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Biology overview
The biology content can be broken in to three major categories as assessed on the Biology EOC. Those categories are molecular and cell biology; classification, heredity and evolution; and organisms, populations and ecosystems. The breakdown of the standards and the weight of each of these areas is represented below.
Table 1: Assessment Categories and Standards ( http://www.fldoe.org/core/fileparse.php/5662/urlt/0077547-biologyfl11sp.pdf
).
As a starting place for quality instruction, these three groups can be broken into seven units. Each unit has specific concepts to master. Other suggestions, pacing guides and sample curriculum maps may be found at: http://www.fldoe.org/academics/standards/toolkits/sci-resources.stml.
Suggested Instructional Units
Molecular and Cell Biology
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Unit 1: Macromolecules
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Unit 2: Cell Structure and Function
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Unit 3: Cell Processes
Classification, Heredity and Evolution
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Unit 4: Genetics
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Unit 5: Evolution
Organisms, Populations and Change
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Unit 6: Plants
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Unit 7: Ecology
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Biology Laboratory Activities
Within each of these units, there are essential “keystone” standards that help build the unit and provide the foundation for development of the content. These keystone standards are annually assessed and often contain additional supportive standards beneath them (indicated as “also assesses” on the assessment documents). As shown in Table 1, the keystone standards have supporting standards beneath them. For example, N.1.1 also assesses N.1.4, N.1.6 and L.14.4. These are the supporting standards for N.1.1.
Table 1 shows the connection between the keystone standards and the supportive standards. This information is also provided in the
Test Item Specifications for biology ( http://www.fldoe.org/core/fileparse.php/5662/urlt/0077547-biologyfl11sp.pdf
). The seven units and their corresponding keystone standards may be enhanced with hands-on inquiry opportunities. The eight lab activities provided below have been selected to enhance these units and keystone standards. The information for each lab activity and materials list is provided.
To assist students with achieving the proper level of complexity in their content development, the lab activities below have been selected to provide opportunities for moderate and high levels of thinking. This is in alignment with the biology assessment as shown in Table 2. Complexity levels and percentage of questions in each of the complexity levels is provided in Table 2 below. As indicated, over 80 percent of all standards are assessed at the levels of moderate to high. Definitions of the cognitive levels may be viewed within the test item specifications ( http://www.fldoe.org/core/fileparse.php/5662/urlt/0077547-biologyfl11sp.pdf
).
Table 2: Complexity levels and estimated numbers of assessment items
These seven units with corresponding eight classroom lab activities may be used as a basic foundation for classroom investigations aligned tightly to the standards. Each of these lab activities is pulled from CPALMS, and additional resources, where appropriate, are provided. A full list of the course standards may be found within the Biology Course Descriptions
( http://www.cpalms.org/Public/PreviewCourse/Preview/13083) . Additionally, these lab activities require very little equipment or supplies. The materials are those found in most schools or may be inexpensively purchased locally.
Please always follow the necessary guidelines for safety and proper laboratory procedures. You may find safety and procedural assistance at: http://fldoe.org/academics/standards/subject-areas/math-science/science/safety-in-science.stml.
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Additional Biology Resources
Course Descriptions, Standards, Teacher, Student and Parent Resources
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Biology http://www.cpalms.org/Public/PreviewCourse/Preview/13083
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Biology I Honors http://www.cpalms.org/Public/PreviewCourse/Preview/13084
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Access Biology http://www.cpalms.org/Public/PreviewCourse/Preview/12919
Course Maps and Sample Course Pacing Guides and Biology District Recommended Essential Labs http://www.fldoe.org/academics/standards/toolkits/sci-resources.stml
Biology Assessment Assistance
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Test Item Specifications http://www.fldoe.org/core/fileparse.php/5662/urlt/0077547-biologyfl11sp.pdf
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Achievement Levels and Descriptions http://www.fldoe.org/core/fileparse.php/3/urlt/aldsbioeoca.pdf
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Accommodations for Florida’s Statewide Student Assessments http://www.fldoe.org/core/fileparse.php/7690/urlt/statewideassessmentaccommodations.pdf
Student Resources http://www.floridastudents.org/#
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Units and supportive lab activities
Unit 1: Macromolecules
SC.912.L.18.1
Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. Annually assessed on Biology EOC. Also assesses SC.912.L.18.11.
http://www.cpalms.org/Public/PreviewStandard/Preview/2044
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Students will identify and/or describe the basic molecular structure of carbohydrates, lipids, proteins, and/or nucleic acids.
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Students will describe the primary functions of carbohydrates, lipids, proteins, and/or nucleic acids in organisms.
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Students will explain how enzymes speed up the rate of a biochemical reaction by lowering the reaction’s activation energy.
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Students will identify and/or describe the effect of environmental factors on enzyme activity.
Materials List
Hot plates
Benedicts indicator, iodine and biuret paper bags test tubes and test tube racks
Food items: Potatoes (blend in a blender and add water to liquefy.), egg white (best if use the liquid egg whites in the grocery section) make sure to water down as they will cook when heated, apple juice, honey, corn oil, lettuce ( blend in a blender with water added), gelatin (add water), butter (spray butter works best), distilled water, and an unknown (use beef bouillon and dissolve it in water)
Macromolecule Food Indicator Lab http://www.cpalms.org/Public/PreviewResource/Preview/45864
In this lesson students will complete a lab using indicators to determine which foods contain carbohydrates, lipids, proteins, and/or starches. The lab includes pre-lab questions, discussion, lab experimentation, post lab questions, results and conclusion. The students will submit a completed lab report that will be graded based on a rubric.
This lab also addresses:
SC.912.N.1.1
Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science. http://www.cpalms.org/Public/PreviewStandard/Preview/1856
Supportive resources
Video animation: Macromolecules: http://www.cpalms.org/Public/PreviewResourceUrl/Preview/44812
Video discussion: The Biomolecule Band YouTube https://www.youtube.com/watch?v=IJ7xOSCEmZw&index=25&list
=UUb2GCoLSBXjmI_Qj1vk-44g
Interactive website: Molecular Structure of Fat http://www.hhmi.org/biointeractive/molecular-structure-fat
Interactive website: Small-Molecule Diversity http://www.hhmi.org/biointeractive/small-molecule-diversity
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Unit 2: Cell Structure and Function
SC.912.L.14.3
Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Annually assessed on
Biology EOC. Also assesses SC.912.L.14.2.
http://www.cpalms.org/Public/PreviewStandard/Preview/194
6
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Students will compare and/or contrast the structures found in plant cells and in animal cells.
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Students will compare and/or contrast the structures found in prokaryotic cells and in eukaryotic cells.
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Students will describe how structures in cells are directly related to their function in the cell.
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Students will explain the role of the cell membrane during active and passive transport.
Materials List
All materials may be printed from CPALMS lab activity http://www.cpalms.org/Public/PreviewResource/Preview/12
7175
Touring the Cell http://www.cpalms.org/Public/PreviewResource/Preview/127175
In this lesson the students will provide detailed explanations of cell structures and their functions, produce an artifact that highlights how prokaryote and eukaryote cells differ, how plant and animal cells differ, and how structure relates to function. Students will also design and conduct a lab exploring cells and/or their structures.
This lab also addresses:
SC.912.N.1.1
Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science. http://www.cpalms.org/Public/PreviewStandard/Preview/1856
Supportive resources
Virtual Manipulative: Plant, Animal and Bacteria Cell Models http://www.cpalms.org/Public/PreviewResourceExternal/Preview/32
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Video Animation: A Tour of the Cell http://www.cpalms.org/Public/PreviewResourceUrl/Preview/41646
Website: Cells Alive! http://www.cellsalive.com/
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Unit 3: Cell Processes
SC.912.L.18.9
Explain the interrelated nature of photosynthesis and cellular respiration. Annually assessed on Biology EOC. Also assesses SC.912.L.18.7; SC.912.L.18.8; SC.912.L.18.10. http://www.cpalms.org/Public/PreviewStandard/Preview/205
2
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Students will explain how the products of photosynthesis are used as reactants for cellular respiration and vice versa.
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Students will explain how photosynthesis stores energy and cellular respiration releases energy.
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Students will identify the reactants, products and/or the basic function of photosynthesis.
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Students will identify the reactants, products and/or the basic functions of aerobic and anaerobic cellular respiration.
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Students will connect the role of adenosine triphosphate (ATP) to energy transfers within the cell.
Materials List test tubes (20mm x 150mm)
Deionized water
Test tube racks
Test tube rack covers
Growth lights
Aquatic Snails
Sprigs of Elodea (Anacharis)
Bromothymol blue (BTB) indicator solution 0.04%
Small pipette (medicine dropper)
Just Breathe! http://www.cpalms.org/Public/PreviewResourceLesson/Preview/757
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Students will complete an experimental lab setup using snails and elodea in test tubes placed in light and dark conditions to test the outcomes.
* Lab component requires 24 hour wait time for completion.
This lab also addresses:
SC.912.N.1.1
Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science. http://www.cpalms.org/Public/PreviewStandard/Preview/1856
Supportive Resources
Video Animation: Cellular Respiration http://www.cpalms.org/Public/PreviewResource/Preview/28998
Student Tutorial: ATP Synthesis During Photosynthesis http://www.cpalms.org/Public/PreviewResourceUrl/Preview/121633
Website: Connecting Cellular Respiration and Photosynthesis https://www.ck12.org/life-science/Connecting-Cellular-Respirationand-Photosynthesis-in-Life-Science/lesson/Connecting-Cellular-
Respiration-and-Photosynthesis/?referrer=featured_content
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Unit 4: Genetics
SC.912.L.15.1
Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. Annually assessed on Biology EOC.
Also assesses SC.912.L.15.10; SC.912.N.1.3; SC.912.N.1.4;
Name That Embryo http://www.cpalms.org/Public/PreviewResourceLesson/Preview/128
858
This lesson introduces the concept of comparative embryology.
Students will work in groups to observe similarities and differences in embryos from different organisms, and will make inferences to an
.
SC.912.N.1.6; SC.912.N.2.1; SC.912.N.3.1; and
SC.912.N.3.4 http://www.cpalms.org/Public/PreviewStandard/Preview/19
92
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Students will identify evidence and/or explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and evolutionary relationship between them.
This lab also addresses:
SC.912.N.1.1
Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science. http://www.cpalms.org/Public/PreviewStandard/Preview/1856
Supportive Resources observable evolutionary change.
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Students will identify ways in which a scientific claim is evaluated (e.g., through scientific argumentation, critical and logical thinking, and
Video Discussion: Evolution’s Continuing Creativity http://www.cpalms.org/Public/PreviewResourceUrl/Preview/18527 consideration of alternative explanations).
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Students will describe how scientific inferences are Interactive Tutorial: Who’s Who in Human Evolution: made from observations and identify examples from http://www.pbs.org/wgbh/nova/evolution/whos-who-humanbiology.
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Students will recognize the differences between evolution.html
theories and laws.
Interactive Tutorial: A Brief History of Life:
Materials List
All materials may be printed from CPALMS lab activity http://www.cpalms.org/Public/PreviewResourceLesson/Previ
Video Discussion: Tree of Life: http://www.wellcometreeoflife.org/video/ ew/128858 . http://www.pbs.org/wgbh/nova/evolution/brief-history-life.html
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Unit 5: Evolution
SC.912.L.15.8
Describe the scientific explanations of the origin of life on
Earth. Annually assessed on Biology EOC. Also assesses
SC.912.N.1.3, SC.912.N.1.4, and SC.912.N.2.1. http://www.cpalms.org/Public/PreviewStandard/Preview/200
2
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Students will describe scientific explanations of the origin of life on Earth.
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Students will identify situations or conditions contributing to the origin of life on Earth.
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Students will identify ways in which a scientific claim is evaluated (e.g., through scientific argumentation, critical and logical thinking, and consideration of alternative explanations).
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Students will assess the reliability of sources of information according to scientific standards.
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Students will identify what is science, what is not science, and what resembles but fails to meet the criteria for science.
Materials List
All materials may be printed from CPALMS lab activity http://www.cpalms.org/Public/PreviewResource/Preview/64
461
Meteorites May Have Sparked Life on Earth http://www.cpalms.org/Public/PreviewResource/Preview/64461
This informational text resource is intended to support reading in the content area. Scientists have formulated and tested another theory to explain how life began on Earth: meteorites crashing into the surface of the ancient planet brought with them the elements of life’s building blocks. The results of the scientists’ simulations are promising.
This lab also addresses:
SC.912.N.1.1
Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science. http://www.cpalms.org/Public/PreviewStandard/Preview/1856
Supportive Resources
Video Discussion: What is Evolution? YouTube https://www.youtube.com/watch?v=GhHOjC4oxh8
Video Discussion: How Life Began (PBS Documentary) YouTube https://www.youtube.com/watch?v=kz4HXERYxfA&feature=youtu
.be
Website: Evolution BioInteractive http://www.hhmi.org/biointeractive/explore-evolution
Website: Fossil Record BioInteractive http://www.hhmi.org/biointeractive/fossil-record-sticklebackevolution
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Unit 6: Plants (Two standards: focuses on plant structures and the comparison of plant and animal cells)
SC.912.L14.7
Relate the structure of each of the major plant organs and tissues to physiological processes. Annually Assessed on
Biology EOC. http://www.cpalms.org/Public/PreviewStandard/Preview/194
9
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Students will explain how the structures of plant tissues and organs are directly related to their roles in physiological processes.
SC.912.L 14.3
Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. Annually Assessed on
Biology EOC. Also assesses SC.912.L.14.2. http://www.cpalms.org/Public/PreviewStandard/Preview/194
6
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Students will compare and/or contrast the structures found in plant cells and in animal cells.
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Students will compare and/or contrast the structures found in prokaryotic cells and in eukaryotic cells.
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Students will describe how structures in cells are directly related to their function in the cell.
Materials List
Desktop computer or Laptop and LCD Projector
For Cell comparison: Printed materials from http://www.cpalms.org/Public/PreviewResourceLesson/Previ ew/27162
Understanding the process of transpiration http://www.cpalms.org/Public/PreviewResourceLesson/Preview/760
38
This lesson is intended to provide student with an introduction to the process of transpiration. The goal is to help students understand the process of transpiration and the role that this process plays in plant physiology.
Animal vs. Plant & Prokaryotic vs. Eukaryotic Cells http://www.cpalms.org/Public/PreviewResourceLesson/Preview/271
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This lesson will develop students' ability to identify similarities and differences between animal and plant cells as well as prokaryotic and eukaryotic cells.
Supportive Resources
Video Animation: Movement Through a Plant http://www.cpalms.org/Public/PreviewResourceUrl/Preview/76209
Video Animation: Plant Structure http://www.cpalms.org/Public/PreviewResourceUrl/Preview/42315
Website: Cell Biology http://learn.genetics.utah.edu/
Virtual Manipulative: Plant, Animal and Bacterial Cell Models http://www.cpalms.org/Public/PreviewResourceExternal/Preview/32
600
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Unit 7: Ecology
SC.912.L.17.5
Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. Annually assessed on Biology EOC. Also assesses SC.912.L.17.2;
SC.912.L.17.4; SC.912.L.17.8; SC.912.N.1.4. http://www.cpalms.org/Public/PreviewStandard/Preview/203
3
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Students will use data and information about population dynamics, abiotic factors, and/or biotic factors to explain and/or analyze a change in carrying capacity and its effect on population size in an ecosystem.
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Students will describe the potential changes to an ecosystem resulting from seasonal variations, climate changes, and/or succession.
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Students will identify positive and/or negative consequences that result from a reduction in biodiversity.
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Students will assess the reliability of sources of information according to scientific standards.
Materials List
Excel on school computers
Excel -Census data loaded on computers
Teacher should print cards (1 set for every pair of students) and cut cards for vocabulary sorting activity from http://www.cpalms.org/Public/PreviewResourceLesson/Previ ew/128807
Sea Otter Spotter - A Population Growth Curve Using Southern
Sea Otter Census Data http://www.cpalms.org/Public/PreviewResourceLesson/Preview/128
807
Students explore the world of population biology using the sea otter as a case study. The lesson involves reading technical reports from the US Fish and Wildlife Service as well as reading information about the sea otter from non-governmental organizations. Students are introduced to a specialized wildlife capture technique and monitoring of the endangered population through annual census data. Using that data students explore the limiting factors affecting sea otter growth and apply mathematical knowledge to analyze population growth curves. Students will also produce an argument on whether the sea otter has met established endangered species criteria and should be removed from the endangered species list.
Supportive Resources
Virtual Manipulative: Virtual Lab Population Biology http://www.cpalms.org/Public/PreviewResourceUrl/Preview/20230
Text Resource: Coral Reefs Show Remarkable Ability to Recover from Near Death http://www.cpalms.org/Public/PreviewResource/Preview/121525
Video Discussion: Introduced Species and Biodiversity YouTube https://www.youtube.com/watch?v=J-ftiWffNTc
Website: Symbiotic Bioluminescence BioInteractive http://www.hhmi.org/biointeractive/symbiotic-bioluminescence
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