Curriculum and Instruction – Office of Science--Biology
Second Nine Weeks
Introduction
In 2014, the Shelby County Schools Board of Education adopted a set of ambitious, yet attainable goals for school and student
performance. The District is committed to these goals, as further described in our strategic plan, Destination2025. By 2025,



80% of our students will graduate from high school college or career ready
90% of students will graduate on time
100% of our students who graduate college or career ready will enroll in a post-secondary opportunity
In order to achieve these ambitious goals, we must collectively work to provide our students with high-quality, College and Career
Ready standards-aligned instruction. Acknowledging the need to develop competence in literacy and language as the foundation for
all learning, Shelby County Schools developed the Comprehensive Literacy Improvement Plan (CLIP). The CLIP ensures a quality
balanced literacy approach to instruction that results in high levels of literacy learning for all students across content areas. Destination
2025 and the CLIP establish common goals and expectations for student learning across schools. CLIP connections are evident
throughout the science curriculum maps.
The Tennessee State Standards provide a common set of expectations for what students will know and be able to do
at the end of a grade. College and Career Ready Standards are rooted in the knowledge and skills students need to succeed in postsecondary study or careers. While the academic standards establish desired learning outcomes, the curriculum provides instructional
planning designed to help students reach these outcomes. Educators will use this guide and the standards as a roadmap for curriculum
and instruction. The sequence of learning is strategically positioned so that necessary foundational skills are spiraled in order to
facilitate student mastery of the standards.
Our collective goal is to ensure our students graduate ready for college and career. The standards for science practice describe
varieties of expertise that science educators at all levels should seek to develop in their students. These practices rest on important
“processes and proficiencies” with longstanding importance in science education. The Science Framework emphasizes process
standards of which include planning investigations, using models, asking questions and communicating information.
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Curriculum and Instruction – Office of Science--Biology
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Construct
explanations
and design
solution
Obtain,
evaluate, and
communicate
information
Engage in
argument
Ask questions
and define
problems
Patterns
Develop and
use models
Practices
in
Science
Use math,
technology,
and
computational
thinking
Plan and carry
out
investigations
Cause and
Effect
Stability and
change
Cross Cutting
Concepts
Analyze and
interpret data
Energy and
matter
Systems and
system
models
Crosscutting concepts have value because they provide students with connections and intellectual tools that are related across the
differing areas of disciplinary content and can enrich their application of practices and their understanding of core ideas. Throughout
the year, students should continue to develop proficiency with the eight science practices. Crosscutting concepts can help students
better understand core ideas in science and engineering. When students encounter new phenomena, whether in a science lab, field trip,
or on their own, they need mental tools to help engage in and come to understand the phenomena from a scientific point of view.
Familiarity with crosscutting concepts can provide that perspective. A next step might be to simplify the phenomenon by thinking of it
as a system and modeling its components and how they interact. In some cases it would be useful to study how energy and matter flow
through the system, or to study how structure affects function (or malfunction). These preliminary studies may suggest explanations
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Second Nine Weeks
for the phenomena, which could be checked by predicting patterns that might emerge if the explanation is correct, and matching those
predictions with those observed in the real world.
Science Curriculum Maps
This curriculum map is designed to help teachers make effective decisions about what science content to teach so that, our students
will reach Destination 2025. To reach our collective student achievement goals, we know that teachers must change their instructional
practice in alignment with the three College and Career Ready shifts in instruction for science.
To ensure that all student will be taught science content and processes in a comprehensive, consistent, and coherent manner,
Science Curriculum Maps are provided. Foundation texts for the maps include Shelby County Schools Framework for Standards
Based Curriculum, Science Curriculum Frameworks-K-12 (State of Tennessee Board of Education, and National Science Education
Standards).
Teachers function most effectively and students learn best within an “aligned” curriculum delivery system. An aligned system begins
with a concerted effort to implement the state curriculum frameworks. Many districts have developed curriculum guides built around
these frameworks to ensure that what is taught in particular grades and courses is closely linked with student Learning Expectations
found in the state standards. Classroom teachers use these locally-generated curriculum guides to plan and implement their individual
grade or course Pacing Guides. Expectations for student performance are clear and carefully tied to daily instructional events and
classroom assessment practices. In theory, a fully aligned system closes the loop between state standards and student learning.
Additionally, a coherent instructional/assessment system offers the potential for heightening student learning as reflected by their
performance on state-mandated standardized tests. Our collective goal is to ensure our students graduate ready for college and career.
Most of the elements found in the state Curriculum Frameworks were incorporated into the curriculum mapping
materials prepared by Shelby County Schools. Additional features were included to add clarity and to offer avenues that could assist
teacher in developing grade level lessons.
A district-wide, K-12, standards-based curriculum is implemented in science. This curriculum is articulated in the form of individual
SCS curriculum maps for each grade and subject. These SCS curriculum maps enable the district to implement a single curriculum
that emphasizes specific standards. Since Shelby County has a high rate of mobility among the student population, the SCS
curriculum maps ensure that all students receive the same program of high-level instructional content and academic expectations,
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Second Nine Weeks
regardless of which school they attend. The utilization of a district-wide standards-based curricular program ensures that students in
SCS are engaged in hands-on inquiry based activities as teachers implement the curriculum maps.
State Standard
CLE 3210.5.3 Explain how
genetic variation in a
population and changing
environmental conditions
are associated with
adaptations and the
emergence of a new
species.
Embedded Standard
Outcomes
Resources
Unit 2.1 Principles of Evolution and Classification – 4 Weeks
Summarize the supporting evidence Glencoe – Chapters 15
CLE 3210.T/E. 1 – Explore
for the theory of evolution.
the impact of technology on
pgs. 431- 449
Assessments, SE Chapters 15
social, political, and economic
Explain
how
genetic
variation
in
a
Data Analysis p 435, 441
systems
population and changing
environmental conditions are
Bio Lab TE p. 443
CLE 3210.T/E. 4 – Describe
associated with adaptation and the
Glencoe Evolution Online –
the dynamic interplay among
emergence of new species.
science, technology, and
engineering within living,
earth-space, and physical
systems
Natural Selection
Explain how natural selection
operates in the development of a
new species.
.
Biology Corner-Evolution –
Peppered Moth Simulation
Human Evolution
Prentice Hall Chapter 16 - pages
397-410
Text Sect 16-2, 16-3
Activities/Labs
TE: *Build Science Skills, p269
SE: *Quick Lab, p398
LMB: Ch. 16
CLIP Connections
Academic Vocabulary
Natural Selection,
population, survival of the
fittest, Darwin, Mutations,
Diversity, evolution
Explain how genetic
variation in a population
and changing
environmental conditions
are associated with
adaptation and the
emergence of new
species.
NGSS Practices
7. Engaging in
argument from
evidence.
8. Obtaining, evaluating,
and communicating
information
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Curriculum and Instruction – Office of Science--Biology
Second Nine Weeks
State Standard
CLE 3210.5.5 Explain how
evolution contributes to the
amount of biodiversity.
Embedded Standard
CLE 3210.Math. 2 – Utilize
appropriate mathematical
equations and processes to
understand biological
concepts
Outcomes
Analyze a variety of models,
samples, or diagrams to
demonstrate the genetic
relatedness of organisms.
Explain how Charles Darwin’s
theory of evolution by natural
selection explains how organisms
have changed over time.
Describe the relationship
between the amount of
biodiversity and the ability of a
population to adapt to a changing
environment.
Resources
Glencoe - Chapter 15 – pgs. 415
– 449
Data Analysis TE p 435.
Formative Assessment, TE pp
430
Bio Lab – “Can Scientists Model
Natural Selection” TE p. 443
Prentice Hall Chapter 16 pages
393-396
Text Sect 16-1, 16-2: 393-396
Activities/Labs
TE: Build Science Skills: 392,
400
SE: *Inquiry Activity, p392
*Exploration, p411
*Quick Lab, p398
CLIP Connections
Academic Vocabulary
Evolution, adaptation,
population, gene, trait,
natural selection,
Explain how evolution
contributes to the amount
of biodiversity.
NGSS Practices
3. Planning and carrying
out investigations.
8. Obtaining, evaluating,
and communicating
information.
GIZMOS:
Half-Life
CLE 3210.5.6 Explore the
evolutionary basis of
modern classification
systems.
CLE3210.Inq. 5 – Compare
experimental evidence and
conclusions with those drawn
by others about the same
testable question.
Explore the evolutionary basis of
modern classification systems.
Use a dichotomous key to
identify an unknown organism.
Recognize the relationship
Glencoe – Chapter 17 – 482 –
511
Assessments, SE Chapter 17
Academic Vocabulary
Evolution, Darwin,
adaptation, dichotomous
key, diversity
Fast File and Technology
Resources, TE p. 482B
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Curriculum and Instruction – Office of Science--Biology
Second Nine Weeks
State Standard
Embedded Standard
Outcomes
between form and function in
living things.
Resources
Skill Practice, TE p. 496
Data Analysis Lab 17.1-“Draw a
Conclusion” TE p. 494
Mini Lab 17.1 – “Develop a
Dichotomous Key” TE p. 488
Formative Assessment TE p. 489
CLIP Connections
NGSS Practices
2. Developing and using
models.
4. Analyzing and
interpreting data.
Prentice Hall Chapter 18 pages
447-461
Text Chap 18, Sections 1-3:
447-461
Activities/Labs
TE: *Demo: 449, 451, 460
*Build Science Skills: 392,
400
SE: *Inquiry Activity, p446
*Quick Lab, p453
LMA and LMB: Chap 18
IF: Investigation 5
Fossils Activity – Becoming
Human
Cladograms
Gizmos:
Dichotomous Key
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Curriculum and Instruction – Office of Science--Biology
Second Nine Weeks
State Standard
Embedded Standard
Outcomes
Resources
CLIP Connections
Unit 2.2 Biochemistry and Cells – 5 Weeks
CLE 3210.1.2 Distinguish
among the structure and
function of the four major
organic macromolecules
found in living things.
CLE 3210.Inq.3 Use appropriate
tools and technology to collect
precise and accurate data.
Describe the structure and function
of lipids, carbohydrates, and
proteins.
CLE 3210.Inq.4 Apply qualitative
and quantitative measures to
analyze data and draw
conclusions that are free of bias.
Conduct tests to detect the
presence of proteins,
carbohydrates, and lipids.
CLE 3210.Inq.6 Communicate
and defend scientific findings.
Glencoe - Chapter 6 – pgs. 166
– 179
Study Tip, “Double Entry Notes”,
p. 167.
Fast File and Technology
Resources, TE p. 146B
Lab Analysis, “Benedict’s and
Biuret Tests
Quizlet-Macromolecules
Macromolecules Activity and
Notes
4 Types of Proteins in Biology
Carbohydrates
Academic Vocabulary
Macromolecules,
carbohydrates, lipids,
proteins, nucleic acids
Construct a foldable
that defines and gives
examples of the four
types of
macromolecules:
Carbohydrates
Proteins
Lipids
Nucleic Acids
NGSS Practice
4. Analyzing and
interpreting data.
Lipids
Proteins
Prentice Hall Chapter 7 pages
174-181
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State Standard
CLE 3210.1.3 Describe how
enzymes regulate chemical
reactions in the body.
Embedded Standard
CLE 3210.Inq. 3 – Use
appropriate tools and
technology to collect precise
and accurate data.
CLE 3210.Math. 2 – Utilize
appropriate mathematical
equations and processes to
understand biological
concepts.
Outcomes
Design a model that illustrates
enzyme function.
Resources
Text Sect 7-2: 174-181
Activities/Labs
TE: Build Science Skills, pp 174
& 178
SE: Quick Lab, p 180
Properties of Biomolecules
Biomolecules Learning Activity
Animated Biomolecules Tutorials
Pearson: Classes of
Biomolecules
Lesson Planet Lesson Plans:
Biomolecules
Gizmos: Identifying Nutrients
Glencoe – Chapter 6 – pp. 159 –
173
Fast File and Technology
Resources, TE p. 146B
Prentice Hall Chapter 2 section
2-4
Text Sect 2-4
Activities/Labs
TE: *Demo, p49
Building Science Skills, p52
SE: Analyzing Data, p51
Design an Experiment, pp 54-55
Probeware Lab Manual: student
CLIP Connections
Academic Vocabulary
Enzymes, proteins,
catalysts
Describe how enzymes
regulate chemical
reactions in the body.
CCSS.Math.Practice.M
P4 Model with
mathematics.
NGSS Practice
4. Analyzing and
interpreting data.
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Curriculum and Instruction – Office of Science--Biology
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State Standard
CLE 3210.1.1 Compare the
structure and function of
cellular organelles in both
prokaryotic and eukaryotic
cells.
Embedded Standard
Outcomes
Investigate cells using a
compound microscope.
Construct a model of a
prokaryotic or eukaryotic cell.
Resources
activities
Lab Worksheets: Chap 2
Transparency/Media
Tex-CD: 2-4
iText: Sect 2-4
PE: Sect 2-4
ABC DVD: 4 Enzymatic
Reactions
VL: Lab 1
Chem4kids
Enzyme Animation
Glencoe – Chapter 7 – pgs 180
– 215
Fast File and Technology
Resources, TE p. 180B
Data Analysis, 7.2 p. 194
Cells Alive
Quizlet-Cells and Organelles
Practice
Cell Worksheet
Biology Junction Cell Unit
Prentice Hall Chapter 7 pages
169-173
Activities/Labs
CLIP Connections
Academic Vocabulary
Cells, cell organelles,
eukaryotic cells,
prokaryotic cells,
Construct a foldable
that gives the name and
function of the various
organelles found in
prokaryotic and
eukaryotic cells
NGSS Practice
8. Obtaining,
evaluating, and
communicating
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Curriculum and Instruction – Office of Science--Biology
Second Nine Weeks
State Standard
CLE 3210.1.5 Compare
different models to explain the
movement of materials into
and out of cells.
Embedded Standard
CLE 3210.Math. 1 – Understand
the mathematical principles
associated with the science of
biology.
Outcomes
Design and conduct an experiment
to investigate the effect of various
solute concentrations on water
movement in cells.
Analyze experimental data to
distinguish between active and
passive transport.
Compare different models to explain
the movement of materials into and
out of cells.
Design and conduct an experiment
to discover how cell size and shape
affect the rate of diffusion into a cell.
Predict the movement of water and
other molecules across selectively
permeable membranes.
Construct
Resources
CLIP Connections
SE: Inquiry Lab, p 168
GIZMOS:
Cell Structure
information.
Glencoe – Chapter 7 – pgs 180 –
209
Fast File and Technology
Resources, TE p. 180B
TE p. 203 Minilab – “Investigate
Osmosis
TE p. 209 Biol Lab – Which
Substances will Pass through a
Selectively Permeable Membrane
School Movement of Water
Biology4kids-Active vs. Passive
Transport
Diffusion and Osmosis Lab Bench
Prentice Hall Chapter 7 pages 182189
Text Sect 7-3: 182-189
Activities/Labs
TE: Build Science skills, p184
SE: *Quick Lab, p187
*Analyzing Data, p185
*Exploration, pp194-195
LMA: Chap 7
VL: Lab 3, 4, & 5
GIZMOS:
Osmosis, Diffusion
Paramecium Homeostasis
Academic Vocabulary
Active transport,
concentration gradient,
diffusion, facilitated
diffusion, homeostasis,
hypotonic, hypertonic,
isotonic, selectively
permeable membrane,
transport protein
Construct a foldable that
defines and illustrates the
three types of solutions:
Hypotonic
Hypertonic
Isotonic
NGSS Practices
2. Developing and using
models.
5. Using mathematical
and computational
thinking.
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Curriculum and Instruction – Office of Science--Biology
Second Nine Weeks
TOOLBOX
Unit 2.1
Principles of
Evolution and
Classification
They’re More Evolved That Way
Examining How the Latest Theories on Human Evolution Might Impact Historical Understanding
http://www.nytimes.com/learning/teachers/lessons/20070627wednesday.html
Plans
Evolution:
http://www.discoveryeducation.com/teachers/free-lesson-plans/evolution.cfm
To collect, analyze, and interpret information about objects in order to classify them into a cladogram.
http://www.pbs.org/wgbh/nova/education/activities/2905_link.html
Unit 2.1
Principles of
Evolution and
Classification
Background
for Teachers
An Introduction to Evolution-- Biological evolution, simply put, is descent with modification.
http://evolution.berkeley.edu/evolibrary/article/evo_02
Genetic variation is the raw material of evolution. Without genetic variation, a population cannot evolve in response to changing environmental
variables and, as a result, may face an increased risk of extinction.
http://evolution.berkeley.edu/evosite/relevance/IIIA2Lowvariation.shtml
PowerPoint presentation on Evolution and Taxonomy
Evolution Information for teachers from the NSTA
http://nationalacademies.org/evolution/
Unit 2.1
Humans Have Spread Globally, and Evolved Locally” (http://www.nytimes.com/learning/teachers/featured_articles/20070627wednesday
Principles of
Evolution and
Classification
Fingerprinting: A Lesson on Classification --http://www.reachoutmichigan.org/funexperiments/agesubject/lessons/prints.html
Alien Taxonomy-----http://www.biologycorner.com/worksheets/taxonomy2.html
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Curriculum and Instruction – Office of Science--Biology
Second Nine Weeks
Student
Activities
Unit 2.1
Principles of
Evolution and
Classification
Other
Resources
Dichotomous Key on Norms --- http://www.pbs.org/wgbh/nova/education/activities/2905_link.html
Online Lessons for Students: Learning Evolution
http://www.pbs.org/wgbh/evolution/educators/lessons/
Patterns in Time
http://www.indiana.edu/~ensiweb/lessons/pat.in.time.html
Dichotomous Key-----http://biology.wisc.edu/documents/dichotomous_key.pdf
Scientific Argumentation In Biology by the NSTA Press Activity 1: Classifying Birds in the United States
Scientific Argumentation In Biology by the NSTA Press Activity 1: Classifying Birds in the United States
Scientific Argumentation In Biology by the NSTA Press
http://strandmaps.nsdl.org/
Interactive Sites for Education
Unit 2.2
Macromolecule Lesson Plans------ http://www.lessonplansinc.com/proteins_lipids_carbohydrates_lesson_plans.php
Biochemistry
and Cells
Cell Structure and Function
http://www.schools.manatee.k12.fl.us/072JOCONNOR/celllessonplans/lesson_plan__cell_structure_and_function.html
Plans
Unit 2.2
Browsing Biochemistry -- Includes carbohydrates, lipids, proteins, nucleic acids, DNA, etc.
http://www.chem4kids.com/files/bio_intro.html
Biochemistry
and Cells
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Curriculum and Instruction – Office of Science--Biology
Second Nine Weeks
Background
for Teachers
Unit 2.2
Biochemistry
and Cells
Student
Activities
Unit 2.2
Biochemistry
and Cells
Other
Resource
Macromolecule Mystery Lab----http://serendip.brynmawr.edu/sci_edu/waldron/pdf/WhoTookJerellsIpod.pdf
Investigating Osmosis ------- http://serendip.brynmawr.edu/sci_edu/waldron/pdf/OsmosisProtocol.pdf
Cheek Cells ---- http://serendip.brynmawr.edu/sci_edu/waldron/pdf/OsmosisProtocol.pdf
Organic Molecules Lab --- http://www.occc.edu/biologylabs/Documents/Organic%20Compounds/Organic%20Compounds.htm
Cell City Analogy --- http://www.biologycorner.com/worksheets/cell-analogy.html
Diffusion and Osmosis Web Quest
Scientific Argumentation In Biology by the NSTA Press Activity 13: Movement in or Out of Cells
Scientific Argumentation In Biology by the NSTA Press Activity 15: Cell Size and Diffusion
Osmosis and Diffusion review Guide
Effects of Saline of Plants
Macromolecule Lab
http://www.lessonplansinc.com/lessonplans/macromolecule_lab.pdf
Cheek Cells Virtual Lab ---- http://www.biologycorner.com/worksheets/cheekcell-virtual.html
Scientific Argumentation In Biology by the NSTA Press
http://strandmaps.nsdl.org/
Interactive Sites for Education
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