15 to 11-17-15
11-09-15 to 11-17-15
INSTRUCTIONAL TOOLS
Core Text Book: Chapter 22, 23, and 2.2
Vocabulary:
roots, stems, leaves, flowers, fruits, cones, cambium,
guard cells, phloem, root hairs, root cap, seed, stomata,
xylem, stamen, pistil, ovary, petals, sperm, egg, sepal,
filament, anther, style, and stigma, meristematic, ground
tissue, dermal tissue, and vascular tissue Stoma, Guard
cell, pollen tube, ovary, fruit, cotyledon, monocot, dicot,
woody plant, herbaceous plant, cortex, endodermis, root
cap, cambium
Technology:
1. Bozeman Podcast: Plants
2. Bozeman Podcast: Finding Stomata
3. Bozeman Podcast: Plant Nutrition & Transport
4. Bozeman Podcast: Plant Structure
5. Pearson:
a. Lesson Overview: Seedless Plants
b. Lesson Overview: Seed Plants
c. Untamed Science Video: Plants Inside and Out
d. Art Review: Three Domains
e. Chapter Mystery: The Hollow Tree
f. Interactive Art: Plant Life Cycles
g. Tutor Tube: Males, Females, and Sexual
Reproduction in Plants-An Animal Perspective
h. Tutor Tube: Understanding Plant Growth
i. Art Review: Anatomy of a Leaf
j. Data Analysis: Acid Rain
k. Art in Motion: Water Passage Into a Root
6. Fast Plants: Activities and Flower Images
7. http://www.pbslearningmedia.org/ (search your topic)
8. Edgenuity
9. Packet on Plants L.14.7
10. Packet on Properties of Water L.18.12
Page 1 of 7
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Student BYOD Resource Page
BIOLOGY I
Course Code: 200031001
SC.912.L.14.7
Flower Pollination
SC.912.L.14.7
Pollination: Flower to Fruit
Video
 Types of Cells: Plant
 Functions of Root and Leaf Cells
 Plant Cells: Function of Root and Leaf
Cells
 Basic Botany: Mosses
 Leaves: Overview and Introduction
 The External Features of Leaves
 Basic Types and Arrangements of
Leaves
 The Internal Features of Leaves
 Leaf Adaptations
Audio
Standard:
SC.912.L.14.7
Article
 Plants
 Flower
Image
 Leaf, definition
 Anther, definition
 Plant, tendril; definition
 Seed dispersal, definition
 The Ice Age and Significant Fossil
Discoveries
 Agents of Evolution
 Evidence for Evolution
 Interpreting the Fossil Record
Video
Standard:
SC.912.N.15.1
Image
Division of Academics – Department of Science
Second Nine Weeks
 Support for the Theory of Evolution
 The Evidence for the Theory of
Evolution
 The Swedish botanist Carolus Linnaeus
(1707-1778).
Page 2 of 7
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Student BYOD Resource Page
BIOLOGY I
Course Code: 200031001
Audio
 Evolution: Speciation: Adaptation & the  Evolution: Speciation: Isolating
Niche
Mechanisms
Article
 Species and Speciation
 Taxonomy
Standard:
SC.912.N.15.1
Standard:
SC.912.L.15.5
Video
Standard:
SC.912.L.18.12
Division of Academics – Department of Science
Second Nine Weeks
 Evolution: Speciation: What Is A
Species?
 The Human Family Tree
 Lucy's Discovery: Australopithecus
afarensis
 A Brief Overview of How Water Moves
Upward Inside of Trees
 The Weather Channel: The WaterWeather Connection
 Tapping Into Taste
 The Great Dissolver
 Dissolving Ionic Compounds
 What's So Special About Water?
 Adding Energy Results In Physical
Change
 Specific Heat Capacity
 The Shape of Water
Page 3 of 7
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Student BYOD Resource Page
BIOLOGY I
Course Code: 200031001
Video
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Seed Libraries Help Future Crops
Tomato: DECODED
Citrus Greening Threatens Florida's Crops
Modern "Medicine Man" Hunts for Medicinal Plants in Amazon
"Noah's Ark" of Seeds Stored in Vault Near North Pole
Green Monster: Invasive Brazilian Weed Chokes U.S. Lakes
The Quest for the Perfect Tomato: Ripe, Red -- And Tasty
Department of Agriculture Inspectors Monitor Citrus Canker
Turning Over a New Leaf: How Leaves Die
The Dirt (Actually, Lack of It) on Hydroponically-Grown Plants
Could Tiny Fern Replace Nitrogen Fertilizers in Growing Rice?
Dutch Elm Disease Claims Twin Cities' Elm Trees
The Venus Flytrap and Other Carnivorous Plants
The Chemistry of Flowers
Image
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Iris Family (Illustration)
Liliaceae Family (Illustration)
Chrysanthemums Family (Illustration)
Mountain Plants Family (Illustration)
Rose Family (Illustration)
Division of Academics – Department of Science
Second Nine Weeks
Page 4 of 7
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Learning Goals
BIOLOGY I
Course Code: 200031001
SC.912.L14.7: Relate the structure of each of the major plant organs and tissues to physiological processes. (Cognitive Complexity: Level 2: Basic Application of Skills &
Concepts)
SCALE
LEARNING PROGRESSION
SAMPLE PROGRESS MONITORING AND
ASSESSMENT ACTIVITIES

I am able to relate structures of plant tissues and organs directly to their roles in
physiological processes.
Choose any plant structure, tissue, or organ and describe
the effect it will have in a physiological process if that organ
is not present.

I am able to relate structures of plant tissues and organs to their roles in physiological
processes.
Investigate the structures of plant tissues and organs and
relate the structure of plant parts to their function and
dissect a flower to examine key structures and match them
to their function.

I am able to relate the structures of plant tissues and organs to their roles in
physiological processes.
Create a foldable to differentiate the role of the key
structures listed below as they relate to each physiological
process: photosynthesis, cellular respiration, transpiration,
growth, and reproduction.

I am able to identify the structures and functions of plant tissues and organs.
Given a general diagram of a plant, identify key structures
and match them to their function. Plant Key Structures:
roots, stems, leaves, flowers, fruits, cones, meristematic
tissue, ground tissue, dermal tissue, vascular tissue,
cambium, guard cells, phloem, root hairs, root cap, seed,
stomata, xylem
Score/Step 5.0
Score/Step 4.0
Score/Step 3.0 Target
(Learning Goal)
Score/Step 2.0
Given a flower diagram, identify key structures and match
them to their function.
Flower Key Structures: stamen, pistil, ovary, petals, sperm,
egg, sepal, filament, anther, style, and stigma.

I am able to identify basic plant organs.
Score/Step 1.0
Division of Academics – Department of Science
Second Nine Weeks
Page 5 of 7
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Learning Goals
BIOLOGY I
Course Code: 200031001
SC.912.L15.1: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology,
and observed evolutionary change. (Cognitive Complexity: Level 3: Strategic Thinking & Complex)
SCALE
LEARNING PROGRESSION
SAMPLE PROGRESS MONITORING AND ASSESSMENT
ACTIVITIES

I am able to evaluate the multiple bodies of evidence that support the scientific
theory of evolution.
Investigate the lines of evidence of evolution through
student stations that address each of the following fossil
record, comparative anatomy, comparative embryology,
biogeography, molecular biology, and observed evolutionary
change.

I am able to assess some of the multiple bodies of evidence that support the
scientific theory of evolution.
Research and create a flip book of how each line of
evidence supports the theory of evolution.

I am able to identify some bodies of evidence that support the scientific theory of
evolution.
Construct a graphic organizer that includes examples of the
lines of evidence that support the theory of evolution.
Score/Step 5.0
Score/Step 4.0
Score/Step 3.0 Target
(Learning Goal)
Examples should include fossil record, comparative
anatomy, comparative embryology, biogeography, molecular
biology, and observed evolutionary change.

I am able to identify some bodies of evidence that support the scientific theory of
evolution.

I am able to define evolution.
Score/Step 2.0
Distinguish between the lines of evidence that support the
theory of evolution.
Score/Step 1.0
Division of Academics – Department of Science
Second Nine Weeks
Page 6 of 7
MIAMI-DADE COUNTY PUBLIC SCHOOLS
Learning Goals
BIOLOGY I
Course Code: 200031001
SC.912.L.18.12: Discuss the special properties of water that contribute to Earth’s suitability as an environment for life: cohesive behavior, ability to moderate temperature,
expansion upon freezing, and versatility as a solvent. (Cognitive Complexity: Level 2: Basic Application of Skills & Concepts)
SCALE
LEARNING PROGRESSION
SAMPLE PROGRESS MONITORING AND ASSESSMENT
ACTIVITIES
Score/Step 5.0

I am able to summarize the properties of water and analyze how these properties
make water essential for life on Earth.
Rank the properties of water in order of importance to living
things and explain your reasoning.
Score/Step 4.0

I am able to summarize the properties of water and how these properties make
water essential for life on Earth.
Investigate the properties of water and relate them to their
importance to living things.
Score/Step 3.0 Target
(Learning Goal)

I am able to summarize the properties of water and relate how these properties
make water essential for life on Earth.
Explain how polarity and hydrogen bonding affects each of
the properties of water.
Given multiple biological scenarios identify the specific
property of water being illustrated.
Score/Step 2.0

I am able to identify some properties of water that make water essential for life on
Earth.
Illustrate the concept of polarity and hydrogen bonding using
a water molecule.
Explain the properties of water at a conceptual level.
(cohesive behavior, ability to moderate temperature,
expansion upon freezing, and versatility as a solvent)
Score/Step 1.0

I am able to identify water as essential for life.
Division of Academics – Department of Science
Second Nine Weeks
Page 7 of 7