CCPS
Pre-AICE Biology
Scope and Sequence
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
How to use this guide:
This guide aligns the Florida NGSSS Biology standards for the State EOC with the AIMS of the Pre-AICE Biology curriculum.
The Pre-AICE information is italicized and bolded. Chapter resources are shaded in pink and if there are associated labs
and activities, they are in a box under the chapter resources. Additionally, the Pre-AICE “benchmarks” Have been coded
according to one of the 4 AIMS. So, if you see S1.1 – that is Section I: Characteristics and classification of living things; 1.
Characteristics of living organisms.
The other parts of the pacing guide are directly from the honors curriculum.
Important:
•
Review the 0610 Pre-AICE Syllabus and familiarize yourself with the skills and benchmarks needed for success on the papers.
•
Obtain and work the papers.
•
Work through all problems BEFORE you assign them.
•
Have students complete as many papers as possible before the actual exam.
•
Neatness and accuracy are integral for success on the Papers - you MUST teach those SKILLS.
Page 1 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Days
14
21
6
4
6
22
1st Semester
Topic
Ch. 1 Classification p.7-8
Scientific Method
Graphing
Plan Diagrams
Ch. 2 Cells
Microscope
Ch. 15 Properties of H 2 O
Environment
Food Chains
Cycles (C, N, Water)
Population Growth
Ch. 16 Humans & Environment
Ecosystems
Greenhouse Effect
Recycling
Ch. 4 Chemicals of Life
Macromolecules
Ch. 5 Enzymes
pH
Temperature
Lipase
Ch. 2 Plant/Animal Cells
Ch. 3 Movement in/out Cells
Diffusion
Osmosis
Active Transport
Ch. 14 Inheritance p. 194
Chromosomes
Genetics
Mitosis
1st Semester ends - Dec 19
Days
18
4
4
15
6
4
3
6
2nd Semester
Topic
Ch. 14 Evolution p. 204
Natural Selection
Genetic Engineering p. 214
Ch. 1 Classification p. 1-12
Ch. 13 Flower Structure p. 182
Ch. 6 Plant Nutrition
Photosynthesis
Leaf Structure/Function
Ch. 9 Respiration
Cell Energy
Food Energy
Ch. 10 Coordination / Response
Nervous System
Eye
Hormones
Ch. 13 Reproduction
Ch. 8 Transport
Heart / Blood
Ch. 12 Drugs
Antibiotics
Immune System
Ch. 7 Animal Nutrition
Diet
Digestion
Teeth
Absorption
Ch. 11 Homeostasis & Excretion
Temperature Regulation
Blood Glucose
2nd Semester ends – June 4
Page 2 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Duration
Florida Standard / Pre-AICE
1 – Practice of Science
2 – Characteristics of Scientific
Knowledge
3 – Role of Theories, Laws, Hypotheses,
Models
Experimental Skills and Investigations
1
st
QUARTER
14 days
3 days
2 days
1. know how to use techniques, apparatus,
and materials (including the following of a
sequence of
instructions, where appropriate)
2. make and record observations and
measurements
3. interpret and evaluate experimental
observations and data
4. plan investigations, evaluate methods and
suggest possible improvements (including
the selection of
techniques, apparatus and materials).
14 – Organization and Development of
Living Organisms
II Organization and maintenance of the
organism
18 – Matter and Energy Transformations
II Organization and maintenance of the
organism
7 – Earth Systems and Patterns
17 – Interdependence
IV Relationships of organisms with one
another and with their environment
II Organization and maintenance of the
organism
Pre-AICE QUARTERLY OUTLOOK
Topic / Concepts
Nature of Science / Pre-AICE Graphing
skills / Plan Diagram skills / number
measurement formatting
Homeostasis and the characteristics of
living things
Florida Benchmark
Pre-AICE
SC.912.N.2.1; SC.912.N
.2.2; SC.912.N.1.6; SC.
912.N.1.3; SC.912.N.1. SI.1
4; SC.912.N.1.1; SC.91
2.N.3.1; SC.912.N.3.4
Microscopes / Microscopic measurement SC.912.L.14.4
SII.3
Properties of Water
SII.6.1
Energy Through Biogeochemical Cycles
SC.912.L.18.12
SC.912.E.7.1
SII.6.2.3
SIV.3
SIV.5.2
Page 3 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
2 days
2 days
2 days
2 days
2 days
2 days
2 days
nd
2 QUARTER
2 days
6 days
17 – Interdependence
10 – Energy
IV Relationships of organisms with one
another and with their environment
17 – Interdependence
IV Relationships of organisms with one
another and with their environment
17 – Interdependence
IV Relationships of organisms with one
another and with their environment
17 – Interdependence
IV Relationships of organisms with one
another and with their environment
17 – Interdependence
IV Relationships of organisms with one
another and with their environment
17 – Interdependence
IV Relationships of organisms with one
another and with their environment
17 – Interdependence
IV Relationships of organisms with one
another and with their environment
8 – Matter
18 – Matter and Energy Transformations
II Organization and maintenance of the
organism
Life in Aquatic Systems
SC.912.L.17.2
SC.912.L.17.9
SIV.1
SIV.2
Factors that Affect a Population
SC.912.L.17.5
SIV.4
Ecosystem Changes
SC.912.L.17.4
SIV.5
SIV.5.1
Loss of Biodiversity
SC.912.L.17.8
Human Impact on environment /
eutrophication
SC.912.L.17.20
SIV.5.1
SC.912.L.17.11
SIV.5.2
SIV.5.3
Energy in Food Web
Renewable/Nonrenewable Resources
Monitoring Environment
SC.912.L.17.13
SIV.5.2
SIV.5.3
Macromolecules
know macromolecule tests – starch,
simple sugars, protein, fats
microorganisms in the food industry
(yogurt)
SC.912.L.18.1
SII.6
SII.6.1
Page 4 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
4 days
1 days
6 days
6
15
18 – Matter and Energy Transformations
II Organization and maintenance of the
organism
14 – Organization and Development of
Living Organisms
II Organization and maintenance of the
organism
Enzymes / institutional uses / role in
germination /use in antibiotics and
fermentation
SC.912.L.18.11
SII.5
Cell Theory
SC.912.L.14.1
SII.1
Plant and Animal Cell Structure
(palisade, liver cell, red blood cells, muscle
14 – Organization and Development of
cells, ciliated cells, root hair cell, xylem
SC.912.L.14.3; SC.912.
Living Organisms
vessel)
L.14.2
II Organization and maintenance of the
Passive and Active Transport
organism
Water potential gradient and uptake of
water by plants
16 – Heredity and Reproduction
SC.912.L.16.14; SC.912
III Development of the organism and
Mitosis and Meiosis
.L.16.16;
continuity of life
SC.912.L.16.17
SC912.L.16.1; SC.912.L.16.2; S
16 – Heredity and Reproduction
Genetics and DNA
C.912.L.16.9;
III Development of the organism and contin (sickle cell, blood typing, downs
SC.912.L.16.3; SC.912.L.16.4;
of life
syndrome)
SC.912.L.16.5
SII.1
SII.4.1
SII.4.2
SII.4.3
SIII.2
SIII.1.1
SIII.1.2
SIII.3.2; SII.3.3
SIII.3.1 SIII.3.4
SIII.3.5
Page 5 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Duration
3
days
3rd QUARTER
3
days
3
days
8
days
6
days
Standard
Topic / Concepts
15 – Diversity and Evolution of
Living Organisms
14 – Organization and Development
Living
Origin of Life on Earth
Organisms
III Development of the organism
and continuity of life
15 – Diversity and Evolution of
Living Organisms
Natural Selection
III Development of the organism
and continuity of life
15 – Diversity and Evolution of Livin
Theory of Evolution
Organisms
15 – Diversity and Evolution of
Evolutionary Change
Living Organisms
15 – Diversity and Evolution of
Classification
Living Organisms
14 – Organization and Development Dichotomous keys
(characteristics of flowering
Living
plants, arthropods, annelids,
Organisms
nematodes, molluscs)
I Characteristics and classification of
Benchmark
SC.912.L.15.8
SC.912.L.15.13
SIII.3.6
SC.912.L.15.1
SC.912.L.15.10; SC.912.L.15.14; SC.912.L.15.15; SC.912.L.15.4
SC.912.L.15.5; SC.912.L.15.6;
SI.1, SI.2; SI.2.1
S1.2.2; SI1.2.3,
SI.3
living organisms
14 – Organization and Development Plant Structure and function
Living
(palisade cells, root hair cell,
Organisms
xylem vessel)
4
II Organization and maintenance of Translocation of nutrients,
days
the organism
water and chemical
III Development of the organism applications
Seed development
and continuity of life
18 – Matter and Energy
Photosynthesis
4
Transformations
Limiting factors
days II Organization and maintenance of Rate of photosynthesis in
the organism
aquatic plants
SC.912.L.14.7
SII.2: SII.10.3
SC.912.L.18.7
SII.6.2.2;SII.7.1.1;
SII.7.1.2; SII.7.1.3
SIII.1.2.1; SIII.2
SII.6.2.1
Page 6 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
18 – Matter and Energy
6
Transformations
days II Organization and maintenance of
the organism
4
18 – Matter and Energy
days Transformations
Cellular Respiration; ATP
Structure and function of the
lung
SC.912.L.18.8; SC.912.L.18.10
Photosynthesis – Cellular
Respiration
SC.912.L.18.9
SII.8; SII.8.1:
SII.8.2: SII.8.3
Page 7 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
4 days
4 days
4thQUARTER
4 days
2 days
3 days
2 days
16 – Heredity and Reproduction
III Development of the organism and continuity of Cancer and Biotechnology
life
Parts of Brain
14 – Organization and Development of
Involuntary and voluntary actions
Living Organisms
Neuron structure and function
II Organization and maintenance of the organism Reflex arcs
Structure and function and eye
Factors That Affect Blood Flow
14 – Organization and Development of
Double circulation vs. single circulation
Living Organisms
Path of blood through heart (chambers,
II Organization and maintenance of the organism valves and vessels)
Coronary Heart Disease
Human Immune System
14 – Organization and Development of
HIV transmission and affects on the
Living Organisms
immune system, malaria, identify white
II Organization and maintenance of the organism
and red blood cells from a micrograph,
III Development of the organism and continuity of
and the function of each of the blood
life
components
Human Reproductive System
Role of hormones in controlling the
16 – Heredity and Reproduction
menstrual cycle, functions of amniotic
III Development of the organism and continuity of
sac and amniotic fluid, advantages and
life
disadvantages of breast feeding
Methods of birth control
14 – Organization and Development of
Individual and Public Health
Living Organisms
Drugs (antibiotics, effects of tobacco
II Organization and maintenance of the organism smoke, alcohol consumption)
SC.912.L.16.8; SC.912.L.16.10 SIII.3.7
SC.912.L.14.26
SII.10.1
SC.912.L.14.36
SII.7.2
SII.7.2.1
SII.7.2.2
SC.912.L.14.52
SC.912.L.16.13
SC.912.L.14.6
SIII.1.5
SII.7.2.3
SIII.1.2;
SIII.1.2.2
SIII.1.3
SIII.1.4
SII.10.5
Page 8 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Digestion
II Organization and maintenance of the organism
Excretion
II Organization and maintenance of the organism
Nutrition
Diet / food supply / human alimentary
canal / mechanical and physical
digestion/ chemical digestion
Absorption, assimilation
Excretion – structure of kidney, dialysis
Blood glucose, homeostasis
SII.6.3.1; SII.6.3.2,
SII.6.3.3, SII.6.3.4;
SII.6.3.5; SII.6.3.6;;
SII.6.3.7
SII.9; SII.10.2; SII.10.4
*** Digestion and excretion time allocations should be balanced with time of EOC and Pre-AICE exam
Page 9 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Resources
•
CCPS Science Website: http://www.collierschools.com/science
This site contains all curriculum documents, a calendar of science related events in CCPS, and numerous resources that science teachers
use.
•
•
Cambridge International Education Teacher Support: http://www.cie.org.uk/ (requires login)
http://www.cie.org.uk/images/128334-2015-syllabus.pdf
(syllabus)
•
Textbook –
Jones & Jones Cambridge IGCSE Biology Coursebook Second Edition (2010)
Jones & Jones Cambridge IGCSE Biology Workbook Second Edition (2010)
Miller & Levine Biology – Florida Edition (2012)
•
FCAT Explorer Highly recommended resources for Biology 1 EOC review
•
Science Fair Information: http://www.collierschools.com/science/sciencefair.htm
•
Pearson Successnet – Online resource for the Miller/Levine Biology textbook
Login to ANGEL, click on High School Resources and click on the Pearson Successnet icon**
•
Discovery Education - Streaming videos at your fingertips, build and assign video based writing prompts and quizzes.
** Login to ANGEL, click on High School Resource and click on the Discovery Education icon**
•
PASCO Probeware - www.PASCO.com
Biology with the Xplorer GLX Lab Manual
•
Other Valuable Resources
Uncovering Student Ideas in Science: Formative Assessment books, linked in curriculum guides. Available electronically via ANGEL or see
department chair for books.
Vocabulary Puzzlemaker: Available on the district science website. Great review of Science vocabulary
Page 10 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
•
Biology 1 Course Description – Florida Department of Education
•
Biology 1 End of Course Exam Resources
Item Specifications – Details about what is assessed on Bio 1 EOC
EOC Cluster Document – Shows which benchmarks are clustered and will be assessed together.
•
Pre-AICE Resources
TES Connect - TES Teaching Resources is where teachers share and download free lesson plans, classroom resources, revision guides and curriculum
worksheets. Whether you are looking for SEN teaching strategies and approaches, VCOP activities, or secondary classroom activities, you can choose
from 1000s of teacher resources, download them for free and adapt them to suit your classroom activities
RevisionWorld - This site includes revision notes. It also includes links to other sites that you might find useful.
Page 11 of 151
Related Standards/Benchmarks
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
HE.912.C.1.3
Evaluate how environment and personal health are interrelated.
HE.912.C.1.4
Analyze how heredity and family history can impact personal health.
HE.912.C.1.8
Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases.
LACC.910.RST.1.1
Cite specific textual evidence to support analysis of science and technical texts, attending to the precise
details of explanations or descriptions.
LACC.910.RST.1.3
Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or
performing technical tasks attending to special cases or exceptions defined in the text.
LACC.1112.RST.1.1
Cite specific textual evidence to support analysis of science and technical texts, attending to important
distinctions the author makes and to any gaps or inconsistencies in the account.
LACC.1112.RST.1.3
Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or
performing technical tasks; analyze the specific results based on explanations in the text.
LACC.910.RST.2.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are
used in a specific scientific or technical context relevant to grades 9–10 texts and topics.
LACC.910.RST.2.5
Analyze the structure of the relationships among concepts in a text, including relationships among key
terms (e.g., force, friction, reaction force, energy).
LACC.1112.RST.2.4
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are
used in a specific scientific or technical context relevant to grades 11-12 texts and topics.
LACC.910.RST.3.7
Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or
chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.
LACC.1112.RST.3.7
Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g.,
quantitative data, video, multimedia) in order to address a question or solve a problem.
Page 12 of 151
Related Standards/Benchmarks
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
LACC.910.RST.4.10
By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity
band independently and proficiently.
LACC.1112.RST.4.10
By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity
band independently and proficiently.
LACC.910.WHST.1.2
Write informative/explanatory texts, including the narration of historical events, scientific procedures/
experiments, or technical processes.
LACC.1112.WHST.1.2
Write informative/explanatory texts, including the narration of historical events, scientific procedures/
experiments, or technical processes.
LACC.910.WHST.3.9
Draw evidence from informational texts to support analysis, reflection, and research.
LACC.1112.WHST.3.9
Draw evidence from informational texts to support analysis, reflection, and research.
MACC.912.F-IF.3.7
Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and
using technology for more complicated cases.
MACC.912.N-Q.1.1
Use units as a way to understand problems and to guide the solution of multi-step problems; choose and
interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data
displays.
MACC.912.N-Q.1.3
Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.
Page 13 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Pre-AICE Skills
Knowledge
If a student masters this benchmark, students should “know” the following.
1. know how to use techniques, apparatus, and materials (including the
following of a sequence of
instructions, where appropriate)
2. make and record observations and measurements
3. interpret and evaluate experimental observations and data
4. plan investigations, evaluate methods and suggest possible improvements
(including the selection of techniques, apparatus and materials).
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
• Students will use a microscope to measure the field of view, estimate
the size of the specimen, and create a plan diagram.
• Use the Pre-AICE criteria in graphing, drawing and measurement.
• Label diagrams using proper criteria.
• Create and analyze histograms, pie charts and line graphs (using a best
fit line)
Criteria are listed in the IGSCE / Pre-AICE syllabus (0610)
**There are many samples that you can use in the old papers on the website.
ACTIVITIES / LABS
Activity 1.1 Making Biological Drawings p.7-8
Activity 1.2 Calculating magnification p.8
BACK TO TOP
Page 14 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.N.2.1 (HIGH)
Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for
science).
Knowledge
If a student masters this benchmark, students should “know” the following.
•
•
Students know that science is based on observations of the natural
world made through our senses
Students know that science is not of the supernatural.
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
• Students will identify a phenomenon as science or not science.
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 15 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Quarter – 1
# of days
1/10
Cognitive Complexity Key
RED = Low
GREEN = Moderate
BLUE = High
Big Ideas & Benchmarks
SC.912.N.2.1 (HIGH) – Identify what is science, what clearly is not science, and what
superficially resembles science (but fails to meet the criteria for science).
Pasco (Probeware) Labs
Understanding Student Ideas in Science
(recommended formative assessment)
Teacher Edition
• Chapter Mystery p. 3
• What is Science p. 4-5
Pearson: Biology Florida Edition; Miller and Levine
Discovery Education: Biology Techbook
Laboratory Practices and Safety
• 5E’s & Model Lesson
Using Scientific Methods
• 5E’s & Model Lesson
Science
Observation
Inference
Hypothesis
Data
Essential Vocabulary
NSTA Resources
The Learning Center
• The Nature of Science: Part of the Science Story
• Extrasensory Perception – Pseudoscience?
• The Prepared Practitioner: What is Science?
73371
57144
16968
165711
Assessments/DW Items
Page 16 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.N.2.2 (HIGH)
Identify which questions can be answered through science and which questions are outside the boundaries of scientific
investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion.
Knowledge
If a student masters this benchmark, students should “know” the following.
•
•
Students know that questions regarding beliefs, morals, values, and
other social factors that lead to subjective interpretation cannot be
answered through science.
Students know that science is predictable, objective, testable, and
answers questions through experimentation and examination.
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
• Students will differentiate between problems and/or phenomenon
that can and those that cannot be explained or answered by science.
BACK TO TOP
Page 17 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Quarter – 1
# of days
1/10
Understanding Student Ideas in Science
(recommended formative assessment)
Big Ideas & Benchmarks
SC.912.N.2.2 (HIGH) – Identify which questions can be answered through science and which
questions are outside the boundaries of scientific investigation, such as questions addressed
by other ways of knowing, such as art, philosophy, and religion.
Pasco (Probeware) Labs
Pearson: Biology Florida Edition; Miller and Levine
•
•
Teacher Edition
What is Science p. 4-5
Science in Context p. 10-16
Discovery Education: Biology Techbook
Laboratory Practices and Safety
• 5E’s & Model Lesson
Using Scientific Methods
• 5E’s & Model Lesson
Essential Vocabulary
Observation
Inference
Hypothesis
Theory
Controlled experiment
NSTA Resources
The Learning Center
• The Nature of Science: Part of the Science Story
• Extrasensory Perception – Pseudoscience?
82981
140703
Assessments/DW Items
Page 18 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.N.1.6 (MODERATE)
Describe how scientific inferences are drawn from scientific observations and provide examples from the content being
studied.
Knowledge
If a student masters this benchmark, students should “know” the following.
•
•
Students know inferences are possible explanations for observations
that can be tested.
Students know that inferences can lead to scientific questions.
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
• Students will conduct and record observations.
• Students will make inferences.
• Students will identify a statement as being either an observation or
inference.
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 19 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Quarter – 1
# of days
1/10
Big Ideas & Benchmarks
SC.912.N.1.6 (MODERATE) – Describe how scientific inferences are drawn from scientific
observations and provide examples from the content being studied.
Pasco (Probeware) Labs
Understanding Student Ideas in Science
(recommended formative assessment)
Pearson: Biology Florida Edition; Miller and Levine
Teacher Edition
• Scientific Methodology: The Heart of Science p. 6-7
• Appendix A p. A-4
Inference
Observation
Essential Vocabulary
NSTA Resources
The Learning Center
• How Far are the Stars (How astronomers measure
the distances to stars and learn about the roles
of observation and inference in the development of
scientific knowledge)
Other Science Labs/resources
6459
1419
30899
1433
17684
140705
Assessments/DW Items
Page 20 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.N.1.3 (LOW)
Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on
critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented.
Knowledge
If a student masters this benchmark, students should “know” the following.
•
Students know that scientific claims are strengthened through
repetition and peer review.
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
• Students will participate in a mock debate of a past or current scientific
discussion (i.e. Kingdoms of Classification)
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 21 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Quarter – 1
# of days
1/10
Understanding Student Ideas in Science
(recommended formative assessment)
Big Ideas & Benchmarks
SC.912.N.1.3 (LOW) – Recognize that the strength or usefulness of a scientific claim is
evaluated through scientific argumentation, which depends on critical and logical thinking,
and the active consideration of alternative scientific explanations to explain the data
presented.
Pasco (Probeware) Labs
Pearson: Biology Florida Edition; Miller and Levine
Teacher Edition
• Science in Context p. 10-12
• Biology & Society p. 261, 493, & 593
Theory
Bias
Essential Vocabulary
NSTA Resources
The Learning Center
• Generate an Argument: An Instructional Model
Other Science Labs/resources
164448
169084
Assessments/DW Items
Page 22 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.N.1.4 (HIGH)
Identify sources of information and assess their reliability according to the strict standards of scientific investigation.
Knowledge
If a student masters this benchmark, students should “know” the following.
•
•
Students know that not all sources of scientific information are equally
reliable.
Students know the standards of scientific investigation – scientific
method.
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
• Students will compare and assess the validity of known scientific
information from a variety of sources:
 Print vs. print
 Print vs. online
 Online vs. online
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 23 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Quarter – 1
# of days
1/10
Big Ideas & Benchmarks
SC.912.N.1.4 (HIGH) – Identify sources of information and assess their reliability according to
the strict standards of scientific investigation.
Pasco (Probeware) Labs
Understanding Student Ideas in Science
(recommended formative assessment)
Pearson: Biology Florida Edition; Miller and Levine
Other Science Labs/resources
Teacher Edition
• Biology & Society – Research and Decide p. 16
• Technology & Biology – Writing p. 617
Essential Vocabulary
Controlled experiment
NSTA Resources
135991
140706
84578
Assessments/DW Items
Page 24 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.N.1.1 (HIGH)
Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science,
and do the following:
1. Pose questions about the natural world
2. Conduct systematic observations
3. Examine books and other sources of information to see what is already known
4. Review what is known in light of empirical evidence
5. Plan investigations
6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and
also the generation and interpretation of graphical representations of data, including data tables and graphs)
7. Pose answers, explanations, or descriptions of events
8. Generate explanations that explicate or describe natural phenomena (inferences)
9. Use appropriate evidence and reasoning to justify these explanations to others
10. Communicate results of scientific investigations
11. Evaluate the merits of the explanations produced by others.
Knowledge
If a student masters this benchmark, students should “know” the following.
•
Students know how to solve a problem in science using the scientific
method.
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
• Students will solve a scientific problem by conducting an experiment
designed by the student.
• Students will identify the independent variable, dependent variable,
control, and constant variables in an experiment.
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 25 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Big Ideas & Benchmarks
SC.912.N.1.1- Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics,
Quarter – 1
# of days
2/10
and earth/space science, and do the following:
1. Pose questions about the natural world
2. Conduct systematic observations
3. Examine books and other sources of information to see what is already known
4. Review what is known in light of empirical evidence
5. Plan investigations
6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other
systems, and also the generation and interpretation of graphical representations of data, including data tables and
graphs)
7. Pose answers, explanations, or descriptions of events
8. Generate explanations that explicate or describe natural phenomena (inferences)
9. Use appropriate evidence and reasoning to justify these explanations to others
10. Communicate results of scientific investigations
11. Evaluate the merits of the explanations produced by others.
Understanding Student Ideas in Science
(recommended formative assessment)
Pearson: Biology Florida Edition; Miller and Levine
Teacher Edition
• What is Science p. 4-9
• Science in Context p. 10-15
• Studying Life p. 17-25
Essential Vocabulary
Observation
Hypothesis
Control
Controlled experiment
Pasco (Probeware) Labs
NSTA Resources
The Learning Center
• Who Killed Myra Mains? Students Investigate a
Mock Crime Scene (students must formulate and
revise scientific explanations, as well as communicate
and defend a scientific argument by using
the scientific method to solve problems.)
Discovery Education: Biology Techbook
Using Scientific Methods
• 5E’s & Model Lesson
Assessments/DW Items
1392
52534
52537
52539
52545
57156
Bio 1 EOC Sample Test Item
FL Focus Achieves 10Q Test ID #13634
Page 26 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.N.3.1 (HIGH)
Explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence
concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists
have to offer.
Knowledge
If a student masters this benchmark, students should “know” the following.
•
•
•
Students know the definition of scientific theory as a set of statements
or principles devised to explain a set of facts or phenomena.
Students know that scientific theories have been repeatedly
tested/investigated and are widely accepted by the scientific
community.
Students know that a scientific theory may be modified if new
scientific evidence is presented.
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
• Students will explain the formation of Biology theories throughout the
year (i.e. Cell Theory, etc.)
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 27 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Quarter – 1
# of days
1/10
Understanding Student Ideas in Science
(recommended formative assessment)
Big Ideas & Benchmarks
SC.912.N.3.1 (HIGH) – Explain that a scientific theory is the culmination of many scientific
investigations drawing together all the current evidence concerning a substantial range of
phenomena; thus, a scientific theory represents the most powerful explanation scientists
have to offer.
Pasco (Probeware) Labs
Pearson: Biology Florida Edition; Miller and Levine
Teacher Edition
• Scientific Theories p. 13
Theory
Essential Vocabulary
NSTA Resources
Other Science Labs/resources
127424
57152
84643
82985
Assessments/DW Items
Page 28 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.N.3.4 (MODERATE)
Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws
are well supported descriptions.
Knowledge
If a student masters this benchmark, students should “know” the following.
•
Students know the difference between scientific theories and scientific
laws.
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
• Students will compare a scientific theory to a scientific law to illustrate
that scientific theories are scientific explanations and scientific laws
are scientific descriptions.
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 29 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Quarter – 1
# of days
1/10
Understanding Student Ideas in Science
(recommended formative assessment)
Big Ideas & Benchmarks
SC.912.N.3.4 (MODERATE) – Recognize that theories do not become laws, nor do
laws become theories; theories are well supported explanations and laws are well
supported descriptions.
Pasco (Probeware) Labs
Pearson: Biology Florida Edition; Miller and Levine
Teacher Edition
• Scientific Theories p. 13
Theory
Essential Vocabulary
NSTA Resources
The Learning Center
• The Prepared Practitioner: Why Theories Never
Become Laws
Other Science Labs/resources
71339
84577
Assessments/DW Items
Page 30 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.L.14.4 (MODERATE) Compare and contrast structure and function of various types of microscopes.
SII.3 Size of specimens
Knowledge
If a student masters this benchmark, students should “know” the following.
•
•
•
•
Students know the difference between a light and electron
microscope.
Students know the advantages of using light vs. electrons and vice
versa.
Students know the parts of a light microscope.
Students will be able to calculate FOV and estimate size of specimen
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
• Students will participate in activities to identify the parts and proper
use of a light microscope.
• Students will select the appropriate microscope for a given scenario
and explain this selection.
•
Show calculations and drawings of specimen. Calculate the
magnification of the resulting drawing. Must use millimeters
and micrometers
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 31 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Quarter – 1
# of days
2
Big Ideas & Benchmarks
SC.912.L.14.4 (MODERATE) – Compare and contrast structure and function of various types
of microscopes.
SII.3 Size of specimens
Pasco (Probeware) Labs
Understanding Student Ideas in Science
(recommended formative assessment)
Pearson: Biology Florida Edition; Miller and Levine
Teacher Edition
• Life is Cellular – pg. 191-192
PearsonSuccessNet (SSO login through Angel)
• Interactive Digital Path
 Unit 3 – Ch. 7.1 – Lesson Overview Slides 824
Lab Manual A
Lab Skills 3: Using a Compound Microscope – pg. 915
Essential Vocabulary
Microscope
IGCSE Coursebook resources
Chapter 1
Chapter 2
PRE- AICE ACTIVITIES / LABS
Activity 1.1 Making Biological Drawings p.7-8
Activity 1.2 Calculating magnification p.8
Other Science Labs/resources
•
•
www.btanj.org/animations
New Microscope Produces Dazzling 3D Movies
of Live Cells
26224
1393
18792
53041
530442
75009
Assessments/DW Items
Page 32 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.L.18.12 (MODERATE)
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.
SII.6.1 Nutrients
Knowledge
If a student masters this benchmark, students should “know” the following.
•
Students know that water’s hydrogen bonds allow:
1. Water to dissolve many other substances.
2. For high heat capacity.
3. Account for adhesion and cohesion of water molecules.
4. Occur because of waters polarity.
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
• Students will explore and explain the adhesion, cohesion, solubility,
capillary action, etc. of water.
• Students will generate real world examples of water’s special
properties (i.e. insects on top of water, rain on windshield, etc.)
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 33 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Quarter – 1
# of days
3
Big Ideas & Benchmarks
SC.912.L.18.12 (MODERATE) – 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.
SII.6.1 Nutrients
Understanding Student Ideas in Science
(recommended formative assessment)
Pearson: Biology Florida Edition; Miller and Levine
Teacher Edition
• Properties of Water - pg. 40 – 42
PearsonSuccessNet (SSO login through Angel)
• Interactive Digital Path
• Unit 1 - Chapter 2 Chapter Resources –
Untamed Science - Not a Drop to Drink Part 1
and 2
Essential Vocabulary
Hydrogen bond
Cohesion
Adhesion
Solution
Solvent
Pasco (Probeware) Labs
Biology GLX Lab Manuals
Organisms and pH – Student Guide, Teacher Guide
IGCSE Coursebook
Chapter 4 page 31
Discovery Education: Biology Techbook
Water
• 5E’s and Model Lesson
• Explore: The Water Molecule
DE Planet Earth
• Fresh Water’s Journey (3:12)
NSTA Resources
52931
52935
58528
Assessments/DW Items
Bio 1 EOC Sample Test Item
FL Focus Achieves 10Q Test ID #13631
Page 34 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.E.7.1 (HIGH)
Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.
SII.6.2.3 – Mineral requirements
SIV.3 Nutrient Cycles
SIV.5.2 Pollution
Knowledge
If a student masters this benchmark, students should “know” the following.
•
•
•
•
Students know there is an exchange of and flow of energy on Earth.
Students know there is a movement of matter through systems on
Earth.
Students know the 4 biogeochemical cycles:
 Water
 Nitrogen
 Carbon
 Phosphorus
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
• Students will analyze, diagram, and explain the movement of matter
and energy through ecosystems:
 Water
 Nitrogen
 Carbon
 Phosphorus
•
Describe the nitrogen cycle in terms of:
 • the role of microorganisms in providing usable nitrogencontaining substances by decomposition and by nitrogen
fixation in roots
 • the absorption of these substances by plants and their
conversion to protein followed by passage through food
chains,death, decay
 • nitrification and denitrification and the return of nitrogen to
the soil or the atmosphere
 Explain the effects of nitrate ion and magnesium ion deficiency
on plant growth
(names of individual bacteria are not required)
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 35 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Big Ideas & Benchmarks
SC.912.E.7.1 (HIGH) – Analyze the movement of matter and energy through the different
biogeochemical cycles, including water and carbon.
Quarter – 1
# of days
2
Understanding Student Ideas in Science
(recommended formative assessment)
Pearson: Biology Florida Edition; Miller and Levine
Teacher Edition
• Cycles of Matter p. 79-86
PearsonSuccessNet (SSO login through Angel)
• Interactive Digital Path
 Unit 2 – Ch. 3.4 Cycles of Matter – Lesson
Overview
 Unit 2 – Ch. 3.4 Cycles of Matter – Activities
– Interactive Art – Water Cycle
 Unit 2 – Ch. 3.4 Cycles of Matter –Activities
– Visual Analogy – Interlocking Nutrient
Cycles
Lab Manual A
• The Effect of Fertilizer on Algae p. 25-28
Study Workbook A
• Cycles of Matter p. 39-43
Study Workbook B
 Cycles of Matter p. 38-39
SII.6.2.3 – Mineral requirements
SIV.3 Nutrient Cycles
SIV.5.2 Pollution
Pasco (Probeware) Labs
Earth and Environmental GLX Lab Manual
• Soil Respiration – Student Guide, Teacher Guide
IGCSE Coursebook
Chapter 6 (p55)
Chapter 15
Discovery Education: Biology Techbook
Water
• 5E’s and Model Lesson
• ELL Worksheet: Water
Nutrient Cycles
• Explore: Carbon Cycle
Page 36 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Essential Vocabulary
Biogeochemical cycle
NSTA Resources
54311
52527
53251
17419
18381
Assessments/DW Items
Page 37 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.L.17.2 (HIGH)
Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and
temperature.
Knowledge
If a student masters this benchmark, students should “know” the following.
•
•
Students will know the factors that affect the distribution of life in an
aquatic ecosystems and how they affect that distribution:
 Fresh vs. marine
 Salinity
 Water depth
 Light
 Pressure
 Dissolved gasses
 Temperature
 Currents
 Nutrients
Students will know the ocean zones as a function of depth and
distance from shore.
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
• Students will explore and explain how factors affect the distribution of
life in aquatic ecosystems.
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 38 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Quarter – 1
# of days
2
Understanding Student Ideas in Science
(recommended formative assessment)
Big Ideas & Benchmarks
SC.912.L.17.2 (HIGH) – Explain the general distribution of life in aquatic systems as a function
of chemistry, geography, light, depth, salinity, and temperature.
•
Pasco (Probeware) Labs
The Role of Buffers in Biological Systems – Student Guide – Teacher Guide
Pearson: Biology Florida Edition; Miller and Levine
Teacher Edition
• Aquatic Ecosystems p. 117-121
PearsonSuccessNet (SSO login through Angel)
• Interactive Digital Path
 Unit 2 – Ch. 4.5 – Lesson Overview Aquatic Ecosystems
 Unit 2 – Ch. 4.5 – Activities – Art Review – Ocean Zones
Study Workbook A
• Aquatic Ecosystems p. 61-63
Study Workbook B
• Aquatic Ecosystems p. 56-57
Essential Vocabulary
NSTA Resources
Salinity
Discovery Education: Biology Techbook
Ecosystems
• 5E’s and Model Lesson
Assessments/DW Items
86834
86875
119584
Page 39 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.L.17.9 (MODERATE)
Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer
through trophic levels and the reduction of available energy at successive trophic levels.
SIV.1 – Energy Flow
SIV.2 – Food chains and food webs
Knowledge
If a student masters this benchmark, students should “know” the following.
•
•
•
•
•
•
•
•
Students will know the difference between a food chain and food web.
Students will know the difference between producers, consumers, and
decomposers.
Students will know energy pyramids show the relative amount of
energy available at each trophic level of a food chain or food web.
Students will know the amount of energy available at each trophic
level often limits the # of organisms that each level can support.
Students will know that 10% of the energy from 1 trophic level is
available to move to the organisms at the next trophic level,
Students will know that pyramids of biomass illustrate the relative
amount of living organic matter available at each trophic level in an
ecosystem.
Students will know that a pyramid of number of organisms show the
relative number of individual organisms at each trophic level in an
ecosystem.
Student will state that the sun is the principal source of energy output
into biological systems
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
• Students will examine feeding relationships in an ecosystem or web to
identify the producers, consumers, and decomposers
• Students will compare and contrast food webs and food chains.
• Students will make calculations to determine available energy to
members of a food web.
• Students will interpret diagrams of food webs, energy pyramids, and
biomass pyramids.
• Students will differentiate between pyramid of energy and pyramid of
biomass.
• Students will be able to explain why food chains usually have fewer
than five trophic levels
• Explain why there is an increased efficiency in supplying green plants
as human food and that there is a relative inefficiency, in terms of
energy loss, in feeding crop plants to animals.
• Describe the non-cyclical nature of energy flow.
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 40 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Quarter – 1
# of days
2
Understanding Student Ideas in Science
(recommended formative assessment)
Life Science
• #14 Is It a Consumer?
• #15 Food Chain Energy
• #16 Ecosystem Cycles
• #17 No More Plants
Pearson: Biology Florida Edition; Miller and Levine
Teacher Edition
• Energy, Producers, and Consumers p. 69-72
• Energy Flow in Ecosystems p. 73-78
• The Importance of Prokaryotes p. 584-585
Study Workbook A
• Energy, Producers, and Consumers p. 33-34
• Energy Flow in Ecosystems p. 35-38
• The Importance of Prokaryotes p. 318
• Study Workbook B Energy, Producers, and
Consumers p. 31-33
• Energy Flow in Ecosystems p. 34-37
PearsonSuccessNet (SSO login through Angel)
• Interactive Digital Path
 Unit 2 – Ch. 3.2 – Lesson Overview –
Energy, Producers, and Consumers
 Unit 2 – Ch. 3.2 – Activities – Art Review –
Producers and Consumers
Big Ideas & Benchmarks
SC.912.L.17.9 (MODERATE) – Use a food web to identify and distinguish producers,
consumers, and decomposers. Explain the pathway of energy transfer through trophic levels
and the reduction of available energy at successive trophic levels.
SIV.1 – Energy Flow
SIV.2 – Food chains and food webs
Pasco (Probeware) Labs
Biology GLX Lab Manual
• Energy Content of Food – Student Guide, Teacher Guide
IGCSE Coursebook
Chapter 15
Other Science Labs/resources
Field Trip:
* Corkscrew, Picayune, Zoo, Conservancy,
Fakahatchee, Naples Preserve, Lake Trafford
Discovery Education: Biology Techbook
Ecosystems
• 5E’s and Model Lesson
• Explore: Food Chains and Food Webs
Page 41 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
 Unit 2 – Ch. 3.3 – Lesson Overview – Energy
Flow in Ecosystems
 Unit 2 – Ch. 3.3 – Activities – Visual Analogy
– Earth’s Recycling Center
Unit 6 – Ch. 20.2 – Lesson Overview – Importance
of Prokaryotes (slides 23-28)
Food chain
Food web
Trophic level
Producers
Consumers
Decomposers
Essential Vocabulary
NSTA Resources
1326
73557
74057
16995
Assessments/DW Items
Bio 1 EOC Sample Test Item
FL Focus Achieves 10Q Test ID #13630
Page 42 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.L.17.5 (HIGH)
Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic)
that determine carrying capacity.
SIV.4 Population size
Knowledge
If a student masters this benchmark, students should “know” the following.
•
•
•
•
•
•
Students will know biotic and abiotic factors in an ecosystem and how
they can be limiting factors to the growth of a population.
Students will know factors that affect carrying capacity.
Students will know factors that contribute to changes in populations:
 Births
 Deaths (include predation and disease)
 Immigration/emigration
 Biotic and abiotic factors
Students will know how populations are described:
 Geographic range
 Density and distribution
 Growth rate
 Age structure
Students will know how individuals are added to or removed from a
population.
Students will know what happens to a population during exponential
and logistic growth.
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
• Students will analyze data and diagrams to make predictions about
population changes over time.
• Students will compare and contrast exponential and logistic growth.
• Students will be able to interpret graphs and diagrams of human
population growth.
• Students will be able to identify lag, exponential (log), stationary and
death phases in the sigmoid population growth curve fir a population
growing in an environment with limited resources.
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 43 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Quarter – 1
# of days
2
Understanding Student Ideas in Science
(recommended formative assessment)
Pearson: Biology Florida Edition; Miller and
Levine
Teacher Edition
• How Populations Grow p. 130-135
• Limits to Growth p. 137-141
• Human Population Growth p. 142-145
PearsonSuccessNet (SSO login through
Angel)
• Interactive Digital Path
 Unit 2 – Ch. 5 Chapter Mystery – A
Plague of Rabbits
 Unit 2 – Ch. 5.1 – How Populations
Grow
 Unit 2 – Ch. 5.2 Limits to Growth
 Unit 2 – Ch. 5.3 Human Population
Growth
Lab Manual A
• The Growth Cycle of Yeast p. 35-38
Study Workbook A
• Populations p. 67-80
Study Workbook B
 Populations p. 61-72
Big Ideas & Benchmarks
SC.912.L.17.5 (HIGH) – Analyze how population size is determined by births, deaths,
immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying
capacity.
SIV.4 – Population size
Pasco (Probeware) Labs
IGSCE Coursebook
Chapter 15
Discovery Education:
Biology Techbook
Describing Populations
• 5E’s & Model Lesson
•
•
Other Science
Labs/resources
Logistic Growth
Carrying Capacity
Simulation
Discovery Education: Streaming
• Ecosystems: The Role of Abiotic
Factors (15:00)
Page 44 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Essential Vocabulary
Biotic factors
Abiotic factors
Carrying capacity
Population
Log phase
Lag phase
Stationary phase
NSTA Resources
Assessments/DW Items
1357
54205
54206
54207
54208
54209
54211
77397
Bio 1 EOC Sample Test Item
FL Focus Achieves 10Q Test ID #13629
Page 45 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.L.17.4 (MODERATE)
Describe changes in ecosystems resulting from seasonal variations, climate change and succession.
SIV.5 Human influences on the ecosystems
SIV.5.1 Human influences on the ecosystems - Agriculture
Knowledge
If a student masters this benchmark, students should “know” the following.
•
•
•
•
Students will know how climate change and seasonal variations affect
populations in ecosystems.
Students will know the difference between 1st and 2nd succession.
Students will know the progressive development of an ecosystem
during 1st and 2nd succession.
Students will list the undesirable effects of deforestation (to include
extinction, loss of soil, flooding, carbon dioxide build up)
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
st
nd
• Students will compare and contrast 1 and 2 succession.
• Students will explain how an ecosystem will change as a result of
climate change or seasonal variation.
• Student will be able to list and explain the effects of deforestation.
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 46 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Quarter – 1
# of days
2
Understanding Student Ideas in Science
(recommended formative assessment)
Pearson: Biology Florida Edition; Miller and Levine
Teacher Edition
• Ecosystems and Communities – Climate p. 9698
• Succession p. 106-109
 Quick Lab – Successful Succession p. 108
• Meeting Ecological Challenges p. 173-179
 Quick Lab – Acid Rain and Seeds p. 180
Study Workbook A
• Ecosystems and Communities – Climate p. 4750
• Succession p. 54-56
• Meeting Ecological Challenges p. 91-93
Study Workbook B
• Ecosystems and Communities – Climate p. 4345
• Succession p. 49-51
• Meeting Ecological Challenges p. 84-87
PearsonSuccessNet (SSO login through Angel)
• Interactive Digital Path
 Unit 2 – Ch. 4.1 – Lesson Overview Climate
 Unit 2 - Ch. 4.1 – Activities – Visual Analogy
Big Ideas & Benchmarks
SC.912.L.17.4 (MODERATE) – Describe changes in ecosystems resulting from seasonal
variations, climate change and succession.
SIV.5 Human influences on the ecosystems
SIV.5.1 Human influences on the ecosystems - Agriculture
Pasco (Probeware) Labs
IGCSE Coursebook
Discovery Education: Biology Techbook
Ecosystems
• 5E’s and Model Lesson
Discovery Education Streaming
• The Effect of Eruptions on Global Climate (2:14)
• Planet Earth: Seasonal Forests ( 41:49)
• Biologix: Succession ad Climax Communities
(29:07)
• Organisms and Their Environment (20:14)
Page 47 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
– The Greenhouse Effect
 Unit 2 – Ch. 4.3 – Lesson Overview –
Succession
 Unit 2 – Ch. 4.3 – Activities – Art in Motion
– Primary and Secondary Succession
 Unit 2 – Ch. 6.4 – Lesson Overview –
Meeting Ecological Challenges
 Unit 2 – Ch. 6.4 – Activities – Visual Analogy
– Ecological Footprint
Author Updates
• Succession
Ecosystem
Climate
Succession
Essential Vocabulary
NSTA Resources
84144
54287
Assessments/DW Items
Page 48 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.L.17.8 (HIGH)
Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the
introduction of invasive, non-native species.
Knowledge
If a student masters this benchmark, students should “know” the following.
•
•
•
Students will know why biodiversity is important (genetics, species,
ecosystem diversity)
Students will know significant threats to biodiversity (catastrophic
events, climate change, human activity)
Students will know the consequences of the loss to biodiversity.
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
• Students will research the loss of biodiversity of an area and explain
the causes and consequences for the loss.
• Students will explore and explain ecological footprints.
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 49 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Quarter – 1
# of days
2
Big Ideas & Benchmarks
SC.912.L.17.8 (HIGH) – Recognize the consequences of the losses of biodiversity due to
catastrophic events, climate changes, human activity, and the introduction of invasive, nonnative species.
Pasco (Probeware) Labs
Understanding Student Ideas in Science
(recommended formative assessment)
Pearson: Biology Florida Edition; Miller and Levine
Teacher Edition
PearsonSuccessNet (SSO login through Angel)
• Chapter Mystery – The Wolf Effect p. 95 & 125
• Interactive Digital Path
 Unit 2 - Chapter 4 - Chapter Mystery – The
• Chapter Mystery – A Plague of Rabbits p. 129 &
Wolf Effect
149
 Unit 2 – Chapter 5 – Chapter Mystery – A
• Organisms in New Environments p. 133
Plague of Rabbits
• Biology & Society – What Can Be Done About
 Unit 2 – Chapter 6 – Chapter Mystery –
Invasive Species? P. 136
Easter Island
• Chapter Mystery – Moving The Moai p. 153 &

Unit
2 – Chapter 6.1 A Changing Landscape
p. 183
 Unit 2 – Chapter 6.2 – Using Resources
• A Changing Landscape p. 154-157
Wisely
• Using Resources Wisely p. 158-165
 Unit 2 – Chapter 6.3 - Biodiversity
• Biodiversity p. 166-172

Unit 2 – Chapter 6.4 Meeting Ecological
• Meeting Ecological Challenges p. 173-180
Challenges
Lab Manual A
 Unit 2 – Chapter 6 – Chapter Resources:
• The Effect of Fertilizer on Algae p. 25-28
Humans and the Biosphere
• Acid Rain and Seeds p. 39-44
Study Workbook A
• Chapter Mystery – The Wolf Effect p. 65-66
• Humans in the Biosphere p. 81-96
Study Workbook B
• Chapter Mystery – The Wolf Effect p. 47
• Chapter Mystery – A Plague of Rabbits p. 67
• Humans in the Biosphere p. 73-90
•
•
Other Science Labs/resources
Nature: Invasion of the Giant Pythons (50:23)
Florida Fish and Wildlife: Invasive Species
University of Florida - Dept. of Wildlife Ecology
and Conservation
• Invasive Cuban Treefrogs in Florida
The Invader Updater – Quarterly electronic
newsletter on invasive vertebrates in Florida and
southeastern U.S.
• 2011 - Volume 3
•
 Fall - Issue 3
 Summer - Issue 2
 Spring - Issue 1
2010 - Volume 2
•
 Winter - Issue 4
 Fall - Issue 3
 Summer - Issue 2
 Spring - Issue 1
2009 - Volume 1
 Winter - Issue 1
PBS Frontline
Poisoned Waters – What Can Students Do?:
Raising Environmental Awareness
Page 50 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Essential Vocabulary
Invasive species
NSTA Resources
16977
17493
54285
86432
98227
28876
9914
32585
Assessments/DW Items
Page 51 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.L.17.20 (HIGH)
Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability.
SIV.5.1 and 5.2 Human influences in the ecosystem / Pollution
Knowledge
If a student masters this benchmark, students should “know” the following.
•
•
•
Students will know how human activity can impact environmental
systems as evidenced by ecological footprints.
Students will know what the sustainability of an ecosystem
encompasses.
Students need to know the undesirable effects of pollution to include:
- Non-biodegradeable plastics
- Water pollution (sewage and chemical waste)
- Air pollution (sulfur dioxide) – acid rain
- Greenhouse gases (carbon dioxide and methane) contribution to
global warming
- Pollution due to pesticides (herbicides and insecticides)
- Nuclear pollution
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
• Students will examine case studies to:
 Recognize a problem in the environment.
 Research the problem to determine its cause.
 Explore how changing human behavior can have a positive
impact on the global environment.
• Students will list examples of how they have contributed to their
ecological footprint.
• Students will explain how non-biodegradable plastics,
sewage/chemical waste, sulfur dioxide (acid rain), CO 2 , methane,
herbicides and insecticides, nuclear waste contributes to pollution
and the effects of the pollutants on the environment.
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 52 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Quarter – 1
# of days
2
Big Ideas & Benchmarks
SC.912.L.17.20 (HIGH) – Predict the impact of individuals on environmental systems and examine
how human lifestyles affect sustainability.
SIV.5.1 and 5.2 Human influences in the ecosystem / pollution
Pasco (Probeware) Labs
Understanding Student Ideas in Science
(recommended formative assessment)
Pearson: Biology Fl Edition; Miller and Levine
Teacher Edition
• A Changing Landscape p. 154-157
• Using Resources Wisely p. 158-165
• Biodiversity p. 166-172
• Meeting Ecological Challenges p. 173-180
PearsonSuccessNet (SSO login through Angel)
• Interactive Digital Path
 Unit 2 – Chapter 6.1 A Changing
Landscape
 Unit 2 – Chapter 6.2 – Using Resources
Wisely
 Unit 2 – Chapter 6.3 - Biodiversity
 Unit 2 – Chapter 6.4 Meeting
Ecological Challenges
 Unit 2 – Chapter 6 – Chapter
Resources: Humans and the Biosphere
Lab Manual A
• The Effect of Fertilizer on Algae p. 25-28
• Acid Rain and Seeds p. 39-44
Study Workbook A
• Humans in the Biosphere p. 81-96
Study Workbook B
 Humans in the Biosphere p. 73-90
IGCSE Coursebook
Chapter 16
Other Science Labs/resources
Emissions Calculators
• Household
• Cleaner and Greener
PBS Frontline
• Poisoned Waters – What Can Students Do?: Raising
Environmental Awareness
Page 53 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Essential Vocabulary
Sustainability
NSTA Resources
928
147521
74183
87500
87752
54518
Assessments/DW Items
Bio 1 EOC Sample Test Item
FL Focus Achieves 10Q Test ID #13628
Page 54 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.L.17.11 (HIGH)
Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and
forests.
SIV.5.2 and SIV.5.3 Human influences in the ecosystem / Pollution and Conservation
Knowledge
If a student masters this benchmark, students should “know” the following.
•
•
•
Students will know the consequences of the use of renewable and
nonrenewable resources listed in benchmark and how this use affects
the environment.
Students will know how humans affect environments through
agriculture, development, and industry.
Students will know how human activity impacts the quality of Earth’s
natural resources.
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
• Students will explore local, national, and global renewable and
nonrenewable resources.
• Students will explain the environmental costs of the use of renewable
and nonrenewable resources.
• Students will explain the benefits of renewable and nonrenewable
resources. (including recycling of paper and treatment of sewage to
make the water that is contains safe to return to the environment or
for human use)
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 55 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Big Ideas & Benchmarks
SC.912.L.17.11 (HIGH) – Evaluate the costs and benefits of renewable and nonrenewable
resources, such as water, energy, fossil fuels, wildlife, and forests.
Quarter – 1
# of days
2
SIV.5.2 and SIV.5.3 Human influences in the ecosystem / Pollution and
Conservation
Understanding Student Ideas in Science
(recommended formative assessment)
Pearson: Biology Florida Edition; Miller and Levine
Teacher Edition
• A Changing Landscape p. 154-157
• Using Resources Wisely p. 158-165
• Meeting Ecological Challenges p. 173-180
PearsonSuccessNet (SSO login through Angel)
• Interactive Digital Path
 Unit 2 – Chapter 6.1 A Changing Landscape
 Unit 2 – Chapter 6.2 – Using Resources
Wisely
 Unit 2 – Chapter 6.4 Meeting Ecological
Challenges
 Unit 2 – Chapter 6 – Chapter Resources:
Humans and the Biosphere
Study Workbook A
• Humans in the Biosphere p. 81-96
Study Workbook B
 Humans in the Biosphere p. 73-90
IGCSE Coursebook
Chapter 16
Pasco (Probeware) Labs
Other Science Labs/resources
PBS Frontline
• Poisoned Waters – What Can Students Do?:
Raising Environmental Awareness
Page 56 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Essential Vocabulary
Renewable resources
Nonrenewable resources
NSTA Resources
87550
87556
54517
Assessments/DW Items
Page 57 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.L.17.13 (HIGH)
Discuss the need for adequate monitoring of environmental parameters when making policy decisions.
SIV5.3 Human influences in the ecosystem / Conservation
Knowledge
If a student masters this benchmark, students should “know” the following.
•
•
•
Students will know how environmental parameters are monitored.
Students will know types of environmental policies.
Students will know how to utilize environmental data and evidence
that are used to make policy decisions.
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
• Students will research and explain current environmental policies and
how/why these policies were developed.
• Students will collect environmental data and use the date to generate
new school practices and/or procedures.
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 58 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Quarter – 1
# of days
2
Big Ideas & Benchmarks
SC.912.L.17.13 (HIGH) – Discuss the need for adequate monitoring of environmental
parameters when making policy decisions.
SIV.5.3 Human influences in the ecosystem / Conservation
Understanding Student Ideas in Science
(recommended formative assessment)
Pearson: Biology Florida Edition; Miller and Levine
Teacher Edition
• Using Resources Wisely p. 158-165
• Biodiversity p. 166-172
• Meeting Ecological Challenges p. 173-180
PearsonSuccessNet (SSO login through Angel)
• Interactive Digital Path
 Unit 2 – Chapter 6.2 – Using Resources Wisely
 Unit 2 – Chapter 6.3 - Biodiversity
 Unit 2 – Chapter 6.4 Meeting Ecological Challenges
 Unit 2 – Chapter 6 – Chapter Resources: Humans and the Biosphere
Study Workbook A
• Humans in the Biosphere p. 81-96
Study Workbook B
• Humans in the Biosphere p. 73-90
Pasco (Probeware) Labs
Other Science Labs/resources
Page 59 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
eutrophication
Essential Vocabulary
NSTA Resources
54511
Assessments/DW Items
Page 60 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.L.18.1 (MODERATE)
Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules.
SII.6 and SII6.1 – Nutrition/Nutrients
Knowledge
If a student masters this benchmark, students should “know” the following.
•
•
•
•
•
•
•
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
Students know the structure and function of and know how to test for:
• Students will describe the found in and the shapes of the 4 major
 Carbohydrates
macromolecules.
 Nucleic Acid
• Students will identify the macromolecule when given a chemical
 Protein
structure.
 Lipid
• Students will explain the primary function of carbohydrates, nucleic
acids, lipids, and proteins.
Students know carbohydrates are:
• Students will conduct tests of different substances to identify the
 Composed of C, H, and O in a ratio of 1:2:1.
macromolecules that are present. (Use
 f(x) = Carbohydrates are used for energy.
iodine/benedict’s/biuret’s/ethanol)
Students know nucleic acids are:
• Students will illustrate the steps involved in using microorganisms to
 Located in DNA and RNA
create yoghurt.
 f(x) = Store heredity information.
•
Students will be able to create a chart comparing/contrasting the
Students know proteins:
health benefits and hazards of food additives and colourings.
 Are composed of N, O, C, and H. Are made of amino acids.
 f(x) = Control rate of reactions and regulate cell processes.
Students know lipids are:
 Composed of C and H and are insoluble in water.
 f(x) = Store energy
Students will know how microorganisms are used in the food industry
to create yoghurt
Students will be able to describe the benefits and health hazards
associated with food additives and colourings.
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 61 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Quarter – 2
# of days
6
Understanding Student Ideas in Science
(recommended formative assessment)
Pearson: Biology Florida Edition; Miller and
Levine
• Teacher Edition
• Carbon Compounds – pg. 45 – 49
• Analyzing Data – pg. 48
Essential Vocabulary
Carbohydrate
Lipid
Protein
Nucleic acid
Big Ideas & Benchmarks
SC.912.L.18.1 (MODERATE) – Describe the basic molecular structures and primary
functions of the four major categories of biological macromolecules.
SII.6 and SII6.1 – Nutrition/Nutrients
Pasco (Probeware) Labs
Biology GLX Lab Manuals
• Energy Content of Food – Student Guide – Teacher Guide
IGCSE Biology Coursebook
Chapter 4
Pre-AICE Activities / Labs
4.1 Testing foods for sugars
4.2 Testing foods for starches
4.3 Testing foods for fats
4.4 Testing foods for protein
Other Science Labs/resources
Discovery Education: Biology Techbook
The Chemistry of Life
• 5E’s and Model Lesson
Discovery Education: Video
• Special Chemicals of Life (2:04)
• Energy and the chemistry of Life (39:48)
Assessments/DW Items
17860
17420
18392
9618
52948
57244
FL Focus Achieves 10Q Test ID #13620
Page 62 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.L.18.11 (MODERATE)
Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH
and temperature, and their effect on enzyme activity.
SII.5 Enzymes
Knowledge
If a student masters this benchmark, students should “know” the following.
•
•
•
•
•
•
•
Students know enzymes lower activation energy so reactions happen
faster.
Students know catalysts by lowering activation energy which results in
speeding up the reaction.
Students will be able to explain the lock and key model
Students know factors that affect enzymes:
 pH
 Temperature
 Regulatory molecules (“on/off” switch)
Students will be able to describe the role of enzymes in the
germination of seeds as well as their uses in biological washing
products and use of enzymes in the food industry
Students will be able to outline the use of microorganisms and
fermenters to manufacture the antibiotic penicillin and enzymes for
use in biological washing powders.
Describe the role of the fungus Penicillium in the production of
antibiotic penicillin
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
• Students will participate in a lab to observe reaction rates with and
without enzymes.
• Students will graph results showing a decrease in activation energy.
• Students can draw/label/explain the lock and key model
•
Students will be able to identify and describe the role of enzymes in:
- Seed germination
- Biological washing processes
- Pectinase / fruit juice in the food industry
- Use of microorganisms and fermenters in the production of
penicillin; including the role of fungus Penicillium
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 63 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Big Ideas & Benchmarks
SC.912.L.18.11 (MODERATE) – Explain the role of enzymes as catalysts that lower the
activation energy of biochemical reactions. Identify factors, such as pH and temperature, and
their effect on enzyme activity.
SII.5 Enzymes
Quarter –2
# of days
4
Pasco (Probeware) Labs
Understanding Student Ideas in Science
(recommended formative assessment)
Pearson: Biology Florida Edition; Miller and Levine
Teacher Edition
• Chemical Reactions and Enzymes – pg. 50-53
Design Your Own Lab: Pre-Lab: Temperature and
Enzymes – pg. 54
PearsonSuccessNet (SSO login through Angel)
• Interactive Digital Path
• Unit 1 – Ch. 2.4 – Chemical Reactions and
Enzymes – Activities - Visual Analogy: Lock and
Key
Essential Vocabulary
Chemical reaction
Reactant
Product
Activation energy
Catalyst
Enzyme
substrate
Biology GLX Lab Manuals
• Catalase Enzyme Action – Student Guide – Teacher Guide
IGCSE Biology Coursebook
Chapter 5
Other Science Labs/resources
Discovery Education: Biology Techbook
The Chemistry of Life
• Explore: Enzymes
Pre-AICE Activities and Labs
5.1 The effects of catalase on hydrogen peroxide
5.2 Investigating the effect of pH on the activity of
catalase
5.4 Investigating biological washing powders
5.5 Investigating the use of pectinase in making
fruit juice
1422
17498
52966
Assessments/DW Items
Bio 1 EOC Sample Test Item
Page 64 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.L.14.1 (MODERATE)
Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science.
Knowledge
If a student masters this benchmark, students should “know” the following.
•
•
Students know that the cell theory states:
 All living things are made of cells
 Cells are the basic unit of structure and function
 New cells are produced from existing cells.
Students know the cell theory was confirmed by the work of many
scientists (Leeuwenhoek, Schleiden/Schwann, Virchow)
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
• Students will use a microscope to view the basic parts of plant and
animal cells.
• Students will explain the sequence of discoveries that led to the cell
theory.
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 65 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Quarter – 2
# of days
1
Big Ideas & Benchmarks
SC.912.L.14.1 (MODERATE) – Describe the scientific theory of cells (cell theory) and relate the
history of its discovery to the process of science.
Understanding Student Ideas in Science
(recommended formative assessment)
Life Science
• #6 Atoms and Cells
Pearson: Biology Florida Edition; Miller and Levine
Teacher Edition
• Life is Cellular – pg. 190-191
PearsonSuccessNet (SSO login through Angel)
• Interactive Digital Path
 Unit 3 – Ch. 7.1 – Lesson Overview Slides 1-7
Cell
Cell theory
Essential Vocabulary
NSTA Resources
Pasco (Probeware) Labs
Discovery Education: Biology Techbook
Cell Structure and Function
• 5E’s & Model Lesson
25059
98239
119669
Assessments/DW Items
Bio 1 EOC Sample Test Item
FL Focus Achieves 10Q Test ID #13616
Page 66 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.L.14.3 (MODERATE)
Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of
prokaryotic and eukaryotic cells.
SII.1 and SII.2 Cell Structures and Organisation and Levels of organisation
Knowledge
If a student masters this benchmark, students should “know” the following.
•
•
•
•
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
Students know the basic organelles of plant and animal cells (see
• Students will identify the difference between plant and animals cells
Essential Vocabulary).
and prokaryotic and eukaryotic cells from given diagrams or images.
Students know prokaryotic cells lack a nucleus and membrane bound
• Students will identify individual plant and animal cell organelles from a
organelles.
diagram or image.
Students will be able to identify and describe the structure of palisade
• Students will perform microscope activities viewing plant and animal
and liver cells, root hair cells, and vascular bundles (xylem and
cells to compare and contrast their general structures.
phloem)
• Draw plan diagrams of the cells mentioned on the left, properly label
their features.
Students will be able to define the levels of organization – cell, tissue,
organ, organ system
• List and define the levels of organization.
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 67 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Big Ideas & Benchmarks
SC.912.L.14.3 (MODERATE) – Compare and contrast the general structures of plant and
animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells.
Quarter – 2
# of days
3/6
Understanding Student Ideas in Science
(recommended formative assessment)
Life Science
• #5 Pond Water
Pearson: Biology Florida Edition; Miller and Levine
Teacher Edition
• Prokaryotes and Eukaryotes – pg. 193-194
Visual Summary – pg. 206-207
PearsonSuccessNet (SSO login through Angel)
• Interactive Digital Path
 Unit 3 – Ch. 7.2 Cell Structure – Activities Art Review: Animal and Plant Cells
SII.1 and SII.2 Cell Structures and Organisation and Levels of organisation
Pasco (Probeware) Labs
IGCSE Biology Coursebook
Chapter 2
Other Science Labs/resources
Discovery Education: Biology Techbook
Cell Structure and Function
• 5E’s & Model Lesson
• Explore: Prokaryotic vs Eucaryotic cells
• Writing Prompt
Discovery Education: Streaming
• Introduction to the Cell (21:00)
Khan Academy
• Parts of a Cell
Nucleus
Eukaryote
Prokaryote
Essential Vocabulary
Pre-AICE Activities / Labs
2.1 Looking at animal cells
2.2 Looking at plant cells
University of Utah: Learn Genetics
• Amazing Cells
Assessments/DW Items
53063
53087
53089
54705
1347
9627
Page 68 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Bio 1 EOC Sample Test Item
FL Focus Achieves 10Q Test ID #13617
Page 69 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.L.14.2 (MODERATE)
Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly
selective barrier (passive and active transport).
SII.1 and SII.4.1-4.3 Cell Structures and Organisation / Movement in and out of cells (diffusion/active transport / osmosis)
SIII.2 Growth and Development
Knowledge
If a student masters this benchmark, students should “know” the following.
•
•
•
•
•
•
Students know the general function of plant and animal cell organelles.
Students know the cell membrane is selectively permeable.
Students know the difference between active and passive transport.
Student will be able to describe the diffusion of gases and other
molecules and its importance as a process in living things.
Student will be able to define osmosis and its importance regarding
the uptake of water by plants, and its effects on plant and animal
tissues. Include the importance of water potential gradients in the
uptake of water by plants.
Students will discuss the importance of active transport with regard
to ion uptake by root hairs and uptake of glucose by epithelial cells of
villi
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
• Students will explain the general function of given organelles.
• Students will participate in activities to investigate and explain passive
and active transport (i.e. osmosis/diffusion lab, etc.)
• Students will be able to explain how these processes occur in living
things – i.e. water uptake in plants, ion uptake by root hairs, diffusion
of gases, and glucose.
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 70 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Quarter – 2
# of days
3/6
Understanding Student Ideas in Science
(recommended formative assessment)
Life Science
• #7 Which One Will Dry Out Last?
Pearson: Biology Florida Edition; Miller and Levine
Teacher Edition
• Cell Structure – pg. 196-207
• Cell Transport – pg. 208-213
• Analyzing Data – pg. 216
• Quick Lab – pg. 203
• PearsonSuccessNet (SSO login through Angel)
Interactive Digital Path
 Unit 3 – Ch. 7.2 Activities - Visual Analogy:
The Cell is a Living Factory
 Unit 3 – Ch. 7.3 Activities - Art in Motion:
Active Transport
 Unit 3 – Ch. 7.3 Activities - Interactive Art:
Passive Transport
Lab Manual A
• Detecting Diffusion – pg. 45-48
Osmosis p. 227--231
Big Ideas & Benchmarks
SC.912.L.14.2 (MODERATE) – Relate structure to function for the components of plant and
animal cells. Explain the role of cell membranes as a highly selective barrier (passive and
active transport).
SII.1 and SII.4.1-4.3 Cell Structures and Organisation / Movement in and out of cells
(diffusion/active transport / osmosis) SIII.2 Growth and Development
Pasco (Probeware) Labs
Biology GLX Lab Manual
• Membrane Permeability – Student Guide – Teacher Guide
IGCSE Biology Coursebook
Chapter 2 and 3
Other Science Labs/resources
Discovery Education: Biology Techbook
Cell Structure and Function
• Explore: Cell Membrane
Khan Academy
• Diffusion and Osmosis
Discovery Education: Streaming
• Matter and Energy on the Move (27:04)
•
www.cellsalive.com
Page 71 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Essential Vocabulary
Cell membrane
Organelle
Lipid bilayer
Selectively permeable
Water potential
Pre-AICE Activities and Labs
3.1 Demonstrating diffusion in a solution
3.2 Diffusion of substances through the membrane
3.3 Measuring the rate of osmosis
3.4 Experiment to investigate the effect of
different solutions on plant cells
3.5 Osmosis and potato strips
53166
53169
53173
9613
1302
Assessments/DW Items
Page 72 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.L.16.14 (MODERATE)
Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its
importance in maintaining chromosome number during asexual reproduction.
SIII.1.1 and SIII.1.2 Asexual Reproduction and Sexual reproduction
SIII.3.2 Mitosis
Knowledge
If a student masters this benchmark, students should “know” the following.
•
•
•
•
Students know the stages of the cell cycle.
Students understand the process at each stage of mitosis.
Students know that asexual reproduction is dependent on mitosis to
create a copy of DNA for each new cell.
Students know that bacteria reproduce via binary fission which is
asexual. Spore production in fungi and tuber formation in potatoes
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
• Students will investigate and explain the stages of the cell cycle.
• Students will use prepared slides, computer images, or self-generated
slides to identify cells in different stages of mitotic division.
• Students will know the advantages and disadvantages of asexual
reproduction – include in bacteria and tuber formation in potatoes.
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 73 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Quarter – 2
# of days
2/6
Understanding Student Ideas in Science
(recommended formative assessment)
Pearson: Biology Florida Edition; Miller and Levine
Teacher Edition
•
•
•
•
Cell Division and Reproduction – pg. 277-285
Quick Lab: Mitosis in Action – pg. 283
PearsonSuccessNet (SSO login through Angel)
Interactive Digital Path
 Unit 3 – Ch. 10 Chapter Resources Untamed Science: A Tail of Cell Division
(video)
 Unit 3 – Ch. 10.2 – Activities - Data Analysis:
Timing the Cell Cycle
Unit 3 – Ch. 10.2 – Activities - Interactive Art: The
Cell Cycle
Big Ideas & Benchmarks
SC.912.L.16.14 (MODERATE) – Describe the cell cycle, including the process of mitosis.
Explain the role of mitosis in the formation of new cells and its importance in maintaining
chromosome number during asexual reproduction.
SIII.1.1 and SIII.1.2 Asexual Reproduction and Sexual reproduction
SIII.3.2 Mitosis
Pasco (Probeware) Labs
IGCSE Biology Coursebook
Chapter 13 and 14
Other Science Labs/resources
Discovery Education: Biology Techbook
Cell Division
• 5E’s & Model Lesson
Online Activity
• Online Onion Root Tips
Khan Academy
• Phases of Mitosis
Page 74 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Essential Vocabulary
Cell division
Asexual reproduction
Chromosome
Cell cycle
NSTA Resources
53401
100723
1328
18385
940
Assessments/DW Items
Page 75 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.L.16.16 (MODERATE)
Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in
the formation of haploid gametes or spores.
SIII.1.1 and SIII.1.2 Asexual Reproduction and Sexual reproduction
SIII.3.3 Meiosis
Knowledge
If a student masters this benchmark, students should “know” the following.
•
•
•
•
Students know the difference between haploid and diploid.
Students know that independent assortment and crossing over result
in an exchange of genetic information in a cell.
Students know the process and stages of meiosis.
Students know the advantages and disadvantages to a species of
sexual reproduction
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
• Student will model crossing over and independent assortment and
explain each result.
• Students will diagram and explain the different stages of meiosis.
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 76 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Quarter – 2
# of days
2/6
Big Ideas & Benchmarks
SC.912.L.16.16 (MODERATE) – Describe the process of meiosis, including independent
assortment and crossing over. Explain how reduction division results in the formation of
haploid gametes or spores.
SIII.1.1 and SIII.1.2 Asexual Reproduction and Sexual reproduction
SIII.3.3 Meiosis
Pasco (Probeware) Labs
Understanding Student Ideas in Science
(recommended formative assessment)
Pearson: Biology Florida Edition; Miller and
Levine
Teacher Edition
• Meiosis – pg. 323-329
• Pre Lab: Modeling Meiosis – pg. 330
• Quick Lab: Tracing Human Gamete Formation
– pg. 990
PearsonSuccessNet (SSO login through Angel)
• Interactive Digital Path
 Unit 4 – Ch. 11.4 – Activities - Art in
Motion: Meiosis
• Unit 4 – Ch. 11.4 – Activities - Data Analysis:
The Gene Location and Crossing Over
IGCSE Biology Coursebook
Chapter 13 and 14
Other Science Labs/resources
Discovery Education: Biology Techbook
Cell Division
• 5E’s & Model Lesson
Khan Academy
• Phases of Meiosis
•
•
•
•
Modeling Meiosis
Karyotyping activities
www.learn.genetics.utah.edu
NOVA Video- "How Cells Divide- Mitosis vs.
Meiosis"
• www.pbs.org
www.bbc.co.uk/schools/gcsebitesize/teachers/biology/
activities.shtml
Page 77 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Essential Vocabulary
Independent assortment
Meiosis
Crossing-over
Haploid
Gametes
NSTA Resources
53497
1403
15951
15942
31432
53468
1403
Assessments/DW Items
Page 78 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.L.16.17 (HIGH)
Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their
consequences for genetic variation.
III.3.2 and III.3.3 Mitosis and Meiosis
Knowledge
If a student masters this benchmark, students should “know” the following.
•
•
Students know the difference between mitosis (asexual) and meiosis
(sexual).
Students know more genetic variation occurs in sexual reproduction.
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
• Students will use a diagram to compare and contrast the process of
mitotic and meiotic division.
• Students will identify the pros and cons of asexual vs. sexual
reproduction.
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 79 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Quarter – 2
# of days
2/6
Understanding Student Ideas in Science
(recommended formative assessment)
Life Science
• #19 Eggs
Pearson: Biology Florida Edition; Miller and Levine
Teacher Edition
• Cell Division and Reproduction – pg. 277-285
• Meiosis – pg. 323-329
• Pre Lab: Modeling Meiosis – pg. 330
• Visual Summary: Comparing Mitosis and
Meiosis – pg. 326
• Analyzing Data: Calculating Haploid and Diploid
Numbers – pg. 327
PearsonSuccessNet (SSO login through Angel)
• Interactive Digital Path
 Unit 4 – Ch. 11.4 – Activities - Art in Motion:
Meiosis
Essential Vocabulary
Cell division
Asexual reproduction
Sexual reproduction
Mitosis
Meiosis
Big Ideas & Benchmarks
SC.912.L.16.17 (HIGH) – Compare and contrast mitosis and meiosis and relate to the
processes of sexual and asexual reproduction and their consequences for genetic variation.
Pasco (Probeware) Labs
IGCSE Biology Coursebook
Chapter 13-14
Other Science Labs/resources
Discovery Education: Biology Techbook
Asexual and Sexual Reproduction
• 5E’s & Model Lesson
Khan Academy
• Mitosis, Meiosis and Sexual Reproduction
• Phases of Meiosis
NSTA Resources
147885
18376
17358
Assessments/DW Items
Bio 1 EOC Sample Test Item
FL Focus Achieves 10Q Test ID #13625
Page 80 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.L.16.1 (HIGH)
Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance.
SIII.3.1 Inheritance / SIII.3.4 Monohybrid Inheritance / SIII.3.5 Variation
Knowledge
If a student masters this benchmark, students should “know” the following.
•
Students know Mendel’s Laws of Independent Assortment and
Segregation.
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
• Students will explore and identify patterns of inheritance through
independent assortment and segregation using web-based or
computer programs.
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 81 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Quarter – 2
# of days
3/15
Understanding Student Ideas in Science
(recommended formative assessment)
Life Science
• #22 Eye Color
Pearson: Biology Florida Edition; Miller and Levine
Teacher Edition
• Chapter Mystery – pg. 307 (see related video
on biology.com)
• The Work of Gregor Mendel – pg. 308-312
• Applying Mendel’s Principles – pg. 313-318
• Quick Lab: Classroom Variation – pg. 311
• Quick Lab: How are dimples Inherited – pg. 315
& Lab Manual A p. 301-302
Lab Manual A
• Independent Assortment and Gene Linkage p.
243-248
Essential Vocabulary
Segregation
Independent assortment
Big Ideas & Benchmarks
SC.912.L.16.1 (HIGH) – Use Mendel's laws of segregation and independent assortment to
analyze patterns of inheritance.
SIII.3.1 Inheritance / SIII.3.4 Monohybrid Inheritance / SIII.3.5 Variation
Pasco (Probeware) Labs
IGCSE Biology Coursebook
Chapter 14
Other Science Labs/resources
Discovery Education: Biology Techbook
Genetics
• 5E’s & Model Lesson
• Monohybrid Cross
Khan Academy
• Introduction to Heredity
• Punnett Square Fun
NSTA Resources
53570
53578
1362
53583
Assessments/DW Items
FL Focus Achieves 10Q Test ID #13626
Page 82 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.L.16.2 (HIGH)
Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant,
sex-linked, polygenic, and multiple alleles.
SIII.3.1 Inheritance / SIII.3.4 Monohybrid Inheritance / SIII.3.5 Variation
Knowledge
If a student masters this benchmark, students should “know” the following.
•
•
•
Students know types of inheritance patterns (complete dominance,
incomplete dominance and codominance).
Students know modes of inheritance.
Students need to know sex-linked crosses and carriers, normal and
affected individuals.
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
• Students will use virtual labs to explore modes of inheritance.
• Students will explain and give examples of different modes of
inheritance.
• Students need to explain the difference between sickle cell anemia
and its incidence in relation to that of malaria.
• Students need to explain codominance in reference to blood typing
(phenotypes and genotypes) Students should be able to complete
crosses to determine blood types
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 83 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Quarter – 2
# of days
2/15
Big Ideas & Benchmarks
SC.912.L.16.2 (HIGH) – Discuss observed inheritance patterns caused by various modes of
inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple
alleles.
SIII.3.1 Inheritance / SIII.3.4 Monohybrid Inheritance / SIII.3.5 Variation
Understanding Student Ideas in Science
(recommended formative assessment)
Life Science
• #22 Eye Color
Pearson: Biology Florida Edition; Miller and Levine
Teachers Edition
• Other Patterns of Inheritance – pg. 319 – 321
• Analyzing Data: Human Blood Types – pg. 320
• Analyzing Data: Fruit Fly Eye Color – pg. 334
PearsonSuccessNet (SSO login through Angel)
• Interactive Digital Path
• Unit 4 – Ch. 11.3 – Activities - Art in Review:
Types of Dominance
Essential Vocabulary
Allele
Principle of dominance
Codominance
Multiple allele
Polygenic trait
Sex-linked gene
Incomplete dominance
Pasco (Probeware) Labs
Other Science Labs/resources
IGCSE Biology Coursebook
Chapter 14
Discovery Education: Biology Techbook
Genetics
• 5E’s & Model Lesson
• Explore: Multiple Alleles
Khan Academy
• Sex Linked Traits
NSTA Resources
17861
100830
1344
1352
Assessments/DW Items
Bio 1 EOC Sample Test Item
Page 84 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.L.16.9 (MODERATE)
Explain how and why the genetic code is universal and is common to almost all organisms.
Knowledge
If a student masters this benchmark, students should “know” the following.
•
Students know what the genetic code is.
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
• Students will explore the Human Genome Project and relate it to the
universal genetic code, i.e.:
 Chimp vs. human
 Bacteria vs. human
 Etc.
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 85 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Quarter – 2
# of days
2/15
Big Ideas & Benchmarks
SC.912.L.16.9 (MODERATE) – Explain how and why the genetic code is universal and is
common to almost all organisms.
Pasco (Probeware) Labs
Understanding Student Ideas in Science
(recommended formative assessment)
Pearson: Biology Florida Edition; Miller and Levine
Teacher Edition
• Visual Summary – pg. 18
• The Genetic Code – pg. 366
• Life’s Common Genetic Code – pg.470
Genetic code
Essential Vocabulary
Other Science Labs/resources
Discovery Education: Biology Techbook
DNA
• 5E’s & Model Lesson
• Explore: Coding for Traits
NSTA Resources
53727
53753
57762
100839
Assessments/DW Items
Bio 1 EOC Sample Test Item
Page 86 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.L.16.3 (HIGH)
Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic
information.
Knowledge
If a student masters this benchmark, students should “know” the following.
•
•
Students know the process of DNA replication.
Students know that DNA replication must take place before cells
divide.
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
• Students will use computer animation to describe and explain DNA
replication.
• Students will explain how replicated DNA is transmitted and
conserved.
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 87 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Quarter – 2
# of days
3/15
Big Ideas & Benchmarks
SC.912.L.16.3 (HIGH) – Describe the basic process of DNA replication and how it relates to the
transmission and conservation of the genetic information.
Understanding Student Ideas in Science
(recommended formative assessment)
Life Science
• #12 DNA, Genes and Chromosomes
Pearson: Biology Florida Edition; Miller and Levine
Teacher Edition
• The Structure of DNA – pg. 344-348
• DNA Replication – pg. 350-353
• Quick Lab: Modeling DNA Replication – pg. 352
Lab Manual B
• Extracting DNA pg. 73
PearsonSuccessNet (SSO login through Angel)
• Interactive Digital Path
 Unit 4 – Ch. 12.2 – Activities - Data Analysis: Tracking Illegal Whaling
Base pairing
Replication
Essential Vocabulary
NSTA Resources
Pasco (Probeware) Labs
Other Science Labs/resources
Discovery Education: Biology Techbook
DNA
• 5E’s & Model Lesson
• Explore: Coding for Traits
Khan Academy
• DNA
•
•
•
•
DNA Extraction (strawberries, bananas)
Karyotyping
www.nclark.net
Modeling DNA
Assessments/DW Items
53753
53695
57592
18423
FL Focus Achieves 10Q Test ID #13627
Page 88 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.L.16.4 (HIGH)
Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes
may result in phenotypic changes in offspring.
SIII.3.5 Variation
Knowledge
If a student masters this benchmark, students should “know” the following.
•
•
•
Students know that a mutation is a change in order of base pairs.
Students know the difference between genotype and phenotype.
Students know the consequences of mutations in gametes vs. somatic
cells.
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
• Students will explore and explain how a mutation in a gamete may be
passed on whereas in a somatic cell the mutation is not.
• Describe mutation as a source of variation, as shown by Down’s
syndrome
• Outline the effects of ionizing radiation and chemicals on the rate of
mutation.
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 89 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Quarter – 2
# of days
2/15
Big Ideas & Benchmarks
SC.912.L.16.4 (HIGH) – Explain how mutations in the DNA sequence may or may not result in
phenotypic change. Explain how mutations in gametes may result in phenotypic changes in
offspring.
SIII.3.5 Variation
Pasco (Probeware) Labs
Understanding Student Ideas in Science
(recommended formative assessment)
Pearson: Biology Florida Edition; Miller and Levine
Teachers Edition
• Mutations – pg. 372-376
• Quick Lab: Modeling Mutations pg. 374
PearsonSuccessNet (SSO login through Angel)
• Interactive Digital Path
• Unit 4 –Ch. 13.3 – Activities - Art Review:
Chromosomal Mutations and Point Mutations
Essential Vocabulary
Mutation
Point mutation
Frameshift mutation
IGCSE Biology Coursebook
Chapter 14
NSTA Resources
Other Science Labs/resources
Discovery Education: Biology Techbook
Genetic Disorders and Technology
• 5E’s & Model Lesson
• Engage: Transcription and Translation
17361
17422
57699
Assessments/DW Items
Page 90 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.L.16.5 (HIGH)
Explain the basic processes of transcription and translation, and how they result in the expression of genes.
Knowledge
If a student masters this benchmark, students should “know” the following.
•
•
Students know the sequence of events from information contained in
DNA to production of a protein.
Students know that proteins are responsible for traits.
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
• Students will participate in activities to explore and explain
transcription, translation, and gene expression (i.e. SNORK)
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 91 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Quarter – 2
# of days
3/15
Big Ideas & Benchmarks
SC.912.L.16.5 (HIGH) – Explain the basic processes of transcription and translation, and how
they result in the expression of genes.
Understanding Student Ideas in Science
Pasco (Probeware) Labs
(recommended formative assessment)
Life Science
• #22 Eye Color
Pearson: Biology Florida Edition; Miller and Levine
Other Science Labs/resources
Teacher Edition
Discovery Education: Biology Techbook
• Chapter Mystery – pg. 361 (see related video on biology.com)
Transcription and Translation
• RNA – pg. 362 – 371
• 5E’s & Model Lesson
• Quick Lab: How Does a Cell Interpret Codons – pg. 367
• Explore: Transcription
PearsonSuccessNet (SSO login through Angel)
• Engage: Transcription and Translation
• Interactive Digital Path
 Unit 4 – Ch. 13.1 RNA– Activities - Art and Motion: RNA Processing
 Unit 4 – Ch. 13.1 RNA – Activities - Visual Analogy: Master Plans and Blueprints
 Unit 4 Ch. 13.2 Ribosomes and Protein Synthesis – Activities - Interactive Art: Protein Synthesis
• Molecular Visualizations of DNA
Lab Manual A
Khan Academy
• From DNA to Protein Synthesis pg. 77
• Chromosomes, Chromatids, Chromatin, etc.
Essential Vocabulary
Transcription
Translation
Gene expression
NSTA Resources
57611
53758
17858
17499
Assessments/DW Items
Page 92 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.L.15.8 (MODERATE)
Describe the scientific explanations of the origin of life on Earth.
Knowledge
If a student masters this benchmark, students should “know” the following.
•
•
Students will know the circumstances on early Earth that set the stage
for elements to combine to create organic compounds.
Students will know how the Miller-Urey experiment simulated
hypothetical conditions on Earth that lead to the creation of organic
compounds.
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
• Students will create microspheres as a model of early cell-like
structures.
• Students will relate the microspheres and other experiments to explain
how life could have appeared on early Earth.
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 93 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Quarter – 3
# of days
3
Big Ideas & Benchmarks
SC.912.L.15.8 (MODERATE) – Describe the scientific explanations of the origin of life on Earth.
Pasco (Probeware) Labs
Understanding Student Ideas in Science
(recommended formative assessment)
Pearson: Biology Florida Edition; Miller and Levine
Teacher Edition
• Earth’s Early History – pg. 553-555
Discovery Education: Biology Techbook
The History of Life on Earth
• 5E’s and Model Lesson
Discovery Education Streaming
• Life as We Know It
DNA
RNA
Essential Vocabulary
NSTA Resources
23222
Assessments/DW Items
Bio 1 EOC Sample Test Item
FL Focus Achieves 10Q Test ID #13622
Page 94 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.L.15.13 (MODERATE)
Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the
struggle to survive, which result in differential reproductive success.
SIII.3.6 Selection
Knowledge
If a student masters this benchmark, students should “know” the following.
•
•
Students will know how the ideas of individuals contributed to the
concept of natural selection (Lamarck, Hutton, Lyell, Malthus, Darwin).
Students will know the conditions under which natural selection
occurs.
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
• Students will simulate the process of natural selection.
• Students will explore and explain how these simulations demonstrate
the conditions for natural selection.
• Students will be able to describe the development of strains of
antibiotic resistant bacteria as an example of natural selection
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 95 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Quarter – 3
# of days
3
Understanding Student Ideas in Science
(recommended formative assessment)
Life Science
• #18 Changing Environment
Pearson: Biology Florida Edition; Miller and Levine
Teachers Edition
• Darwin’s Theory of Evolution (16.1,16.2, 16.3) pg.450-464
• How Natural Selection Works – p. 487-489
PearsonSuccessNet (SSO login through Angel)
• Interactive Digital Path
 Unit 5– Ch. 17.2 – Lesson Overview
Evolution Versus Genetic Equilibrium –
slides 25-33
 Unit 5 – Ch. 17.2 – Lesson Overview – How
Natural Selection Works – slides 1-17
 Unit 5 - Ch. 16.2 – Activities - Art in Motion:
Darwin and Geology
 Unit 5 – Ch. 16.3 – Activities - Data Analysis:
Natural Selection
Lab Manual A
• Using Index Fossils – pg. 115-123
Study Workbook
• A – p. 272-274
 B – p. 254-256
Big Ideas & Benchmarks
SC.912.L.15.13 (MODERATE) – Describe the conditions required for natural selection,
including: overproduction of offspring, inherited variation, and the struggle to survive, which
result in differential reproductive success.
SIII.3.6 Selection
Pasco (Probeware) Labs
IGCSE Biology Coursebook
Chapter 14
Other Science Labs/resources
Discovery Education
• Icons of Science- Evolution (Charles Darwin) –
20:00
• Evolution and Natural Selection Digital
Exploration
Khan Academy
• Introduction to Evolution and Natural Selection
• Natural Selection and the Owl Butterfly
Page 96 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Essential Vocabulary
Adaptation
Fitness
Natural selection
NSTA Resources
Assessments/DW Items
Bio 1 EOC Sample Test Item
FL Focus Achieves 10Q Test ID # 13619
17308
17389
17704
54222
54045
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Page 97 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.L.15.1 (HIGH)
Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative
embryology, biogeography, molecular biology, and observed evolutionary change.
Knowledge
If a student masters this benchmark, students should “know” the following.
•
Students will know that the concept of evolution is supported by a rich
variety of evidence.
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
• Students will investigate and give examples of transitions in fossils that
suggest a change in a specific species over time.
 Homologous, analogous, and vestigial structures
 Similar embryological development
 Patterns of distribution that suggest change over time.
 Differences in the DNA sequence of a particular protein.
 Scientists’ observation of evolutionary change.
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 98 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Quarter – 3
# of days
3
Understanding Student Ideas in Science
(recommended formative assessment)
Big Ideas & Benchmarks
SC.912.L.15.1 (HIGH) – Explain how the scientific theory of evolution is supported by the
fossil record, comparative anatomy, comparative embryology, biogeography, molecular
biology, and observed evolutionary change.
Pasco (Probeware) Labs
Pearson: Biology Florida Edition; Miller and Levine
Teacher Edition
• Evidence of Evolution – pg. 465-473
• Analyzing Data pg. 470
• Pre Lab: Amino Acid Sequences: Indicators and Evolution
PearsonSuccessNet (SSO login through Angel)
• Interactive Digital Path
 Unit 5 – Ch. 16.4 Evidence of Evolution – Activities - Art Review: Homologous and Analogous
 Unit 5 – Ch. 16.4 Evidence of Evolution – Activities - Visual Analogy: Finch Beak Tools
Essential Vocabulary
Evolution
Fossil
Biogeography
Molecular clock
NSTA Resources
Other Science Labs/resources
Discovery Education: Biology Techbook
The History of Life on Earth
• 5E’s and Model Lesson
PBS
• 'Riddle of the Bones'
55898
8677
54064
55890
Assessments/DW Items
Bio 1 EOC Sample Test Item
FL Focus Achieves 10Q Test ID #13620
Page 99 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.L.15.10 (MODERATE)
Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size,
jaw size, language, and manufacture of tools.
Knowledge
If a student masters this benchmark, students should “know” the following.
•
Students know characteristics of hominid evolution (i.e. bipedal, large
brain, opposable thumbs, etc.).
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
• Students will compare and contrast major hominid species to identify
differences in brain size, jaw size, use of tools, and language:
 Australopithecus
 Homo erectus
 Homo habilis
 Cro magnon
 Modern humans
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 100 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Quarter – 3
# of days
2/8
Understanding Student Ideas in Science
(recommended formative assessment)
Big Ideas & Benchmarks
SC.912.L.15.10 (MODERATE) – Identify basic trends in hominid evolution from early ancestors
six million years ago to modern humans, including brain size, jaw size, language, and
manufacture of tools.
Pasco (Probeware) Labs
Pearson: Biology Florida Edition; Miller and Levine
Teacher Edition
• Quick Lab – p. 766
• Primate Evolution – p. 765-772
• Human Fossil Seekers – p. 773
Lab Manual A
• Investigating Hominoid Fossils – p. 157
Study Workbook
• A – p. 414-417
• B – p. 413-416
PearsonSuccessNet (SSO login through Angel)
• Interactive Digital Path
 Unit 7 – Ch. 26.3 – Lesson Overview - Primate Evolution
 Unit 7 Ch. 26.3 – Primate Evolution
• Author Updates
 Neanderthals, Humans Interbred – First Solid DNA Evidence
Essential Vocabulary
NSTA Resources
Hominoids
Hominines
Other Science Labs/resources
Discovery Education: Biology Techbook
• Video: Mechanisms of Evolution (28:24)
Khan Academy
• Human Evolution Overview
•
National Geographic Genographic Project
•
www.becominghuman.org
26406
17421
25227
Assessments/DW Items
Page 101 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.L.15.14 (MODERATE)
Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow.
Knowledge
If a student masters this benchmark, students should “know” the following.
•
•
•
Students will know that genetic drift is the change in allele frequency
based on chance.
Students will know that gene flow is the movement of genes between
populations.
Students will know that changes in allele frequency lead to
evolutionary changes.
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
• Students will simulate and explain how genetic drift or gene flow
changes allele frequencies and can cause one phenotype or genotype
to be selected over another.
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 102 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Quarter – 3
# of days
2/8
Big Ideas & Benchmarks
SC.912.L.15.14 (MODERATE) – Discuss mechanisms of evolutionary change other than natural
selection such as genetic drift and gene flow.
Understanding Student Ideas in Science
(recommended formative assessment)
Pearson: Biology Florida Edition; Miller and Levine
Teacher Edition
• Genetic Drift – p. 490
• The Process of Speciation – p. 494-497
Lab Manual A
• Competing for Resources – p. 101
PearsonSuccessNet (SSO login through Angel)
• Teacher Resources
 Unit 5– Ch. 17 – Lesson Overview 17.2 Evolution Versus Genetic Equilibrium – slides 25-33
• Interactive Digital Path –
Study Workbook
• A – p. 274-278
• B – p. 254-255, 259-261
Essential Vocabulary
NSTA Resources
Genetic drift
Pasco (Probeware) Labs
Other Science Labs/resources
Discovery Education: Biology Techbook
Evolution: Speciation
• Explore: Sympatric, Parapatric, and Allopatric
DE Video Segment
Speciation and varieties of species (4:16)
98198
17707
57891
17706
57893
Assessments/DW Items
Page 103 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.L.15.15 (MODERATE)
Describe how mutation and genetic recombination increase genetic variation.
Knowledge
If a student masters this benchmark, students should “know” the following.
•
•
Students will know that the basis for genetic variation is varying
combinations of genes.
Students will know that mutations are changes in DNA sequence and
genetic recombination includes processes like crossing-over and
independent assortment that serve to mix genes.
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
• Students will evaluate and explain which source of variation –
mutation or genetic variation – brings more diversity into a gene pool.
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 104 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Quarter – 3
# of days
2/8
Understanding Student Ideas in Science
(recommended formative assessment)
Big Ideas & Benchmarks
SC.912.L.15.15 (MODERATE) – Describe how mutation and genetic recombination increase
genetic variation.
Pasco (Probeware) Labs
Pearson: Biology Florida Edition; Miller and Levine
Other Science Labs/resources
Teacher Edition
PearsonSuccessNet (SSO login through Angel)
Discovery Education: Biology Techbook
• Gene Linkage and Gene Maps p. 328-329
• Interactive Digital Path
Evolution: Micro vs Macro
 Unit 4 Ch. 11 Lesson 4 – Gene Linkage and
• Mutations p. 372-376
Gene Maps – Lesson Overview slides 42-49 • Explore Model Lesson
 Quick Lab p. 374
 Unit 4 Ch. 11 Chapter Resources – Untamed
• Genetic Engineering p. 416-429
Science Video
 Quick Lab p. 425
Khan Academy

Unit 4 Ch. 13 Lesson 3 – Mutations
• Genes and Variation p. 482-486
 Unit 4 Ch. 13 Chapter Resources – Untamed • Variation in a Species
Study Workbook A
Science Video – Tales of the Mutant
• Gene Linkage and Gene Maps p. 174-175
Leopard
• Mutations p. 201-204
 Unit 4 Ch. 15 Lesson 1 – Selective Breeding
• Genetic Engineering p. 229-232

Unit 5 Ch. 17 Lesson 1 – Genes and
• Genes and Variation p. 268-271
Variation
Study Workbook B
• Mutations p. 195-197
• Genetic Engineering p. 218-220
• Genes and Variation p. 251-252
Page 105 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Essential Vocabulary
Mutation
Genetic recombination
Genetic variation
NSTA Resources
57699
163486
163492
165642
Assessments/DW Items
Page 106 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.L.15.4 (HIGH)
Describe how and why organisms are hierarchically classified and based on evolutionary relationships.
SI.2.1 Concept and use of a classificatory system
SI.2.2 Adaptations of organisms to their environment
SI.2 Simple Keys
Knowledge
If a student masters this benchmark, students should “know” the following.
•
•
•
•
Students will know that organisms are classified based on similarities
of structure and on lines of evolutionary descent.
Students will define and describe the binomial naming system
Students will differentiate between the following vertebrates – bony
fish, amphibians, reptiles, birds and mammals
List the main features used un the classification of flowering plants
(dicots and monocots), arthropods, annelids, nematodes and molluscs
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
• Students will construct and explain a cladogram.
• Students will be able to use dichotomous keys to identify different
vertebrates as well as list several of the identifying criteria.
• Students will be able to use dichotomous keys to identify different
flowering plants, arhropods, annelids, nematodes, and molluscs
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 107 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Big Ideas & Benchmarks
SC.912.L.15.4 (HIGH) – Describe how and why organisms are hierarchically classified and
based on evolutionary relationships.
Quarter – 3
# of days
2/8
Understanding Student Ideas in Science
(recommended formative assessment)
Life Science
• #3 No Animals Allowed
• #4 Is It an Amphibian
Pearson: Biology Florida Edition; Miller and Levine
Teacher Edition
• Classification p. 508-515
• Design Your Own Lab p. 530
• The History and Evolution of Plants p. 636-638
• Animal Body Plans and Evolution p. 737-743
• Animal Evolution and Diversity p. 750-772
Study Workbook A
• Classification p. 289-298
• The Cladogram of Animals p. 403
• Cladogram of Invertebrates p. 410
Cladogram of Chordates p. 412
Study Workbook B
• Classification p. 267-278
• Cladogram of Nonchordate Invertebrates p.
407-408
• Cladogram of Chordates p. 411
PearsonSuccessNet (SSO login through Angel)
• Interactive Digital Path
 Unit 5 – Ch. 18 – Classification
 Unit 7 – Ch. 26.1
 Lesson Overview slides 13-15
Pasco (Probeware) Labs
IGCSE Biology Coursework
Chapter 1
Other Science Labs/resources
Discovery Education: Biology Techbook
•
•
•
•
•
Video: Classification of Animals (11:47)
Applying Classification
Brief Constructed Response
Reading Passage: Binomial Nomenclature
Concept Review: Binomial Nomenclature
Page 108 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
 Activities – Interactive Art –
Phylogenetic Relationships
 Unit 7 – Ch. 26.2 – Lesson Overview
Essential Vocabulary
Binomial nomenclature
Taxonomy
NSTA Resources
25003
57964
147105
136781
Assessments/DW Items
Page 109 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.L.15.5 (HIGH)
Explain the reasons for changes in how organisms are classified.
Knowledge
If a student masters this benchmark, students should “know” the following.
•
Students will know that organisms are classified based on both
physical and molecular similarities.
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
• Students will explore and explain how classification has changed from
the ideas of Aristotle to Linnaeus and onto present day phylogeny and
systematic.
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 110 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Quarter – 3
# of days
3/6
Understanding Student Ideas in Science
(recommended formative assessment)
Big Ideas & Benchmarks
SC.912.L.15.5 (HIGH) – Explain the reasons for changes in how organisms are classified.
Pasco (Probeware) Labs
Pearson: Biology Florida Edition; Miller and Levine
Teacher Edition
Study Workbook A
• Modern Evolutionary Classification p. 516-522
• Classification p. 285-288
• Building the Tree of Life p. 523-528
• Classifying Prokaryotes p. 316-317
• Quick Lab – Constructing a Cladogram p. 520
• Protist Classification p. 326-327
• Classifying Prokaryotes p. 580-581
• The Cladogram of Animals p. 403
• Protist Classification – The Saga Continues p.
• Cladogram of Invertebrates p. 410
602-605
• Cladogram of Chordates p. 412
Study Workbook B
• The Cladogram of Animals p. 742-743
• Cladogram of Nonchordate Invertebrates p. 407-408
• Animal Evolution and Diversity p. 750-772
PearsonSuccessNet (SSO login through Angel)
Cladogram of Chordates p. 411
• Interactive Digital Path
 Unit 7 – Ch. 26.1
 Lesson Overview slides 13-15
 Activities – Interactive Art –
Phylogenetic Relationships
 Unit 7 – Ch. 26.2 – Lesson Overview
Essential Vocabulary
NSTA Resources
Phylogeny
Clade
Other Science Labs/resources
Discovery Education: Biology Techbook
Classification
• 5E’s and Model Lesson
• Brief Constructed Response
• Assessment
57964
57963
Assessments/DW Items
Page 111 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.L.15.6 (MODERATE)
Discuss distinguishing characteristics of the domains and kingdoms of living organisms.
Knowledge
If a student masters this benchmark, students should “know” the following.
•
•
Students will know that Linnaean classification led to the present day 3
domain, 6 Kingdom hierarchies of living things.
Students will know that Linnaean classification is based on physical
characteristics.
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
• Students will identify and explain the characteristics of the3 domains.
• Students will compare characteristics of organisms in the 6 Kingdoms
(cell type, cell structure, # of cells, mode of nutrition, etc.).
• Students will create a dichotomous key.
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 112 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Quarter – 3
# of days
3/6
Big Ideas & Benchmarks
SC.912.L.15.6 (MODERATE) – Discuss distinguishing characteristics of the domains and
kingdoms of living organisms.
Understanding Student Ideas in Science
(recommended formative assessment)
Pearson: Biology Florida Edition; Miller and Levine
Teacher Edition
• Building the Tree of Life p. 523-528
• Protist Classification – The Saga Continues p. 602-605
• What is a Plant? P. 634-637
• Characteristics of Animals p. 730-731
• Animal Body Plans and Evolution p. 737-743
PearsonSuccessNet (SSO login through Angel)
• Interactive Digital Path
 Unit 5 – Ch. 18.3 Building the Tree of Life
 Unit 5 – Ch. 18 Chapter Resources – Untamed Science
Lab Manual A
• Dichotomous Keys p. 107-114
• Comparing Invertebrate Body Plans p. 151-156
Study Workbook A
• Building the Tree of Life p. 293-296
Study Workbook B
• Building the Tree of Life p. 275-278
Pasco (Probeware) Labs
Other Science Labs/resources
Discovery Education: Biology Techbook
Classification
• Evaluate: Domains
• Lab: Classifying Species in the Field
Page 113 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Kingdom
Domain
Essential Vocabulary
NSTA Resources
Assessments/DW Items
141435
54601
86622
26664
55868
Bio 1 EOC Sample Test Item
FL Focus Achieves 10Q Test ID #13621
Page 114 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.L.14.7 (MODERATE)
Relate the structure of each of the major plant organs and tissues to physiological processes.
SII.6.2.2 Leaf structure; SII.7.1 and SII.7.1.1 transport in plants and water uptake; SII.7.1.2 transpiration; SII.7.1.3
translocation; SIII.1.2.1 sexual reproduction in plants; SII.10.3 Tropic responses
Knowledge
If a student masters this benchmark, students should “know” the following.
•
•
•
Students will know basic functions of plant structures i.e.
 Root/root hairs – absorb water & nutrients
 Stems – support
 Leaves - photosynthesis, gas exchange
 Cones/flowers/spores – reproduction
Explain transpiration and translocation and the different factors that
affect these processes.
Define and investigate geotropism and phototropism and the plant
hormones involved.
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
• Students will examine plant parts under a microscope/stereo
microscope to identify plant organs and explain the value of the organ
to the plant.
• Identify root hair cells and trace pathway taken by water through the
root, stem and leaf (root hair, root cortex cells, xylem, mesophyll
cells.
• Stain the pathway of water through the above-ground parts of a
plant.
• Identify and label the cuticle, cellular tissue structure of a dicot leaf,
as seem in cross-section under the light microscope and describe the
significance of these features in terms of their functions
- Distribution of chloroplasts – photosynthesis
- Stomata and mesophyll cells – gas exchange
- Vascular bundles (xylem and phloem) – transport and support
- *** find diagram of transverse sections
• Explain the mechanism of water uptake and movement in terms of
transpiration producing a tension (“pull”) from above, creating a
water potential gradient in the xylem, drawing cohesive water
molecules up the plant
• Discuss the adaptations of the leaf, stem and root to three
contrasting environments, to include pond, garden and desert.
• Explain translocation in terms of the movement of sucrose and amino
acids in phloem from regions of production to regions of storage or to
utilization in respiration or growth.
• Compare the role of transpiration and translocation in the transport
Page 115 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
•
of materials from sources to sinks, within plants at different seasons.
Explain the chemical control of plant growth by auxins including
geotropism and phototropism in terms of auxins regulating
differential growth, and the effects of synthetic plant hormones used
as weedkillers.
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 116 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Big Ideas & Benchmarks
SC.912.L.14.7 (MODERATE) – Relate the structure of each of the major plant organs and
tissues to physiological processes.
Quarter – 3
# of days
4
Understanding Student Ideas in Science
(recommended formative assessment)
Life Science
• #8 Chlorophyll
• #13 Rocky Soil
Pearson: Biology Florida Edition; Miller and Levine
Teacher Edition
• Plant Structure and Function p. 662-687
• Quick Labs
 Exploring Stomata p. 683
 What is the Role of Leaves in Transpiration?
p. 686
• Reproduction in Flowering Plants p. 696-703
 Quick Lab – What is the Structure of a
Flower? P. 698
PearsonSuccessNet (SSO login through Angel)
 Interactive Digital Path
 Unit 6 – Ch. 23 – Introduction to Plants
 Unit 6 – Ch. 24.1 Reproduction in Flowering
Plants
Lab Manual A
• Identifying Growth Zones in Roots p. 141-145
Study Workbook A
• Plant Structure and Function p. 357-376
• Plant Reproduction p. 378-380
Study Workbook B
SII.6.2.2 Leaf structure; SII.7.1 and SII.7.1.1 transport in plants and water uptake;
SII.7.1.2 transpiration; SII.7.1.3 translocation
SIII.1.2.1 sexual reproduction in plants; SII.10.3 Tropic responses
Pasco (Probeware) Labs
Biology GLX Lab Manual
• Transpiration in a Plant Leaf – Student Guide, Teacher Guide
IGCSE Biology Coursebook
Chapter 6
Chapter 8
Other Science Labs/resources
Discovery Education: Biology Techbook
Plant Form and Function
• 5E’s & Model Lesson
Page 117 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
•
•
Plant Structure and Function p. 354-374
Plant Reproduction p. 377-381
Dermal tissue
Vascular tissue
Ground tissue
Roots
Stems
Leaves
mesophyll
Essential Vocabulary
Pre-AICE Activities and Labs
6.1 Looking at the epidermis of a leaf
6.2 Testing a leaf for starch
6.3 To see if chlorophyll is needed for
photosynthesis
6.4 To see if carbon dioxide is needed for
photosynthesis
6.5 To see if light is needed for photosynthesis
58510
1327
1726
54943
Assessments/DW Items
Bio 1 EOC Sample Test Item
FL Focus Achieves 10Q Test ID #13618
8.2 To see which part of a stem transports water
and solute
8.4 Measure the rate of transpiration of a potted
plant
8.5 Using a photometer to compare rated of
transpiration under different conditions
Page 118 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.L.18.7 (MODERATE)
Identify the reactants, products, and basic functions of photosynthesis.
SII.6.2.1 Photosynthesis
Knowledge
If a student masters this benchmark, students should “know” the following.
•
•
•
Students know the equation for photosynthesis:
6CO 2 + 6H 2 0 → C 6 H 12 O 6 + 6 O 2
Students will know that reactants are inputs and products are
outputs.
Students will know that photosynthesis is a mechanism that uses
light to make carbon available for all living things.
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
• Students will use Pasco CO 2 sensors to monitor photosynthesis
occurring with live plants.
• Students will be able to write both the word and chemical equation
for photosynthesis.
• Students will be able to list and explain the limiting factors that affect
photosynthesis.
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 119 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Big Ideas & Benchmarks
SC.912.L.18.7 (MODERATE) – Identify the reactants, products, and basic functions of
photosynthesis.
SII.6.2.1 Photosynthesis
Pasco (Probeware) Labs
Biology GLX Lab Manual
• Rate of Photosynthesis for an Aquatic Plant – Student Guide, Teacher Guide
Quarter – 3
# of days
4
Understanding Student Ideas in Science
(recommended formative assessment)
Life Science
• #9 Apple Tree
• #11 Food for Corn
Pearson: Biology Florida Edition; Miller and
Levine
Teacher Edition
• Photosynthesis: An Overview p. 232-241
• Quick Lab – What Waste Material is
Produced During Photosynthesis? p. 234
• Analyzing Data – Rates of Photosynthesis p.
240
PearsonSuccessNet (SSO login through Angel)
• Interactive Digital Path
 Unit 3 Photosynthesis Ch. 8.2, 8.3, &
Resources
Lab Manual A
• Plant Pigments and Photosynthesis p. 49-53
Study Workbook A
• Photosynthesis p. 119-125
Study Workbook B
• Photosynthesis p. 113-120
IGCSE Biology Coursebook
Chapter 6
Other Science Labs/resources
Discovery Education: Biology Techbook
Photosynthesis
• 5E’s and Model Lesson
• The Discovery of Photosynthesis with Bill Nye (2:28)
Khan Academy
• Photosynthesis
•
•
www.nclark.net
Photosynthesis animation at www.dwm.ks.edu
Page 120 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
ATP
Photosynthesis
Reactants
Products
Essential Vocabulary
Pre-AICE Activities and Labs
6.3 To see if chlorophyll is needed for
photosynthesis
6.4 To see if carbon dioxide is needed for
photosynthesis
6.5 To see if light is needed for
photosynthesis
1667
9630
9631
9633
25477
53262
53267
Assessments/DW Items
Page 121 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.L.18.8 (MODERATE)
Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration.
SII.8.1 Aerobic Respiration SII.8.2 Anaerobic respiration SII.8.3 Gas Exchange
Knowledge
If a student masters this benchmark, students should “know” the following.
•
•
•
•
•
•
•
Students know the chemical structure and function of respiration:
6O 2 + C 6 H 12 O 6 → 6CO 2 + 6H 2 O + energy
Students will know the functions of aerobic and anaerobic respiration.
Students will know the role of anaerobic respiration to satisfy energy
requirements:
 During human exercise
 Hibernating animals
 Deep-diving marine animals
List the features of gas exchange surfaces in animals
Identify on diagrams and name the larynx, trachea, bronchi,
bronchioles, alveoli and associated capillaries as well as the
role of the mucus and cilia in protecting the gas exchange
system from pathogens and particles
State the differences in composition between inspired and
expired air including the roles of the ribs, intercostals and
diaphragm in terms of producing volume and pressure changes
Use lime water as a test for carbon dioxide to investigate the
differences in composition between inspired and expired air
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
• Students will write the chemical and word equations and identify the
reactants and products of aerobic and anaerobic respiration.
• Students will explain how anaerobic respiration satisfies energy
requirements for living organisms.
• Students will be able to state the balanced equation for anaerobic
respiration in muscles (C 6 H 12 O 6 -> 2C 3 H 6 O 3 ) and the microorganism
yeast ( C 6 H 12 O 6 -> 2C 3 H 5 OH + 2CO 2 )
• Students will be able to describe the effect of lactic acid in muscles
during exercise – including oxygen debt definition and where it is
located on a graphical representation.
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 122 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Quarter – 3
# of days
4/6
Understanding Student Ideas in Science
(recommended formative assessment)
Pearson: Biology Florida Edition; Miller and Levine
Teacher Edition
• Cellular Respiration p. 250-265
PearsonSuccessNet (SSO login through Angel)
• Interactive Digital Path
 Unit 3 Ch. 9 Cellular Respiration
• Lab Manual A Comparing the Fermentation
Rates of Sugars p. 55-60
• Investigating the Fermentation of Kimchi p.
239-242
Study Workbook A
• Cellular Respiration p. 129-139
Study Workbook B
Cellular Respiration p. 124-136
Essential Vocabulary
Reactants
Products
Aerobic
Anaerobic
Big Ideas & Benchmarks
SC.912.L.18.8 (MODERATE) – Identify the reactants, products, and basic functions of aerobic
and anaerobic cellular respiration.
SII.8.1 Aerobic Respiration SII.8.2 Anaerobic respiration SII.8.3 Gas Exchange
Pasco (Probeware) Labs
Biology GLX Lab Manual
• Respiration of Germinating Seeds – Student Guide, Teacher Guide
• Metabolism of Yeast in Grape Juice – Student Guide, Teacher Guide
• Yeast and Dissolved Oxygen in Water – Student Guide, Teacher Guide
IGCSE Biology Coursebook
Other Science Labs/resources
Chapter 9
Discovery Education: Biology Techbook
Cellular Respiration
• 5E’s and Model Lesson
• Video: The Mitochondrion
• ELL Activity page
Khan Academy
• Introduction to Cellular Respiration
Pre-AICE Labs and Activities
9.2 Comparing the energy content of two kinds of
foods
9.5 Comparing the carbon dioxide content of
inspired and expired air
1678
9634
9635
53289
53302
53245
56406
9636
Assessments/DW Items
Page 123 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.L.18.10 (HIGH)
Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell.
Knowledge
If a student masters this benchmark, students should “know” the following.
•
•
•
Students will know that ATP is the basic energy source for all cells.
Students will know the difference between ADP and ATP.
Students will know the chemical structure of ATP.
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
• Students will compare and contrast ADP to ATP.
• Students will explain the role of ATP in energy transfer within a cell.
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 124 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Quarter – 3
# of days
2/6
Understanding Student Ideas in Science
(recommended formative assessment)
Big Ideas & Benchmarks
SC.912.L.18.10 (HIGH) – Connect the role of adenosine triphosphate (ATP) to energy transfers
within a cell.
Pasco (Probeware) Labs
Pearson: Biology Florida Edition; Miller and Levine
Teacher Edition
PearsonSuccessNet (SSO login through Angel)
• Active Transport p. 212-213
• Interactive Digital Path
 Unit 3 – Ch. 7.3 Lesson Overview – Active
• Energy and Life p. 226-228
Transport (slides 27-39)
• Glycolysis, The Krebs Cycle, and Electron
 Unit 3 – Ch. 7.3 Activities – Art In Motion –
Transport and ATP Synthesis p. 254-260
Active Transport
• Fermentation p. 262-265

Unit 3 – Ch. 8.1 Lesson Overview –
Study Workbook A
Chemical Energy and ATP (slides 2-11)
• Active Transport p. 108

Unit
3 – Ch. 8.1 Activities – Visual Analogy –
• Energy and Life p. 116-117
ATP as a Charged Battery
• Chemical Energy and Food p. 130

Unit 3 – Ch. 9.2 Lesson Overview
• Glycolysis, Krebs, & Electron Transport and ATP

Unit
3 – Ch. 9.2 Activities
Synthesis p. 134-136
 Unit 3 Ch. 9.3 Fermentation
• Fermentation p. 137-139
Author
Update
Study Workbook B
• Brown Fat
• Energy and Life p. 110-111
•
•
Other Science Labs/resources
Discovery Education: Biology Techbook
Cellular Respiration
• Explore Cellular Respiration
Khan Academy
• ATP: Adenosine Triphosphate
Glycolysis, Krebs, & Electron Transport and ATP
Synthesis p. 129-132
Fermentation p. 133-136
Page 125 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Essential Vocabulary
Adenosine triphosphate (ATP)
NSTA Resources
52995
53255
53256
53226
53260
1359
Assessments/DW Items
Page 126 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.L.18.9 (MODERATE)
Explain the interrelated nature of photosynthesis and cellular respiration.
Knowledge
If a student masters this benchmark, students should “know” the following.
•
•
•
•
Students will know that photosynthesis removes CO 2 from the
atmosphere.
Students will know that respiration adds CO 2 to the atmosphere.
Students will know that photosynthesis releases O 2 into the
atmosphere.
Students will know cellular respiration uses O 2 to release energy from
food.
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
• Students will explore and explain the relationship between the
reactants and products of photosynthesis and cellular respiration.
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 127 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Quarter – 3
# of days
4
Big Ideas & Benchmarks
SC.912.L.18.9 (MODERATE) – Explain the interrelated nature of photosynthesis and cellular
respiration.
Understanding Student Ideas in Science
Pasco (Probeware) Labs
(recommended formative assessment)
Biology GLX Lab Manual
Life Science
• Plant Respiration and Photosynthesis – Student Guide, Teacher Guide
• #10 Light and Dark
Pearson: Biology Florida Edition; Miller and Levine
Other Science Labs/resources
Teacher Edition
Discovery Education: Biology Techbook
• Comparing Photosynthesis and Cellular Respiration p. 253
Cellular Respiration
• Organelles that Capture and Release Energy p. 202
• Evaluate Cellular Respiration
PearsonSuccessNet (SSO login through Angel)
• Brief Constructed Response
• Interactive Digital Path
 Unit 3 – Ch. 9.1 – Lesson Overview – Comparing Photosynthesis and Respiration (slides 15-18)
 Unit 3 – Ch. 9.1 – Activities – Art in Motion – Opposite Processes: Respiration and Photosynthesis
Lab Manual A
• Photosynthesis and Cellular Respiration p. 233
Study Workbook A
• Comparing Photosynthesis and Cellular Respiration p. 132
Study Workbook B
• Comparing Photosynthesis and Cellular Respiration p. 127
Essential Vocabulary
NSTA Resources
Assessments/DW Items
Cellular respiration
57400
Photosynthesis
98247
Bio 1 EOC Sample Test Item
FL Focus Achieves 10Q Test ID #13633
Page 128 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.L.16.8 (MODERATE)
Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer.
Knowledge
If a student masters this benchmark, students should “know” the following.
•
•
Students know the steps involved in the cell cycle.
Students know that cancer is caused by a mutation in the protein that
regulates cell division.
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
• Students will use charts, Venn diagrams, etc. to compare and explain
the controls that regulate normal cell growth to lack of control seen in
cancerous cells.
• Students will use virtual activities to simulate the changes in DNA that
cause cancer and give real world examples of this mutation (i.e. NOVA
simulations, skin cancer, etc.).
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 129 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes: FIRST BENCHMARK OF QUARTER 4
Quarter – 4
# of days
2/4
Big Ideas & Benchmarks
SC.912.L.16.8 (MODERATE) – Explain the relationship between mutation, cell cycle, and
uncontrolled cell growth potentially resulting in cancer.
Pasco (Probeware) Labs
Understanding Student Ideas in Science
(recommended formative assessment)
Pearson: Biology Florida Edition; Miller and Levine
Teacher Edition
• Mutations pg. 372-376
• Regulating the Cell Cycle – pg. 286-290
PearsonSuccessNet (SSO login through Angel)
• Interactive Digital Path
 Unit 3 – Ch. 10.3 Regulating the Cell Cycle – Activities - Art in Motion: Growth of Cancer Cells
Mutation
Cell cycle
Cancer tumor
Essential Vocabulary
NSTA Resources
Other Science Labs/resources
Discovery Education: Biology Techbook
Transcription and Translation
• Elaborate: Cancer
Khan Academy
• Cancer
97221
147104
Assessments/DW Items
Page 130 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.L.16.10 (HIGH)
Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues.
SIII.3.7 Genetic Engineering
Knowledge
If a student masters this benchmark, students should “know” the following.
•
•
Students know the impacts of biotechnology are subject to ethical
conflicts (i.e. privacy issues, safety of genetically engineered foods etc.)
Define genetic engineering as taking a gene from one species and
putting it into another species
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
• Students will explore and debate both sides of real-world
environmental, medical and ethical issues relating to the use of
biotechnology.
• Students need to be able to outline how genetic engineering /gene
recombination is used to create human insulin.
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 131 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Quarter – 4
# of days
2/4
Understanding Student Ideas in Science
(recommended formative assessment)
Pearson: Biology Florida Edition; Miller and Levine
Teacher Edition
• Ethics and Impacts of Biotechnology – pg. 436 –
439
• Biotechnology Topics
 Frontiers in Stem Cell Research – pg. 296297
 The Human Genome Project – pg. 406-409
 Transgenic Organisms – pg. 426-427
 Applications of Genetic Engineering – pg.
428 – 434
• Quick Lab: Survey Biotechnology Opinions pg.
438
PearsonSuccessNet (SSO login through Angel)
• Interactive Digital Path
 Unit 4 Ch. 15 Lesson 3 – Applications of
Genetic Engineering
Big Ideas & Benchmarks
SC.912.L.16.10 (HIGH) – Evaluate the impact of biotechnology on the individual, society and
the environment, including medical and ethical issues.
SIII.3.7 Genetic Engineering
Pasco (Probeware) Labs
IGCSE Biology Coursebook
Chapter 14 page 214
Other Science Labs/resources
Discovery Education: Biology Techbook
Genetic Engineering
• 5E’s & Model Lesson
• Reading Passage: Genetically Engineered Rice
Khan Academy
• Embryonic Stem Cells
•
Nova Judgment Day: Intelligent Design on Trial
(1:52:51)
•
SNORK- buildingwww.BiologyCorner.com/worksheets/snork
 Unit 4 Ch. 15 Lesson 4 – Ethics and Impacts
of Biotechnology
Page 132 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
biotechnology
Essential Vocabulary
NSTA Resources
53832
120921
135982
139801
Assessments/DW Items
Bio 1 EOC Sample Test Item
FL Focus Achieves 10Q Test ID #13623
Page 133 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.L.14.26 (LOW)
Identify the major parts of the brain on diagrams or models.
SII.10.1 Nervous Control in Humans
Knowledge
If a student masters this benchmark, students should “know” the following.
•
•
•
•
•
•
•
•
Students will know the location and function of the cerebral
hemispheres, cerebellum, and brainstem.
Describe the human nervous system in terms of the central
nervous system (brain and spinal cord as areas of coordination)
and the peripheral nervous system which together serve to
coordinate and regulate body functions Identify motor (effector),
relay (connector) and sensory neurones from diagrams
Describe a simple reflex arc in terms of sensory, relay and motor
neurones, and a reflex action as a means of automatically and
rapidly integrating and coordinating stimuli with responses
Distinguish between involuntary and voluntary
State that muscles and glands can act as effectors
Describe the action of antagonistic muscles to include the biceps
and triceps at the elbow joint
Define sense organs as groups of receptor cells responding to
specific stimuli: light, sound, touch, temperature and chemicals
Describe the structure and function of the eye, including
accommodation and pupil reflex. Differentiate between rods and
cones in terms of function and distribution.
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
•
•
Students will label a diagram of the human brain.
Students will explain the function of the major parts of the human
brain.
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 134 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Quarter – 4
# of days
1
Big Ideas & Benchmarks
SC.912.L.14.26 (LOW) – Identify the major parts of the brain on diagrams or models.
SII.10.1 Nervous Control in Humans
Pasco (Probeware) Labs
Understanding Student Ideas in Science
(recommended formative assessment)
Pearson: Biology Florida Edition; Miller and Levine
Teacher Edition
• The Brain p. 902-903
• PearsonSuccessNet (SSO login through Angel)
Interactive Digital Path
 Unit 8 – Ch. 31.2 The Central Nervous
System – Lesson Overview – slides 6-14
Study Workbook B
The Brain p. 481
Essential Vocabulary
Cerebrum
Cerebellum
Brain stem
IGCSE Biology Coursebook
Chapter 10
Other Science Labs/resources
Discovery Education: Biology Techbook
Nervous System
• Explore: Neurons, Brain
•
NSTA Resources
Labeled Diagrams of the Human Brain
25856
56879
89125
128814
89125
Assessments/DW Items
Bio 1 EOC Sample Test Item
Page 135 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.L.14.36 (MODERATE)
Describe the factors affecting blood flow through the cardiovascular system.
SII.7.2, SII.7.2.1, SII.7.2.2 – Transport in humans, heart, and arteries, veins and capillaries
Knowledge
If a student masters this benchmark, students should “know” the following.
•
•
•
Students will know the basic anatomy of the mammalian heart:
 4 chambers
 Aorta
 Vena cava
 Pulmonary veins and arteries
 Capillaries
Students will know the difference between veins, arteries, and
capillaries.
Students will know how blood flows through the cardiovascular system
and how this flow can be impeded. Must know whether an organism
has a double or single circulation.
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
• Students will trace the pathway of blood through the cardiovascular
system using a diagram, model, or animation.
• Students will identify and explain factors that can affect the flow of
blood through the cardiovascular system. Coronary Heart Disease
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 136 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Quarter – 4
# of days
2
Understanding Student Ideas in Science
(recommended formative assessment)
Pearson: Biology Florida Edition; Miller and
Levine
Teacher Guide
• Chapter Mystery – In the Blood p. 947 &
973.
• The Circulatory System – p. 948-953
• Quick Lab – What Factors Affect Heart
Rate? P. 951
• Blood and Circulatory System Diseases
p. 954-961
Study Workbook A
• The Circulatory System p. 514-517
• Circulatory System Diseases p. 521-522
• Study Workbook B
• The Circulatory System p. 510-512
• Chapter Mystery: In the Blood p. 515
PearsonSuccessNet (SSO login through
Angel)
• Interactive Digital Path
 Unit 8 – Ch. 33 – Chapter Mystery:
In the Blood
 Unit 8 – Ch. 33.1 – The Circulatory
System
Big Ideas & Benchmarks
Pre-AICE
SC.912.L.14.36 (MODERATE) – Describe the factors SII.7.2, SII.7.2.1, SII.7.2.2 – Transport in humans,
affecting blood flow through the cardiovascular
heart, and arteries, veins and capillaries
system.
Pasco (Probeware) Labs
Biology GLX Lab Manual
• Exercise and Heart Rate – Student Guide, Teacher Guide
• EKG Demonstration – Student Guide, Teacher Guide
• Factors That Affect the Heart – Student Guide, Teacher Guide
IGCSE Biology Coursebook
Other Science Labs/resources
Chapter 8
Discovery Education: Biology Techbook
Cardiovascular System
• Explore: Heart and Blood Flow
• Video: Human Body Systems- "The Circulatory System" (23:00)
Khan Academy
• Circulatory System and the Heart
•
www.hhmi.org/biointeractive/cardiovascular/animations.html
•
Rat Dissection
Page 137 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
 Unit 8 – Ch. 33.2 – Lesson Overview
slides 23-44
Lab Manual A
The Effect of Chemicals on Heart Rate p.
265-269
Artery
Vein
Capillary
Essential Vocabulary
Pre-AICE Labs and Activities
8.1 The effect of exercise on the rate of the
heart beat.
8.2 To see which part of a stem transports
water and solute
8.4 Measure the rate of transpiration of a
potted plant
8.5 Using a photometer to compare rated
of transpiration under different conditions
97514
16896
25769
56521
113850
56496
Assessments/DW Items
Bio 1 EOC Sample Test Item
Page 138 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.L.16.13 (MODERATE)
Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from
fertilization to birth and major changes that occur in each trimester of pregnancy.
SIII.1.2 Sexual reproduction SIII.1.2.2 Sexual reproduction in humans
SIII.1.3 sex hormones SIII.1.4 methods of birth control
Knowledge
If a student masters this benchmark, students should “know” the following.
•
Students will know the basic anatomy of the human reproductive
system:
Penis
Vagina
Testes
Ovaries
Vas deferens
fallopian tubes
Seminal vesicle
uterus
Prostate gland
cervix
Urethra
•
•
•
Students will know the structure of the sperm cell
Students will know how the process of fertilization occurs.
Students will know the changes that occur to the zygote/embryo/fetus
during pregnancy.
Students will know the roles of testosterone & estrogen in the
development and regulation of secondary sexual characteristics at
puberty.
Students will know the sites of production and the roles of estrogen
and progesterone in the menstrual cycle and in pregnancy.
Students will know the following methods of birth control – natural
(abstinence, rhythm method), chemical contraception, mechanical
contraception, surgical contraception)
•
•
•
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
• Students will identify/label structures of the reproductive system.
• Students will research and explain changes that occur in each trimester
of pregnancy.
• Students will label and explain the hormone changes during the
menstrual cycle.
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 139 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Quarter – 4
# of days
3
Understanding Student Ideas in Science
(recommended formative assessment)
Pearson: Biology Florida Edition; Miller and
Levine
Teacher Edition
• The Reproductive System p. 988-994
• Fertilization and Development p. 995-1001
• Quick Lab p. 1000
PearsonSuccessNet (SSO login through Angel)
• Interactive Digital Path
 Unit 8 – Ch. 34.3 The Reproductive
System
 Unit 8 – Ch. 34.4 Fertilization and
Development
Study Workbook A
• The Reproductive System p. 536-538
• Fertilization and Development p. 539-541
Study Workbook B
• The Reproductive System p. 529-532
 Fertilization and Development p. 533536
Big Ideas & Benchmarks
SC.912.L.16.13 (MODERATE) – Describe the basic anatomy and physiology of the human
reproductive system. Describe the process of human development from fertilization to birth
and major changes that occur in each trimester of pregnancy.
Pasco (Probeware) Labs
IGCSE Biology Coursebook
Chapter 13
Other Science Labs/resources
Discovery Education: Biology Techbook
Reproductive System
• 5E’s & Model Lesson
• Evaluate: Key components
• Reading Passage: Pregnancy; What can go Wrong?
Models- see Health or Anatomy Instructor
Page 140 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Testis
Ovary
Zygote
Placenta
Fetus
Essential Vocabulary
NSTA Resources
57086
57077
57081
57090
25927
59721
128842
Assessments/DW Items
Bio 1 EOC Sample Test Item
FL Focus Achieves 10Q Test ID #13624
Page 141 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.L.14.52 (MODERATE)
Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and
antibiotics.
SIII.1.5 sexually transmitted diseases SII.7.2.3 Blood
Knowledge
If a student masters this benchmark, students should “know” the following.
•
•
•
•
•
•
•
•
Students need to be able to identify red and white blood cells under a
microscope, including the functions and components (platelets and
plasma) of the blood
Students will know the basic function of the human immune system.
Students will know the difference between specific and nonspecific
immune response.
Students will know the role of vaccines as related to the response of
the human immune system.
Students describe the function of the lymphatic system in circulation
of body fluids, and the production of lymphocytes
Students describe the process of clotting (fibrinogen to fibrin only)
Students need to describe the symptoms, signs, effects and treatment
of gonorrhea.
Students need to describe the methods of transmission of HIV and
prevention of its spread within the population
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
• Students need to be able to identify red and white blood cells under a
microscope
• Students need to be able to list and explain the blood components
and their functions, including the function of the lymphatic system.
• Students need to explain the role of the immune system in terms of
tissue rejection.
• Students will explain the body’s specific defense against pathogens.
• Students will research and explain the role of vaccines in active
immunity.
• Students explain how antibiotics are used to fight pathogens.
• Students will be able to explain the role if the immune system in a
person with HIV
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 142 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Quarter – 4
# of days
2
Understanding Student Ideas in Science
(recommended formative assessment)
Life Science
• #2 The Virus Debate
Pearson: Biology Florida Edition; Miller and Levine
Teacher Edition
• Immune System and Disease p. 1008-1027
• PearsonSuccessNet (SSO login through Angel)
• Interactive Digital Path
Unit 8 – Ch. 35 Immune System and Disease
Lab Manual A
• Detecting Lyme Disease p. 207-212
Study Workbook A
• Immune System and Disease p. 545-560
Study Workbook B
 Immune System and Disease p. 540-554
Essential Vocabulary
Immune response (specific/nonspecific)
Vaccines
Antibiotics
Big Ideas & Benchmarks
SC.912.L.14.52 (MODERATE) – Explain the basic functions of the human immune system,
including specific and nonspecific immune response, vaccines, and antibiotics.
SIII.1.5 sexually transmitted diseases SII.7.2.3 Blood
Pasco (Probeware) Labs
IGCSE Biology Coursebook
Chapter 12
Other Science Labs/resources
Discovery Education: Biology Techbook
Immune System
• Explore: The Immune System
• Hands On: Outbreak Lab “ELISA”
Khan Academy
• Bacteria
• Viruses
NSTA Resources
56764
26227
53848
18335
Assessments/DW Items
Page 143 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SC.912.L.14.6 (HIGH)
Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of
both individual and public health.
SII.10.5 Drugs
Knowledge
If a student masters this benchmark, students should “know” the following.
•
•
•
•
•
•
•
•
•
Students will know genetic, environmental, and pathogenic factors
that affect individual and public health.
Students will know how these factors can affect individual and public
health.
Students will know the difference between epidemic and pandemic.
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
• Students will research and explain significant genetic, environmental,
and pathogenic factors that have affected individual and public health.
• Students will identify epidemics and pandemics and explain their
historical impact on human health.
Define a drug as any substance taken into the body that modifies
or affects chemical reactions in the body
Describe the medicinal use of antibiotics for the treatment of
bacterial infection
Describe the effects of the abuse of heroin: a powerful depressant,
problems of addiction, severe withdrawal symptoms and
associated problems such as crime and infection e.g. HIV/AIDS
Describe the effects of excessive consumption of alcohol: reduced
self-control, depressant, effect on reaction times, damage to liver
and social implications
• Describe the effects of tobacco smoke and its major toxic
components (tar, nicotine, carbon monoxide, smoke particles) on
the gas exchange system
Know why antibodies can kill bacteria and not viruses.
Biology 1 EOC Item Specifications
Benchmark Clarifications – Defines what should be taught
Content Limits – Details about what is assessed on Bio 1 EOC
BACK TO TOP
Page 144 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Quarter – 4
# of days
2
Understanding Student Ideas in Science
(recommended formative assessment)
Life Science
• #25 Antibiotics
Pearson: Biology Florida Edition; Miller and Levine
Teacher Edition
• Cancer: Uncontrolled Cell Growth p. 289-290
• Harmful and Helpful Mutations p. 375-376
• Human Genetic Disorders p. 398-401
• Viral Infections p. 576-579
• Diseases Caused by Bacteria and Viruses p. 586593
• Parasites and Disease p. 615-617
• Sexually Transmitted Diseases p. 994
• How Diseases Spread p. 1012-1013 & Quick Lab
p. 1021
• Public Health and Medications p. 1021- 1023
Author Updates
• Influenza Strains and Hosts
• Influenza Epidemics
Lab Manual A
• Modeling Disease Transmission p. 283-287
Big Ideas & Benchmarks
SC.912.L.14.6 (HIGH) – Explain the significance of genetic factors, environmental factors, and
pathogenic agents to health from the perspectives of both individual and public health.
SII.10.5 Drugs
Pasco (Probeware) Labs
IGCSE Biology Coursebook
Chapter 12
Other Science Labs/resources
Discovery Education: Biology Techbook
Immune System
• Explore: The Immune System
• Explore: Innate Immunity
• ELL Lymphoid Worksheet
Other:
• National Institute of Health
• Howard Hughes Medical Institute
• Center for Disease Control
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Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
pathogen
Essential Vocabulary
NSTA Resources
87705
Assessments/DW Items
Bio 1 EOC Sample Test Item
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Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SII.6.3.1 Diet; SII.6.3.2 Food supply; SII.6.3.3 Human Alimentary Canal; SII.6.3.4-5 Mechanical and Physical Digestion;
SII.6.3.6 Absorption; SII.6.3.7 Assimilation
Knowledge
If a student masters this benchmark, students should “know” the following.
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State what is meant by the term balanced diet and describe a
balanced diet related to age, sex and activity of an individual •
Describe the effects of malnutrition in relation to starvation,
coronary heart disease, constipation and obesity
Discuss ways in which the use of modern technology has resulted
in increased food production (to include modern agricultural
machinery, chemical fertilisers, pesticides and herbicides, artificial
selection)
Discuss the problems of world food supplies
Discuss the problems which contribute to famine (unequal
distribution of food, drought and flooding and increasing
population)
Define ingestion as taking substances (e.g. food, drink) into the
body through the mouth
Define egestion as passing out of food that has not been digested,
as faeces, through the anus
Identify the main regions of the alimentary canal and associated
organs including mouth, salivary glands, oesophagus, stomach,
small intestine: duodenum and ileum, pancreas, liver, gall bladder,
large intestine: colon and rectum, anus
Describe the functions of the regions of the alimentary canal listed
above, in relation to ingestion, digestion, absorption, assimilation
and egestion of food (cross reference 6.3.4, 6.3.5, 6.3.6 and 6.3.7)
Define digestion as the break-down of large, insoluble food
molecules into small, water soluble molecules using mechanical
and chemical processes
Identify the types of human teeth and describe their structure and
functions
State the causes of dental decay and describe the proper care of
teeth
Describe the process of chewing
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
•
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Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
•
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Describe the role of longitudinal and circular muscles in
peristalsis
Outline the role of bile in emulsifying fats, to increase the surface
area for the action of Enzymes
Describe how fluoride reduces tooth decay and explain arguments
for and against the addition of fluoride to public water supplies
State the significance of chemical digestion in the alimentary canal
in producing small, soluble molecules that can be absorbed
State where, in the alimentary canal, amylase, protease and lipase
enzymes are secreted
State the functions of a typical amylase, a protease and a lipase,
listing the substrate and end-products
Define absorption as movement of digested food molecules
through the wall of the intestine into the blood or lymph
Identify the small intestine as the region for the absorption of
digested food
Describe the significance of villi in increasing the internal surface
area of the small intestine
Describe the structure of a villus, including the role of capillaries
and lacteals
State the role of the hepatic portal vein in the transport of
absorbed food to the liver
Identify the role of the small intestine and colon in absorption of
water (the small intestine absorbs 5–10 dm3 per day, the colon 0.3–
0.5 dm3 per day)
Define assimilation as movement of digested food molecules into
the cells of the body where they are used, becoming part of the
cells
Describe the role of the liver in the metabolism of glucose
(glucose → glycogen) and amino acids (amino acids → proteins
and destruction of excess amino acids)
Describe the role of fat as an energy storage substance
Define deamination as removal of the nitrogen-containing part of
amino acids to form urea, followed by release of energy from the
remainder of the amino acid
State that the liver is the site of breakdown of alcohol and other
toxins
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Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Big Ideas & Benchmarks
Quarter – 4
# of days
•
2
SII.6.3.1 Diet; SII.6.3.2 Food supply; SII.6.3.3 Human Alimentary Canal;
SII.6.3.4-5 Mechanical and Physical Digestion; SII.6.3.6 Absorption;
SII.6.3.7 Assimilation
IGCSE Biology Coursebook
•
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Chapter 7
Ingestion
Egestion
Digestion
Assimilation
Absorption
deamination
Essential Vocabulary
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Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
SII.9 Excretion in Humans
SII.10.2 and 10.4 Hormones and homeostasis
Knowledge
If a student masters this benchmark, students should “know” the following.
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•
Define excretion as the removal from organisms of toxic materials,
the waste products of metabolism (chemical reactions in cells
including respiration) and substances in excess of requirements.
Substances should include carbon dioxide, urea and salts
Describe the function of the kidney in terms of the removal of urea
and excess water and the reabsorption of glucose and some salts
(details of kidney structure and nephron are not required)
State the relative positions of ureters, bladder and urethra in the
body
State that urea is formed in the liver from excess amino acids
State that alcohol, drugs and hormones are broken down in the
liver
Outline the structure of a kidney (cortex, medulla, and the start of
the ureter) and outline the structure and functioning of a kidney
tubule including: • role of renal capsule in filtration from blood of
water, glucose, urea and salts • role of tubule in reabsorption of
glucose, most of the water and some salts back into the blood,
leading to concentration of urea in the urine as well as loss of
excess water and salts
Explain dialysis in terms of maintenance of glucose and protein
concentration in blood and diffusion of urea from blood to dialysis
fluid
Discuss the application of dialysis in kidney machines
Discuss the advantages and disadvantages of kidney transplants,
compared with dialysis
Performance
If a student masters this benchmark, students should “do” the following or
have some of these experiences.
•
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Page 150 of 151
Collier County Public Schools Curriculum Pacing Guide Pre-AICE Biology 0610 ( )
Notes:
Big Ideas & Benchmarks
Quarter – 4
# of days
•
2
SII.9 Excretion in Humans
SII.10.2 and 10.4 Hormones and homeostasis
IGCSE Biology Coursebook
•
•
Chapter 11
excretion
Essential Vocabulary
Page 151 of 151