2015 - 2016
Volusia County Schools
Created For Teachers By Teachers
Curriculum Mapping Committee:
Kris Blasko
Stephanie Boorom
Dodi Gaines
Jamie Jeffs
Melanie Jenkins
Susan Sigler
Marlo Spallone
Susan Zona
Biology I
Regular and Honors
Curriculum Map
2015 - 2016
Parts of the Curriculum Map
The curriculum map defines the curriculum for each course taught in Volusia County. They have been created by teachers from Volusia Schools on curriculum
mapping and assessment committees. The following list describes the various parts of each curriculum map:
•
•
•
•
•
•
Units: the broadest organizational structure used to group content and concepts within the curriculum map created by teacher committees.
Topics: a grouping of standards and skills that form a subset of a unit created by teacher committees.
Learning Targets and Skills: the content knowledge, processes, and skills that will ensure successful mastery of the NGSSS as unpacked by teacher
committees according to appropriate cognitive complexities.
Standards: the Next Generation Sunshine State Standards (NGSSS) required by course descriptions posted on CPALMS by FLDOE.
Pacing: recommended time frames created by teacher committees and teacher survey data within which the course should be taught in preparation for
the EOC.
Vocabulary: the content-specific vocabulary or phrases both teachers and students should use, and be familiar with, during instruction and assessment.
Some maps may also contain other helpful information, such as:
•
•
•
•
•
•
•
Resources: a listing of available, high quality and appropriate materials (strategies, lessons, textbooks, videos and other media sources) that are
aligned to the standards. All resources listed in the curriculum map are housed at www.edmodo.com . Teachers can contact the Volusia County District
Science Department to join ANY science group.
Teacher Hints: a listing of considerations when planning instruction, including guidelines to content that is inside and outside the realm of the course
descriptions on CPALMS in terms of state assessments.
Sample FOCUS Questions: sample questions aligned to the standards and in accordance with EOC style, rigor, and complexity guidelines; they do NOT
represent all the content that should be taught, but merely a sampling of it.
Labs: The NSTA and the District Science Office recommend that all students experience and participate in at least one hands-on, inquiry-based, lab per
week were students are collecting data and drawing conclusions. The district also requires that at least one (1) lab per grading period
should have a written lab report with analysis and conclusion.
Common Labs (CL): Each grade level has one common Lab (CL) for each nine week period. These common labs have been designed by teachers to allow
common science experiences that align to the curriculum across the district.
Volusia Literacy Tasks (VLT): Each grade level has one Volusia Literacy task (VLT) for each nine week period. These literacy experiences have been
designed by teachers to provide common literacy activities that align to the curriculum across the district.
DIAS: (District Interim Assessments: Science) are content-specific tests developed by the district and teacher committees to assist in student progress
monitoring. The goal is to prepare students for the Florida Biology EOC using rigorous items developed using the FLDOE Item Specifications Documents.
The opening pages of the map include information about the Biology EOC exam information, methods of instruction, cognitive complexities, and pacing guides to
better assist teachers with instruction. The Florida ELA and Math Standards can be found at the end of the curriculum map.
Biology I Regular and Honors
Page 2
2015 - 2016
Florida Biology End of Course (EOC) Exam Information
Content Breakdown by Benchmark
Molecular and Cell Biology
35% of EOC
N.1.1
L.16.17
N.1.4
L.16.8
N.1.6
L.16.14
L14.4
L.16.16
L.14.1
L.18.1
N.1.3
L.18.11
N.2.1
L.18.9
N.3.1
L.18.7
N.3.4
L.18.8
L.14.3
L.18.10
L.14.2
L.18.12
L.16.3
L.16.4
L.16.5
L.16.9
Classification, Heredity, and Evolution
25% of EOC
N.1.1
L.15.8
L.15.1
N.1.3
L.15.10
N.1.4
N.1.3
N.2.1
N.1.4
L.15.13
N.1.6
L.15.14
N.2.1
L.15.15
N.3.1
N.1.3
N.3.4
L.16.1
L.15.6
L.16.2
L.15.4
L.15.5
N.1.3
N.1.6
Organisms, Populations, and Ecosystems
40% of EOC
N.1.1
L.17.5
L.14.7
L.17.2
L.14.26
L.17.4
L.14.36
L.17.8
L.14.52
N.1.4
L.14.6
L.17.9
L.16.10
E.7.1
L.16.13
L.17.20
L.17.11
L.17.13
N.1.3
Item Cognitive Complexity
Low
10-20%
Moderate
60-80%
High
10-20%
Duration and Length
Sessions
2
Total Time
160 minutes
Total Items
60-66
Recommendations for success on the EOC:
1. Use frequent formative assessments to monitor student progress.
2. Students should have access to and use BioMastery, Escambia EOC Prep, and Florida Achieves!
3. Instruction should be at the same level of rigor as the learning targets in the curriculum map (see page 5).
Biology I Regular and Honors
Page 3
2015 - 2016
Description
Implementation
Learners engage with an activity that captures their attention, stimulates
their thinking, and helps them access prior knowledge. A successful
engagement activity will reveal existing misconceptions to the teacher and
leave the learner wanting to know more about how the problem or issue
relates to his/her own world. (e.g. ISN-preview, Probe, Teacher
Demonstration…)
The diagram below shows how the elements of the 5E model are
interrelated. Although the 5E model can be used in linear order (engage,
explore, explain, elaborate and evaluate), the model is most effective when it
is used as a cycle of learning.
Explain
Learners explain through analysis of their exploration so that their
understanding is clarified and modified with reflective activities. Learners
use science terminology to connect their explanations to the experiences
they had in the engage and explore phases. (e.g. Lecture, ISN-notes,
Research, Close-reading, reading to learn, videos, websites…)
Elaborate
Learners explore common, hands-on experiences that help them begin
constructing concepts and developing skills related to the learning target.
The learner will gather, organize, interpret, analyze and evaluate data. (e.g.
investigations, labs…)
Learners elaborate and solidify their understanding of the concept and/or
apply it to a real world situation resulting in a deeper understanding.
Teachers facilitate activities that help the learner correct remaining
misconceptions and generalize concepts in a broader context. (e.g. labs,
web-quest, presentations, debate, discussion, ISN-reflection…)
Evaluate
Explore
Engage
Volusia County Science 5E Instructional Model
Teachers and Learners evaluate proficiency of learning targets, concepts
and skills throughout the learning process. Evaluations should occur
before activities, to assess prior knowledge, after activities, to assess
progress, and after the completion of a unit to assess comprehension. (i.e.
formatives and summatives)
Explore
Engage
Discuss
and
Evaluate
Elaborate
Explain
Each lesson begins with an engagement activity, but evaluation occurs
throughout the learning cycle. Teachers should adjust their instruction
based on the outcome of the evaluation. In addition, teachers are
encouraged to differentiate at each state to meet the needs of individual
students.
*Adapted from The BSCS 5E Instructional Model: Origins, Effectiveness, and Applications, July 2006, Bybee, et.al, pp. 33-34.
Biology I Regular and Honors
Page 4
2015 - 2016
Cognitive Complexity
The benchmarks in the Next Generation Sunshine State Standards (NGSSS) identify knowledge and skills students are expected to acquire at each grade level,
with the underlying expectation that students also demonstrate critical thinking.
The categories—low complexity, moderate complexity, high complexity—form an ordered description of the demands a test item may make on a student.
Instruction in the classroom should match, at a minimum, the complexity level of the learning target in the curriculum map.
Low
Moderate
High
This category relies heavily on the recall and
recognition of previously learned concepts and
principles. Items typically specify what the student
is to do, which is often to carry out some
procedure that can be performed mechanically. It
is not left to the student to come up with an
original method or solution.
This category involves more flexible thinking and
choice among alternatives than low complexity
items. They require a response that goes beyond
the habitual, is not specified, and ordinarily has
more than a single step or thought process. The
student is expected to decide what to do—using
formal methods of reasoning and problem-solving
strategies—and to bring together skill and
knowledge from various domains.
This category makes heavy demands on student
thinking. Students must engage in more abstract
reasoning, planning, analysis, judgment, and
creative thought. The items require that the
student think in an abstract and sophisticated way
often involving multiple steps.
Students will:
Students will:
Students will:
•
•
•
•
•
retrieve information from a chart, table,
diagram, or graph
recognize a standard scientific representation
of a simple phenomenon
complete a familiar single-step procedure or
equation using a reference sheet
•
•
•
•
•
•
interpret data from a chart, table, or simple
graph
determine the best way to organize or present
data from observations, an investigation, or
experiment
describe examples and non-examples of
scientific processes or concepts
specify or explain relationships among different
groups, facts, properties, or variables
differentiate structure and functions of different
organisms or systems
predict or determine the logical next step or
outcome
apply and use concepts from a standard
scientific model or theory
•
•
•
•
•
analyze data from an investigation or
experiment and formulate a conclusion
develop a generalization from multiple data
sources
analyze and evaluate an experiment with
multiple variables
analyze an investigation or experiment to
identify a flaw and propose a method for
correcting it
analyze a problem, situation, or system and
make long-term predictions
interpret, explain, or solve a problem involving
complex spatial relationships
*Adapted from Webb’s Depth of Knowledge and FLDOE FCAT 2.0 Specification Documentation, Version 2.
Biology I Regular and Honors
Page 5
2015 - 2016
High School Weekly Curriculum Trace
2015
1
2
3
Biology
Earth Space
5
Nature of Science
7
Chemistry
Measurement and Lab Skills
2015
10
11
Biology
Cell Str/Func
8
9
Cell Structure and Function
Earth’s Layers
Introduction to Physics
Earth as a System
Plate Tectonics
Kinematics
Atomic Theory and Structure
12
13
14
Electrons & Modern Atomic Theory
15
16
17
Cell Processes
Weathering, Erosion, and Deposition
18 (2016)
19 (2016)
Genetics
The Ocean
Physics
Weather
Climate
Newton’s Laws
Chemistry
2016
6
Macromolecules
Physics
Earth Space
4
Periodic Table
20
Biology
21
Ionic Bonding & Nomenclature
22
23
Genetics
24
25
Covalent Bonding &
Nomenclature
26
Chemical Composition
27
Evolution
28
Plants
Earth Space
Space Exploration
Solar System
Stars
Physics
Conservation of Energy
Thermodynamics
Waves
Chemistry
Chemical Reactions
2016
29
Biology
30
Stoichiometry
31
32
Plants
Earth Space
33
34
Ecology
Stars
Physics
Waves
Chemistry
States of Matter
Energy Changes and Reaction Rates
35
36 - 39
Biology EOC
Origin of the Universe
Bridge to Chemistry
Evolution
Electricity
Gas Laws
Solutions and Equilibrium
Review
Review
Acids and Bases
REVIEW
**Weeks 36 – 39 are designated for Bridge to Chemistry**
Biology I Regular and Honors
Page 6
2015 - 2016
2015-2016 Instructional Calendar
Week
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
Dates
24 August - 28 August
31 August - 4 September
7 September - 11 September
14 September - 18 September
21 September - 25 September
28 September - 2 October
5 October - 9 October
12 October - 16 October
19 October - 23 October
26 October - 30 October
2 November - 6 November
9 November - 13 November
16 November - 20 November
23 November - 24 November
30 November - 4 December
7 December - 11 December
14 December - 18 December
4 January - 8 January
11 January - 15 January
Days
5
5
4
5
4
5
5
5
4
5
5
4
5
2
5
5
5
5
4
Quarter
Start 1st
↑
9
Weeks
↓
End 1st
Start 2nd
↑
10
Weeks
↓
End 2nd
Week
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
37
Dates
18 January - 22 January
25 January - 29 January
1 February - 5 February
8 February - 12 February
15 February - 19 February
22 February - 26 February
29 February - 4 March
7 March - 11 March
14 March - 18 March
28 March - 1 April
4 April - 8 April
11 April - 15 April
18 April - 22 April
25 April - 29 April
2 May - 6 May
9 May - 13 May
16 May - 20 May
23 May - 27 May
Days
4
5
5
5
4
5
5
5
4
5
5
5
5
5
5
5
5
5
38
39
Administer EOC*
30 May – 3 June
6 June – 7 June
4
2
* See school-based testing schedule for the course EOC administration time
Quarter
Start 3rd
↑
9
Weeks
↓
End 3rd
Start 4th
↑
11
Weeks
↓
End 4th
Lab Information
Expectations:
Safety Contract:
The National Science Teacher Association, NSTA, and the district science office
recommend that all students experience and participate in at least one handson-based lab per week. At least one (1) lab per grading period should have a
written lab report with analysis and conclusion.
http://www.nsta.org/docs/SafetyInTheScienceClassroom.pdf
Biology I Regular and Honors
Safety, Cleanup, and Laws:
http://labsafety.flinnsci.com/Chapter.aspx?ChapterId=88&UnitId=1
http://labsafety.flinnsci.com/CertificateCourseSelection.aspx?CourseCode=MS
Page 7
2015 - 2016
Biology 1 (Regular and Honors Curricula)
Week
Date
Topic
1–3
4–6
7
8
24 August – 11 September
14 September – 2 October
5 October – 9 October
12 October – 16 October
What is Biology? and Science Process
Water, Macromolecules, and Enzymes
Cell Theory and Microscopes
Cell Structure and Function
9 – 10
11 – 12
13 – 16
17
19 October – 30 October
2 November – 13 November
16 November – 11 December
14 December – 18 December
18
4 January – 8 January
DNA and Protein Synthesis
19
11 January – 15 January
Genetics and Biotechnology
(SMT 2 - Week 18)
20 - 21
22
23
24
25 – 26
27 – 28
18 January – 29 January
1 February – 5 February
8 February – 12 February
15 February – 19 February
22 February – 4 March
7 March – 18 March
Genetics and Biotechnology
Human Development
Human Health
Evidence of Evolution
Mechanisms of Change
Taxonomy
Evolution
st
End of 1 Quarter
Winter Break
End of 2nd Quarter
Unit DIAS
(SMT 1- Week 1)
Macromolecules
Cells Structure and
Function
Cell Membrane and Transport
Photosynthesis and Cellular Respiration
Cell Cycle, Mitosis, Meiosis
DNA and Protein Synthesis
Cell Processes
Genetics
End of 3rd Quarter – Spring Break
29 – 30
31
32
33
34 – 35
28 March – 8 April
11 April – 15 April
18 April – 22 April
25 April – 29 April
2 May – 13 May
36 – 39
16 May – 7 June
Plants
Plants
Matter and Energy in an Ecosystem
Interdependence
Human Impact
Ecology
Biology EOC
Regular
PLC Choice - Real World Applications
or
Honors
Bridge to Chemistry
End of 4th Grading Period – Summer Break
•
All DIAS tests are available in Eduphoria under their respective units as labeled above.
Biology I Regular and Honors
Page 8
2015 - 2016
Unit 1: Macromolecules
What is Biology?
Topics
Learning Targets and Skills
Students will:
• describe science as the study of the natural world and biology as the study of the
organisms and their interactions with the environment
•
describe science as both durable and robust and open to change
•
differentiate between science and non-science, citing examples of each
•
explain why something would fail to meet the criteria for science
o criteria should include testability, repeatability, and replicability
•
set up an interactive science notebook and review lab safety protocols
Science Processes
Students will:
• design a controlled experiment on a biology topic
•
use tools (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)
•
collect, analyze, and interpret data from the experiment to make predictions and/or
defend conclusions
•
determine an experiment’s validity and justify its conclusions based on:
o control group, limiting variables and constants
o multiple trials (repetition) or large sample sizes
o bias
o method of data collection, analysis, and interpretation
o communication of results
•
differentiate between an observation and inference, citing examples of each
•
use appropriate evidence and reasoning to justify explanations to others
Biology I Regular and Honors
Weeks 1 – 3
Standards
SC.912.N.2.1
SC.912.N.2.2
SC.912.N.2.4
SC.912.N.1.1
Vocabulary
Non-science
Pseudoscience
Science
Analysis
Argumentation
Bias
Control group
Evidence
Inference
Interpretation
Limiting variables
Multiple trials
Observation
Peer review
Reliability
Validity
also
SC.912.N.1.3
SC.912.N.1.4
SC.912.N.1.6
Page 9
2015 - 2016
Resources
Textbook
Video Clips
Websites
Keeley Probes
Teacher Hints &
Instructional
Focus
What is Biology?
Science Processes
Sections 1.1, 1.2 Lab Binder: Unit 1, pp.1-15
SM- Eyes of Nye: Pseudoscience
YOUTUBE - Introduction to Biology
Edmodo
Kahootit
Escambia County Website
Volume 1 #14 (Mittens,) #15 (Objects and Temperature)
Instruction Hints:
1. Share your LOVE of Biology, who you are, and why you teach.
2. Establish and practice classroom procedures and routines.
3. Create lab groups and practice lab safety, routines, and group
norms.
4. Activity before Content (AbC) and Content before Vocabulary
(CbV).
5. Evaluate advertised claims of pseudoscience such as astrology;
have students justify why it is pseudoscience and not science.
6. Biology EOC is 30% of the course grade calculation. Review page
3 for EOC content breakdown with students.
7. ALL resources can be found on edmodo. Contact the County
Science Office for the code to join.
See the “Biology PLC What is Biology?” Folder to access the
“Why Does Biology Matter?” powerpoint, several formative
assessments on graphing, and the POGIL - Analyzing and
Interpreting Data.
Sections 1.3, 1.4, 1.5 Lab Binder: Unit 1, pp.1-15
YOUTUBE - A Bath Without Water
YOUTUBE - Ants that count
Using the Scientific Process to study Evolution
Volume 3 #12 (Doing Science)
Instruction Hints:
1. Students need multiple opportunities to ask their own questions and develop
their own investigations.
2. The next two weeks gives you an opportunity to review students on the basics
of scientific investigations, tools and measurements.
3. Use this opportunity to engage and hook students using various contentbased labs.
4. It is very important that students are able to collect, organize and analyze
data. Students will be required to analyze graphs on the Biology EOC.
***MISCONCEPTION ALERT***
Misconception- There is an artificial number and order of steps scientists use to
solve problems. (Teachers and students should refrain from using the term “The
Scientific Method” and focus only on various processes.)
Misconception- The control group is always the group left untested. (Refer to
control as the normal condition used for comparison.)
5. See the “Biology PLC Science Processes” folder to access several data analysis
activities, and labs on experimental design (including the Thinking Outside of The
Bag Lab).
Sample FOCUS Question
Sample FOCUS Question
Sometimes scientists must make assumptions about their subject of study because some
aspect of it cannot be tested directly. In cases like this, scientists assume that the natural
world operates in a consistent fashion. Which of the following would be the best example
of a case in which scientists would have to make an assumption based on present
experience?
1.
2.
3.
4.
assuming that modern DNA is composed of the same nucleotide bases that made up
DNA 1,000 years ago
assuming that rainfall patterns in the northern United States are similar to rainfall
patterns there 50 years ago
assuming that trees in Brazil use the chlorophyll in their leaves for photosynthesis in
the same way trees in Florida do
assuming that the feathers on a dinosaur skeleton were used for flight and insulation
as they are in modern birds
Prefix / Suffix
No/Non – not
Biology I Regular and Honors
Sciencia- wisdom Pre- before
Bio- life
Each summer, Janine spends two weeks visiting her grandparents, who live near a
beach. She notices that the shore in one area appears to erode more each year
than any other area. Which of the following would be the best way to determine if
different areas of this beach experience more erosion than others each year?
1.
2.
3.
4.
Find out what factors contribute most to the erosion of the beach each year.
Compare the physical features of this beach to those of beaches in other
towns.
Take photographs of all areas of the beach over several years to look
objectively for differences.
Survey the residents who live near the beach year round to see if they notice
any changes in erosion.
-ology- study
Page 10
2015 - 2016
Unit 1: Macromolecules
Topics
Learning Targets and Skills
Students will:
• explain why the special properties of water make it essential for life, including:
o polarity, hydrogen bonding, cohesive and adhesive behavior, ability to moderate
temperature, universal solvent behavior, and expansion upon freezing
Water, Macromolecules, & Enzymes
Students will:
• identify basic molecular structures and describe the primary functions of the four
major categories of biological macromolecules, including:
o carbohydrates, lipids, proteins, and nucleic acids
Students will:
• predict the effect pH, temperature, and enzyme concentration have on enzyme activity
•
explain how an enzyme increases the rate of a biochemical reaction
o enzymes decrease the activation energy of reactions by acting as a catalyst
which is not consumed during the course of the reaction
•
analyze graphs from an experiment to draw conclusions on activation energy
Honors:
1. Interpret formula representations of molecules and compounds in terms of
composition and structure.
Weeks 4 – 6
Standards
Vocabulary
Adhesion / Cohesion
SC.912.L.18.12 Hydrogen bond
Polar molecule
Solute / Solvent
Specific heat
Activation energy
SC.912.L.18.1 Amino acid
Carbohydrates
Catalyst
Chemical reaction
Denature
SC.912.L.18.11 Enzyme
Equilibrium
Fatty acid
Lipids
Macromolecules /
Organic Compounds
SC.912.N.1.1 Monomer
Nucleic acids
Honors:
Polymer
SC.912.P.8.7 Proteins
Reaction rate
2. Describe the important structural characteristics of monosaccharides, disaccharides,
and polysaccharides and explain the functions of carbohydrates in living things.
SC.912.L.18.2
3. Describe the structures of fatty acids, triglycerides, phospholipids, and steroids.
SC.912.L.18.3
4. Explain the function of lipids in living organisms. Identify some reactions that fatty
acids undergo. Relate the structure and function of cell membrane.
SC.912.L.18.4
Unit 1 DIAS: Macromolecules
Biology I Regular and Honors
1 October – 2 October
Page 11
2015 - 2016
Resources
Textbook
Video Clips
Websites
Teacher Hints
Common Labs
(CL)
Volusia Literacy
Tasks (VLT)
Water, Macromolecules, and Enzymes
Sections 2.2,2.3, 2.4, 2.5
Lab Binder: Unit 1, pp.17-28
YOUTUBE- Death by H2O
Amoeba Sisters- Biomolecules (Macromolecules)
Molecular Structure of Fat, Small-Molecule Diversity
Instruction Hints:
1. Students will have to know the unique properties of water that
allows Earth to be the only planet with life. They should be able
to give examples of how the properties of water contribute to
sustaining life.
2. Good practice assessment items on page 62, items 33-35.
3. Students should be able to interpret a graph from an enzyme lab
showing catalysts and activation energy.(pg. 54 in book)
4. Students should have an enzyme lab experience studying the
effects of changing temperature, pH and concentrations.
CL 1 Properties of Water Lab can be found on edmodo in the
“Biology PLC CL” folder.
This lab allows students to explore the properties of water.
The Properties of Water Lab should be completed during the
Macromolecules Unit wherever the teacher sees fit.
EOC Hints:
1. Items will not refer to intermolecular forces found in the four types of
macromolecules.
2. Items will not assess hydrolysis and dehydration synthesis.
3. Items referring to the role of enzymes as a catalyst will use a biological
context and will not require knowledge of specific enzymes.
4. Items will not assess enzyme-substrate complex.
VLT 1 Discovery of new enzyme could yield better plants for biofuel Article and
Student Response Sheet can be found on edmodo in the “Biology PLC VLT”
folder.
Students will read the article and complete VLT 1 during the Enzyme portion of
the Macromolecule unit.
Labs and Activities
All resources found on edmodo in the “Biology PLC Water, Macromolecules, and Enzymes”
Folder.
Lab
Toothpick Enzymes
Lab
McMush Macromolecule Identification Student and Teacher Notes
Lab
Water Workstations
Lab
Building Monomers of Macromolecules Lab
Lab
Factors That Affect Enzyme Efficiency Lab
Activity Enzyme Graphing with pH and temperature
Activity Macromolecules Foods
Activity Elements Found In Living Things
Activity Enzyme Review Worksheet
Activity Worksheet Macromolecules
Activity Macromolecule Foldable
Activity Enzyme Foldable Instructions
Activity Jeopardy Review – Enzymes and Macromolecules
Activity Elements Found In Living Things – Coloring Sheet
Activity Analyzing the Effect of pH on Enzyme Activity
POGILs- 1- Properties of Water; 2- Biological Molecules
Prefix / Suffix
Sample FOCUS Question
A carbohydrate is an organic compound that is composed of carbon, hydrogen,
and oxygen. The unique structure of carbohydrates makes them useful material
for building cell walls in plants. Which of the following is a function of
carbohydrates in animals?
1.
2.
3.
4.
Ad- toward Co- with Herare- sticking Solvere- dissolve Mono- one
Amon- nitrogen Equil- balanced Act- capable Lysis- cut
Biology I Regular and Honors
digesting food
fighting disease
storing short-term energy
transmitting nerve impulses
Poly- maner
Carbo- carbon
Hydro- water
Lip- fat
Pro- first
Page 12
2015 - 2016
Cell Theory and Microscopes
Topics
Unit 2: Cell Structure and Function
Learning Targets and Skills
Students will:
• describe a theory as an explanation and a law as a predicted outcome to a process or
phenomenon as it applies to cell theory
Standards
SC.912.N.3.4
•
recognize theories do not become laws nor do laws become theories as it applies to
cell theory
•
describe the current cell theory as:
o all cells come from pre-existing cells
o all living organisms are composed of one or more cells
o cells are the basic unit of structure, function, and organization of all living
organisms
SC.912.L.14.1
•
differentiate the function of various types of microscopes, including:
o compound
o dissecting
o scanning electron
o transmission electron
SC.912.L.14.4
•
explain how continuous investigations by multiple scientists and new scientific
information has influenced cell theory over time, for example:
o changes in microscope technology has led to further discoveries that have
determined the structure and function of various cell parts
SC.912.N.3.1
Biology I Regular and Honors
Week 7
Vocabulary
Cell Theory
Compound Light
Microscope
Laws
SEM
TEM
Theory
Page 13
2015 - 2016
Resources
Textbook
Video Clips
Websites
Keeley Probes
Teacher Hints
Cell Theory and Microscopes
Sections 1.4 and 3.1
YOUTUBE- Wacky History of Cell Theory YOUTUBE Types of Microscopes
Types of Microscopes (Interactive Slides)
Volume 1 #18 (Is It made of Cells?) Volume 1L # (Cucumber)
Instruction Hints:
1. For many students, this will be the first time using a microscope.
Please review parts and procedures.
2. It is recommended that no more than 2 students use a microscope
at the same time. Please work with your department to maximize
resources.
3. It is recommended that teachers use preserved slides
(when available, to save time).
4. Project 1040 (consumable) money may be used to repair, replace,
or clean microscopes and slides.
5. For lab safety, make sure to clean all eye pieces after each use.
EOC Hints:
1. Items may asses how contributions of scientists such as Van Leeuwenhoek,
Hooke, Schwann, Schleiden and Virchow aided in the development of the cell
theory but will not assess what each scientist contributed.
2. Students will need to know why the Cell Theory is a theory and not a law.
th
th
3. Cell Theory is a 6 grade standard that is assessed on the 8 grade science
FCAT.
Labs and Activities
All resources found on edmodo in the “Biology PLC Cell Theory and Microscopes” Folder.
Lab
Introduction to the Microscope Lab
Activity
Color The Parts of The Microscope
Webquest Interactive Microscope Slides
Biology I Regular and Honors
Sample FOCUS Question
The cell theory was first proposed in 1838. Evidence obtained through
additional scientific investigations resulted in the current cell theory. Which
statement describes a component of the original cell theory that was removed
because of the new scientific knowledge?
1.
2.
3.
4.
All living things are made of cells.
All cells come from other preexisting cells.
Cells form through spontaneous generation.
Cells are the basic structural and functional units of life.
Page 14
2015 - 2016
Prefix / Suffix
Cell Structure & Function
Topics
Micro- small
Scope- to see
Nuc- center
Cyto- hollow
-plasm- to form
Unit 2: Cell Structure and Function
Learning Targets and Skills
Students will:
•
compare and contrast prokaryotes and eukaryotes
•
differentiate the general structures and their function found within a cell, including:
Prokaryotic Cells
cell wall
cell membrane
cytoplasm
plasmid
ribosome
flagella
SC.912.L.14.3
Vocabulary
Barrier
Boundary
Membrane-bound
Organelle
Surface Area
Eukaryotic Cells
cell wall
microtubules
cell membrane
microfilaments
cytoplasm
vacuoles
nucleus
mitochondria
nuclear envelope
Golgi apparatus
endoplasmic reticulum chloroplasts
cilia
flagella
ribosomes
lysosomes
chromatin
nucleolus
•
differentiate the general structures of plant and animal cells, for example:
o plant cells have central vacuoles, chloroplasts, and cell wall
o animal cells have lysosomes
•
explain how the structure of an organelle is directly related to its function in the cell,
for example:
o folding of the endoplasmic reticulum increases available surface area for protein
packaging and transport
o total available energy within a cell is dependent upon the number of
mitochondria present, i.e. muscle cells have many mitochondria
Biology I Regular and Honors
Standards
Week 8
Page 15
2015 - 2016
Resources
Textbook
Video Clips
Websites
Keeley Probes
Teacher Hints
Cell Structure and Function
Section 3.2
Lab Binder: Unit 2, pp.1-12
YOUTUBE- Eukaryopolis
Cells Alive Interactive Plant Animal Model
Volume 1L #8 (Chlorophyll)
***Misconception Alert***
Misconception- Fungi are autotrophs and photosynthesize.
(While Fungi DO have a cell wall, they are decomposers and do
not need light because they do not photosynthesize.)
Misconception- All protists are single-celled and animal-like.
(Protists are VERY diverse. They range from a single-cell to
multi-cellular. They can be plant-like, animal-like, or fungi-like.)
EOC Hints:
1. Items will not address cellular structures unique to protists or fungi.
th
2. Cell structure and function of plant and animal cells is a 6 grade standard that is
th
assessed on the 8 grade science FCAT.
Labs and Activities
Sample FOCUS Question
All resources found on edmodo in the “Biology PLC Cell Structure and Function” Folder.
Lab
Lab
Activity
Activity
Activity
Activity
Activity
Activity
POGILs
Cell Comparison Lab
Cell Structure
Cells and Organelles Function and Memory Cut and Paste
Cells Labeling
Cells Color Sheet
Cell Analogy Project
Cell Parts and Function Flash Cards
Parts of the Cell
1- Prokaryotic and Eukaryotic Cells; 2- Organelles in Eukaryotic Cells
Prefix / Suffix
Cyto- hollow
Biology I Regular and Honors
-plasm- to form
Chloro- green
-plast- form
Which of the following statements correctly explains the function of the Golgi
apparatus within a cell?
1.
2.
3.
4.
The Golgi apparatus uses oxygen to convert sugar into chemical energy and also
controls the metabolism of the cell.
The Golgi apparatus contains most of the genetic material within the cell and is
responsible for gene expression and DNA replication when the cell divides.
The Golgi apparatus prepares new macromolecules such as fats and lipids by
sorting and encasing them before sending them to the correct destination within
a cell.
The Golgi apparatus breaks down molecules that are not needed within the cell,
and returns some of the products of digestion to the cell for use in building new
cell parts.
Vacuo- space
Trans- across
Port- gateway
Flag- whip
Lysis- to cut
Cilia- hair
Page 16
2015 - 2016
Unit 2: Cell Structure and Function
Cell Membrane & Transport
Topics
Learning Targets and Skills
Students will:
• explain how both passive and active transport move materials across the cell
membrane
•
predict the impact to a plant or animal cell if placed in various types of solutions:
o hypotonic
o hypertonic
o isotonic
•
explain why cells are limited in size in terms of nutrient and waste transport
•
create a model to simulate how a cell membrane works
Unit 2 DIAS: Cell Structure and Function
Biology I Regular and Honors
Weeks 9 – 10
Standards
SC.912.L.14.2
SC.912.N.1.1
Vocabulary
Active transport
Concentration gradient
Hypertonic
Hypotonic
Isotonic
Endocytosis
Exocytosis
Fluid Mosaic Model
Osmosis
Passive transport
facilitated diffusion
simple diffusion
Phospholipid
Selective permeability
Pinocytosis
Phagocytosis
29 October – 30 October
Page 17
2015 - 2016
Resources
Textbook
Video Clips
Websites
Keeley Probes
Teacher Hints
Cell Membrane and Transport
Section 3.3, 3.4, 3.5, and 5.1
YOUTUBE- Osmosis
Interactive Osmosis and Diffusion
Volume 2 #18 (Whale and Shrew) Volume 4 #14 (Chicken Eggs)
Instruction Hints:
1. Pose the question: Why would people with a sore throat
gargle with salt water and not fresh water? (Hypertonic solution
discussion.)
2. Pose the question: How can someone die of thirst when
stranded in the ocean surrounded by water? (Hypertonic
solution discussion.)
3. Use analogies to teach osmosis and diffusion. (Crowded
classrooms/hallways.) (Odors travel from high concentration to
low concentration.)
EOC Hints:
1. Items on cellular transport will be lab scenario based. Students should have lab
experiences to support their understanding of placing cells in isotonic, hypotonic and
hypertonic solutions (potato slices, raisins, lettuce, and/or celery placed in various
concentrations of fresh and salt water.) Students will need to be able to justify their
predictions.
Labs and Activities
All resources found on edmodo in the “Biology PLC Cell Membrane and Transport”
Folder.
Gems of Wisdom Cell Membrane and Transport
Content Statements Cell Transport
Powerpoint Diffusion and Osmosis
Powerpoint Cell Membrane
Powerpoint Active Transport
Lab
Osmosis: Potato, Gummy Bears, Grapes, Egg
Lab
Osmosis and Diffusion Involving Egg Membrane
Lab
Build a Cell Membrane Lab
Lab
Elodea Osmosis Lab
Lab
Cell Size and Diffusion Jell-O Lab TEACHER notes and STUDENT worksheet
Formatives Types of Solutions, Passive Transport, Cell Transport Review, Membrane
Transport, and Cell Membrane
Activity Transport Flashcards
POGILs – 1- Cell Size 2- Membrane Structure and Function 3- Transport In Cells
Prefix / Suffix
Lip- fat Per- through Trans- across Port- gate Gradus- steps
a- not/no photo- light synth- create
Biology I Regular and Honors
Sample FOCUS Question
Which of the following statements best describes the function of the lipid bilayer in
the cell membrane?
1.
2.
3.
5.
Lipids attract water on both sides of the bilayer.
Lipid-soluble material cannot pass through a lipid bilayer.
Proteins can only transport uncharged particles through the lipid bilayer.
Proteins distributed along the bilayer can allow water to pass through the
membrane.
Iso- same
Hyper- above
Hypo- below
-osis- process
Page 18
2015 - 2016
Unit 3: Cell Processes
Topics
Learning Targets and Skills
Students will:
• identify the reactants, products, and basic functions of photosynthesis
Photosynthesis & Cellular Respiration
•
Standards
SC.912.L.18.7
SC.912.L.18.8
identify the reactants, products, and basic functions in both aerobic and anaerobic
cellular respiration
Students will:
• describe the products and reactants of cellular respiration as the reactants and
products of photosynthesis, for example:
o carbon dioxide created in cellular respiration is used in photosynthesis
o oxygen created through photosynthesis is used in cellular respiration
•
Weeks 11 – 12
SC.912.L.18.9
SC.912.L.18.10
Vocabulary
ADP
Aerobic
Anaerobic
ATP
Cellular respiration
Chlorophyll
Photosynthesis
Products
Reactants
describe ATP as an energy-carrying molecule that is broken down to activate various
cellular processes
Biology I Regular and Honors
Page 19
2015 - 2016
Resources
Textbook
Video Clips
Websites
Keeley Probes
Teacher Hints
Common Labs
(CL)
Photosynthesis and Cellular Respiration
Sections 4.1, 4.2, 4.4, 4.6
Figure 4.17 on pg. 121
Lab Binder: Unit 2, pp.13-28
Cellular Respiration and ATP Photosynthesis Seed Rap
CK-12 Connecting Cellular Respiration to Photosynthesis
Volume 2 #16 (Giant Sequoia) Volume 3 #17 (Respiration)
Instruction Hints:
1. Students will need some familiarity with diagrams of both
processes and how they are interrelated.
2. Have students build terrariums out of 2 liter bottles or mason
jars to demonstrate interdependence.
3. Have students cover plant leaves with baggies to “see” cell
respiration.
4. Place plants in different places to watch it grow towards the
light.
5. Ask students to create a rap or song or a children’s book to
explain their understanding of photosynthesis and cellular
respiration. Samples on Youtube: Photosynthesis Rap Seed Rap
Cellular Energy
EOC Hints:
1. Items will not require the memorization of the stages, specific events or
intermediate molecules produced during these processes.
2. Items will not require the balancing of equations although scenarios will refer to
chemical equations.
***Misconception Alert***
Misconception- Seeds need light to grow. (Seeds do not photosynthesize and can
germinate in the dark.) DO NOT germinate seeds in a window. This propagates this
misconception.
CL 2 Yeast Fermentation Lab can be found on edmodo in the Biology PLC CL folder. This lab allows students to observe the products of anaerobic
respiration. The Yeast Fermentation Lab will be completed after the Cellular Respiration Unit. This lab is a great time to discuss replication and
repetition during experimentation.
Labs and Activities
All resources found on edmodo in the “Biology PLC Photosynthesis and Cellular
Respiration” Folder.
Content Statements Photosynthesis and Cell Respiration
Powerpoint Respiration and Fermentation
Powerpoint Cell Energy
Notes Cell Energy empty and completed
Notes Cell Respiration and Photosynthesis empty and completed
Lab Cellular Respiration Lab Photosynthesis and Cellular Respiration (Snail) Lab
Quiz Photosynthesis and Cell Respiration
Fomatives Photosynthesis, Photosynthesis vs Cell Respiration, Chloroplast and
Mitochondria, Comparing Photosynthesis and Respiration Foldable
Activity Photosynthesis and Cellular Respiration Project
Activity Photosynthesis Crossword
Activity Comparing Photosynthesis and Respiration Foldable
Activity Fun With Energy PS vs CR Cut and Paste
Article Fall Colors
Study Guide Photosynthesis and Cell Respiration
POGILs 1- Photosynthesis: What’s in A Leaf? 2- Photosynthesis and Respiration
photo- light synth- create -osis- process
Sample FOCUS Question
Which statement best describes the way that an adenosine diphosphate (ADP)
molecule becomes an adenosine triphosphate (ATP) molecule in the human body?
1.
2.
3.
6.
Protein causes phosphate molecules to bind to sugars and form ATP.
Food energy is used to attach a phosphate molecule to an ADP molecule.
Ionized oxygen in cells causes sugars and phosphate molecules to form ATP.
Water breaks down ADP molecules which form into ATP molecules over time.
Prefix / Suffix
Biology I Regular and Honors
Page 20
2015 - 2016
Topics
Unit 3: Cell Processes
Learning Targets and Skills
Students will:
• describe the specific events that occur in each of the stages of the cell cycle (which
include the phases of mitosis:)
o interphase (Gap 1, Synthesis, Gap 2)
o prophase
o metaphase
Mitosis
o anaphase
o telophase
o cytokinesis
Cell Cycle, Mitosis, & Meiosis
•
Weeks 13 - 16
Standards
SC.912.L.16.14
explain how new cells are created through mitosis
•
explain why maintaining chromosome number during asexual reproduction is
important
Students will:
• describe cancer as uncontrolled cell growth that may have resulted from mutations
affecting cell cycle-regulating proteins
Students will:
• describe the process of meiosis, including independent assortment and crossing over
•
SC.912.L.16.8
SC.912.L.16.16
explain how reduction division results in the formation of haploid gametes or spores
Students will:
• differentiate the processes of mitosis and meiosis
•
model or diagram the process of mitosis and meiosis
•
explain how sexual and asexual reproduction may contribute or limit genetic variation
Honors:
1. Differentiate binary fission and mitotic cell division.
Unit 3 DIAS: Cell Processes
Biology I Regular and Honors
Vocabulary
Binary fission
Cancer
Cell cycle
Crossing over
Cytokinesis
Diploid
Gap 1 (G1)
Gap 2 (G2)
Haploid
Mitosis (M)
Reduction division
Somatic cell
Synthesis (S)
SC.912.L.16.17
Autosome
Egg
Genetic variation
Homologous
chromosome
Polar body
Sex chromosome
Sperm
Spore
Gamete
Honors:
SC.912.L.16.15
10 December – 11 December
Page 21
2015 - 2016
Resources
Textbook
Video Clips
Websites
Keeley Probes
Teacher Hints
Volusia Literacy
Tasks (VLT)
Cell Cycle, Mitosis, & Meiosis
Sections 5.1, 5.2, 5.3, 5.4, 6.1, 6.2, 6.6 Lab Binder: Unit 2, pp.29-39, Unit 3, pp. 1-14
YOUTUBE- Mitosis YOUTUBE- Mitosis Rap YOUTUBE- Meiosis Amoeba Sisters: Cell Cycle and Cancer Mitosis Meiosis
Tissue Regeneration In Animals
Volume 1 - #20 (Functions of Living Things) Volume 3 #16 (Sam’s Pup)
Instruction Hints:
EOC Hints:
1. Students should be able to recognize each stage of the cell
1. Items will focus on the relationship between mutations and uncontrolled cell
cycle but do NOT need to label the individual components such
growth rather than a specific mutation that may result in uncontrolled cell
as spindles, asters, chromatids, etc.
growth.
2. In order to save instructional time and to ensure students are 2. Items may address the presence and location of centrioles but may not require
viewing the correct stage, use Microslides or a combination of
knowledge of the function of centrioles.
prepared slides and a picture of each stage.
3. Items referring to mutation will focus on the general concepts of uncontrolled
cell growth and not require specific knowledge of cancers or diseases resulting
from that growth.
4. Items will not assess specific proteins associated with regulating the cell cycle.
VLT 2- Cell Cycle and Cell Division article and student response sheet can be found on edmodo in the Biology PLC VLT folder.
Students will read the article and complete VLT 2 at anytime during the Cell Cycle, Mitosis, & Meiosis unit.
Labs and Activities
Sample FOCUS Question
All resources found on edmodo in the “Biology PLC Cell Cycle, Mitosis, and Meiosis”
Folder.
Content Statements Cell Cycle
Activity Mitosis Internet Lesson
Activity Mitosis Worksheet
Activity Cell Cycle
Activity Cell Cycle and Mitosis
Activity Cell Cycle Microviewer Worksheet
Formative Mitosis and Meiosis Case Study
Formatives Mitosis, Meiosis Stages, Cell Cycle and Mitosis,
Worksheets Mitosis, Cell Cycle Diagram, and Cancer
Powerpoint Mitosis vs Meiosis
Powerpoint Regulation of Cell Cycle
Powerpoint Mitosis and Cytokinesis
Powerpoint Asexual Reproduction
Powerpoint Mitosis & Meiosis
Powerpoint Cell Reproduction
Powerpoint Meiosis
Powerpoint Cell Cycle and Cell Cycle 2
Lab Meiosis Phases by Time
POGILs 1- The Cell Cycle 2- Mitosis 3- Meiosis
Prefix / Suffix
Bi/bin- two
Biology I Regular and Honors
Somos- body
di- two
ply- fold
-oid- “-like”
Mitosis and meiosis are processes that occur in an organism during reproduction.
Which of the following is a result of mitosis?
1.
2.
3.
4.
two identical daughter cells
four haploid cells that have genetic variation
uncontrolled cell division in the form of cancer cells
a single diploid cell that is genetically identical to the parent cell
Haplos- single
Homo- same
Auto- self
Logos- reasoning
Page 22
2015 - 2016
Unit 4: Genetics
Topics
Learning Targets and Skills
Students will:
• explain why the genetic code is universal
•
Standards
SC.912.L.16.9
explain why there are similarities in the genetic code of different organisms
o most organisms share a common ancestry and the process of inheritance carries
traits from generation to generation
Students will:
• describe the basic process of DNA replication
DNA & Protein Synthesis
Weeks 17 – 18
•
explain why DNA replication has a role in the transmission and conservation of the
genetic material
•
demonstrate the process of DNA replication given a DNA strand
Students will:
• differentiate gene and chromosomal mutations and the possible effects
•
compare how different types of gene mutations (point mutation and frame-shift) in a
DNA sequence may or may not result in a phenotypic change
•
explain how mutations in gametes may result in phenotypic changes in offspring
Students will:
• describe the basic processes of protein synthesis: transcription and translation
•
explain how transcription and translation result in the expression of genes
•
demonstrate transcription given a DNA template
•
demonstrate translation given a mRNA message segment and a codon table
Biology I Regular and Honors
SC.912.L.16.3
SC.912.L.16.4
SC.912.L.16.5
Vocabulary
Anticodon
Base pairing rules
Chromosomes
Codon
DNA
Double helix
Gene expression
Genes
Genetic code
Genotype
Hydrogen bond
Messenger RNA
Mutation
Insertion
Deletion
Point mutation
Frame-shift mutation
Silent mutation
Nucleotide
Phenotype
Protein synthesis
Replication
Ribosomal RNA
RNA
Transcription
Transfer RNA
Translation
Page 23
2015 - 2016
Resources
Textbook
Video Clips
Websites
Keeley Probes
DNA and Protein Synthesis
Sections 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7 Lab Binder: Unit 3, pp.29-40
Amoeba Sisters DNA Replication DNA Structure and Function Protein Synthesis
DNA Sequence & Assembly, Structure of DNA
Volume 1L #21 (DNA)
EOC Hints:
1. Items requiring analysis of base pairs for gene mutations are limited to changes in a single gene.
2. Items will not require memorization of specific conditions resulting from a chromosomal mutation.
3. Items addressing transcription and translation will not require specific knowledge of initiation, elongation and termination.
4. Scenarios tested on the DIAS will include the use of VARIOUS types of codon tables.
Teacher Hints
Labs and Activities
Sample FOCUS Question
All resources found on edmodo in the “Biology PLC DNA and Protein Synthesis” Folder
Gems of Wisdom DNA and Protein Synthesis
Lab
How Are Proteins Made in Cells STUDENT handout
Lab
How Are Proteins Made In Cells Base Pairs
Activity Building a DNA model
Activity DNA Reading Questions and Coloring
Activity Transcription and Translation Questions and Coloring
Activity DNA and Protein Synthesis Worksheet
POGIL DNA Structure and Replication
Prefix / Suffix
Heli- spiral
Biology I Regular and Honors
Script- to write Pheno- to be evident
Which of the following statements describes processes that occur during DNA
replication?
1. A DNA sequence is read by RNA polymerase, which produces another RNA strand
complementary to the first strand.
2. Two free-floating single strands of DNA are joined by polymerase. The polymerase
finds the point at which the two strands will match up into a double strand.
3. Messenger RNA are decoded by a ribosome to produce an amino acid chain. In the
cell's cytoplasm, transfer RNA join the messenger RNA, forming a polypeptide.
4. A double-stranded DNA molecule is unwound into single strands. Polymerase
matches the right nucleotides to the single strand so that each forms a double strand
of DNA.
Gene- beginning
Chromo- color
Somos- body
Ex- out
Page 24
2015 - 2016
Genetics
Topics
Unit 4: Genetics
Learning Targets and Skills
Students will:
• analyze patterns of inheritance using Mendel’s laws of segregation and independent
assortment
Students will:
• identify, analyze, and predict traits caused by various modes of inheritance, including:
o dominant
o incomplete dominance
o recessive
o co-dominant
o sex-linked
o polygenic
o multiple alleles
Biotechnology
•
Weeks 19 – 21
Standards
SC.912.L.16.1
SC.912.L.16.2
predict the genotype and phenotype of the P1 and F1 generations using Punnett
squares and pedigree diagrams
• construct both a monohybrid and dihybrid cross and interpret results
Students will:
• evaluate the possible impact of biotechnology on the individual, society, and the
environment, including medical and ethical issues, such as:
o karyotyping
o DNA fingerprinting
o cloning
o gene therapy
o genetically modified foods and artificial selection
• analyze how heredity and family history can impact personal health
Honors:
1. Describe the basic DNA technology (restriction digestion by endonucleases, gel
electrophoresis, polymerase chain reaction, ligation, and transformation) and how it is
used to construct recombinant DNA molecules (DNA cloning.)
Unit 4 DIAS: Genetics
Biology I Regular and Honors
SC.912.L.16.10
Vocabulary
Allele
Biotechnology
Cloning
Codominance
Dihybrid cross
DNA fingerprinting
Dominant
Gene
Gene therapy
Genetics
Heterozygous
Homozygous
Incomplete
dominance
Karyotype
Law of Independent
Assortment
Law of Segregation
Monohybrid cross
Pedigree
Polygenic inheritance
Probability
Punnett Square
Recessive
Sex-Linked
HE.912.C.1.7
Honors:
SC.912.L.16.12
28 January – 29 January
Page 25
2015 - 2016
Resources
Textbook
Video Clips
Websites
Keeley Probes
Genetics and Biotechnology
Sections 6.3, 6.4, 6.5, 7.1, 7.2, 7.3, 7.4, 9.1, 9.2, 9.3, 9.4. 9.5, 9.6 Lab Binder: Unit 3, pp. 1-14, Unit 3, pp.15-27, Unit 3, pp.41-49
Amoeba Sisters: Monohybrid Punnett Squares Dihybrid Crosses Incomplete Dom, Complete Dom, Polygenic Traits
Gene Expression, Sex-Determination, Transgenic Fly Virtual lab Stem Cell Therapy, RNA Interference Genetics
Volume 2 #17 (Baby Mice) Volume 1L #22 (Eye Color)
Instruction Hints:
1. Students should be familiar with using Punnett squares and
pedigree diagrams to make predictions of offspring and/or
th
parents from the 7 grade curriculum.
Teacher Hints
Common Labs
(CL)
Volusia Literacy
Tasks (VLT)
CL 3 Toothpick Fish Lab can be found on edmodo in the
“Biology PLC CL” folder.
This lab allows students to observe the products of anaerobic
respiration.
The Toothpick Lab will be completed during the Genetics Unit.
This lab is a great time to discuss replication and repetition
during experimentation.
EOC Hints:
1. Items may express inheritance outcomes in percents, ratios or fractions.
2. Items may assess current issues but will not require knowledge of specific
biotechnologies or specific medical issues.
3. Items assess the possible impacts of biotechnology will not assess monetary
impacts.
4. There is a great video on dihybrid cross on the Escambia website
VLT 3 – From Stem Cell To Any Cell article and student response sheet can be found
on edmodo in the “Biology PLC VLT” folder.
Students will read the article and complete VLT 3 at anytime during the
Biotechnology section of the Genetics unit.
Labs and Activities
Sample FOCUS Question
All resources found on edmodo in the “Biology PLC Genetics and Biotechnology” Folder.
Gems of Wisdom Biotechnology
Gems of Wisdom Genetics
Flashcards Genetic Engineering
Study Guide Genetics
Quiz DNA and RNA
Powerpoint Genetics
Powerpoint Pedigree
Powerpoint Biotechnology
Lab Genetic Plastic Eggs
Lab How To Extract DNA
Activity Pedigrees with Harry Potter
Activity Self Assessment Genetics
Activity King Tut’s Family Genes
Activity Genetics Review
Activity Genetics Commit and Toss
Activity DNA Sticky Bar
Activity Building and Analyzing DNA
There are three alleles for blood type: A, B and O. Types A and B are co-dominant, and
O is recessive. Based on phenotypes in the pedigree chart below, what is the
genotype of the father, Ricky?
Prefix / Suffix
Allos- another
Biology I Regular and Honors
-zygous- yold/egg
Poly- many
1.
2.
3.
4.
AA
AO
AB
OO
Mono- one
di- two bio- life
karyon- kernel
Page 26
2015 - 2016
Human Growth & Fetal Development
Topics
Unit 5: Evolution
Learning Targets and Skills
Students will:
• identify on a diagram and describe the basic female human reproductive system
anatomy and physiology, including:
o ovaries, oviduct (fallopian tube), uterus, cervix, and vagina
•
identify on a diagram and describe the basic male anatomy and physiology of the
human reproductive system, including:
o seminal vesicle, prostate gland, vas deferens, urethra, epididymis, scrotum,
penis and testes
•
describe the function of the placenta, umbilical cord, amniotic sac, and amniotic fluid
in terms of fetus development
•
identify on a diagram the location where each process of human development occurs
from fertilization to implantation
o fertilization (fallopian tubes)  zygote forms morula (fallopian tube toward
uterus) blastocyst (uterine lining)  Implantation (uterus) gastrulation &
Standards
Week 22
SC.912.L.16.13
Vocabulary
Amniotic sac
Blastocyst
Embryo
Fertilization
Fetus
Gastrulation
Hormone
Implantation
Neurulation
Placenta
Trimester
Umbilical cord
Zygote
neurulation (uterus)
•
describe the process of human development from fertilization to birth and major
changes that occur in each trimester of pregnancy
o First trimester (development): major organs, limbs, and other structures begin
to form, heart starts to beat
o Second trimester (maturity):organs start functioning, fetal movement, hearing
and simple vision, practice breathing, sleep patterns
o Third trimester (growth):increase in size, fat storage, neural connections, lungs
mature
Biology I Regular and Honors
Page 27
2015 - 2016
Resources
Textbook
Video Clips
Websites
Keeley Probes
Teacher Hints
Human Growth and Fetal Development
Sections 34.1, 34.3, 34.4 Lab Binder: Unit 9, pp.37-48
Life’s Greatest Miracle You Tube: Fetal Development 3D Fetal Development Stages Baby Center Fertilization
Stages of Pregnancy
Instruction Hints:
1. This is the first time this information has been presented in
school
2. Students have to know the process of human development
from fertilization to the end of the third trimester and birth
(page 801)
3. Fertilization (fallopian tubes)  zygote formsmorula
(fallopian tube toward uterus)blastocyst (uterine lining)
implantation (uterus)gastrulation & neurulation (uterus)
EOC Hints:
1. Items will not assess specific knowledge of malformations in the human fetus,
miscarriages, maternal pre-existing conditions, genetic conditions or the impact
of the environment for this benchmark.
2. Items will not assess the utilization of technology to assist in or prevent
fertilization or to monitor the development of the fetus.
3. Items will not address the menstrual cycle or specific hormones.
4. Items will may use diagrams of male or female reproductive anatomy and ask
questions about structure and function or stages occurring in certain places.
Labs and Activities
Sample FOCUS Question
All resources found on edmodo in the “Biology PLC Human Growth and Fetal
Development” Folder.
Lab and Activity Cpalms Human Reproduction Lesson Plan
Activity Reproductive System Card Activity
Formative Female Reproductive System
Formative Male and Female Reproductive System
Webquest Fetal Development
Prefix / Suffix
Your Baby Takes Shape
Zygos- egg/yolk
Biology I Regular and Honors
Blast- sprout
-cyst- pouch
Which of the following sequences correctly describes prenatal development?
1.
2.
3.
4.
Cardio- heart
blastocyst implants in uterus, zygote forms, heart begins beating, lungs can
breathe air, sex organs become visible
blastocyst implants in the uterus, zygote forms, heart begins beating, sex organs
become visible, lungs can breathe air
zygote forms, blastocyst implants in the uterus, heart begins beating, sex organs
become visible, lungs can breathe air
zygote forms, blastocyst implants in the uterus, sex organs become visible, heart
begins beating, lungs can breathe
Anti- against
Biotic- life
Chronos- time
Page 28
2015 - 2016
Topics
Unit 5: Evolution
Learning Targets and Skills
Students will:
• identify the parts and lobes of the brain, including:
o lobes: frontal, parietal, occipital, and temporal
o parts: cerebrum, cerebellum, pons, medulla oblongata, and brain stem
Human Health
Honors:
1. Identify the functions of the major parts of the brain, including the meninges, medulla,
pons, midbrain, hypothalamus, thalamus, cerebellum, and cerebrum.
Students will:
• explain how blood flow in the cardiovascular system is affected by various factors,
including:
o blood pressure, blood volume, resistance, viscosity, disease and exercise
Standards
Week 23
SC.912.L.14.26
Honors:
SC.912.L.14.27
SC.912.L.14.36
Students will:
• describe the basic functions of the human immune system, including:
o specific and nonspecific immune response, vaccines, and antibiotics
SC.912.L.14.52
Students will:
• explain how both individual and public health are impacted by:
o genetic factors, environmental factors, pathogenic agents
SC.912.L.14.6
•
analyze family history to determine its impact on an individual’s health
•
discuss strategies for prevention, detection, and treatment of communicable and
chronic diseases
Biology I Regular and Honors
Vocabulary
Active immunity
Antibiotic
Antibiotic resistance
Blood pressure
Blood volume
Cardiovascular system
Chronic disease
Communicable disease
Flow resistance
immune response
Immune system
Pathogen
Antigen
Interferon
T-Cells
B-Cells
Passive immunity
Specific / Nonspecific
immune response
Vaccine
Viscosity
HE.912.C.1.8
also
HE.912.C.1.3
Page 29
2015 - 2016
Resources
Textbook
Video Clips
Websites
Keeley Probes
Human Health
Sections 29.4, 30.1, 30.2, 30.3, 30.4, 31.1, 31.2, 31.3, 31.4, 31.5, 31.6
Lab Binder: Unit 9, pp.1-12, Unit 9, pp.13-24, Unit 9, pp.25-36
Mosquito-Borne Diseases, Cells of the Immune System Measuring Obesity, Virtual Museum: Cardiovascular Disease, Cardiology Virtual Lab, Immunology
Virtual Lab
Instruction Hints:
1. This is not a unit on Body systems, it focuses on human health. You will not have time to cover all of the human body and the benchmarks do not
require you to do so.
2. Please stay focused on the learning targets. You will not have time to extend your scope.
3. Students will need to know the parts of the brain and the four lobes listed in the learning targets but will not have to know their functions. The brain
may face either direction.
Teacher Hints
Labs and Activities
Sample FOCUS Question
All resources found on edmodo in the “Biology PLC Human Health” Folder.
Lab
Nervous System
Formative Circulatory
Prefix / Suffix
Zygos- egg/yolk
Biology I Regular and Honors
Which of the following would be the best way to determine whether or not an
individual has a viral infection?
1.
2.
3.
4.
Blast- sprout
-cyst- pouch
Cardio- heart
Look for evidence of a high-grade fever.
Look for the presence of redness and swelling.
Look for evidence of specific antibodies in the blood.
Look for the presence of white blood cells in the blood.
Anti- against
Biotic- life
Chronos- time
Page 30
2015 - 2016
Week 24
Unit 5: Evolution
Topics
Learning Targets and Skills
Students will:
• explain how continuous investigations by multiple scientists and new scientific
information has influenced theories over time
•
describe how scientists’ discoveries contributed to the understanding of the origin of
life on Earth, such as those posed by:
o Oparin, Miller and Urey, Margulis, Fox, and Pasteur
Standards
SC.912.N.3.1
SC.912.L.15.8
Evidence of Evolution
•
identify conditions contributing to the origin of life on Earth, such as:
o organic molecule synthesis, Earth’s early atmosphere, chemical evolution, and
Endosymbiotic theory
Students will:
• explain why the scientific theory of evolution is supported through various disciplines
and evidence, such as:
o fossil record, comparative anatomy, comparative embryology, biogeography,
molecular biology, and observed changes over time
•
recognize patterns of evolution, such as:
o coevolution, convergent evolution, adaptive radiation, and punctuated
equilibrium
SC.912.L.15.1
Vocabulary
Adaptive radiation
Analogous structure
Ancestor
Biogeography
Candidate fossil
Common ancestor
Descendant
Embryology
Endosymbiotic Theory
Evolution
Fossil
Hominid
Homologous structure
Vestigial structure
SC.912.L.15.10
•
identify basic trends in hominid evolution from early ancestors, from six million years
ago to present, including:
o brain size, jaw size, language, and manufacturing of tools
Honors:
1. Explain the evidence supporting the scientific theory of the origin of eukaryotic cells
(endosymbiosis)
2. Discuss the use of molecular clocks to estimate how long ago various groups of
organisms diverged evolutionarily from one another.
Biology I Regular and Honors
Honors:
SC.912.L.14.5
SC.912.L.15.2
Page 31
2015 - 2016
Resources
Textbook
Video Clips
Websites
Keeley Probes
Teacher Hints
Evidence of Evolution
Sections 10.4, 11.6, 12.3, 12.4, 12.6
Lab Binder: Unit 4, pp.1-15, pp.31-46
EVO: TEN Questions Everyone Should Ask about Evolution; YOUTUBE- What is Evolution?
PBS: Origins- How life began PBS Coevolution Ancient
Farmers
Evolution Videos, Primate Evolution, Fossil Evidence, Peppered Moth/Natural Selection, Evidence of Evolution
Volume 4 #13 (Biological Evolution)
EOC Hints:
1. Items may assess how contributions of scientists such as Pasteur, Oparin, Miller and Urey, Margulis or Fox aided in the development of the scientific
explanation of the origin of life but will not assess what each scientist contributed.
2. Items may assess how the overall contributions of scientists such as Darwin, Lamarck, Lyell, Malthus, Mendel, or Wallace aided in the development
of the scientific theory of evolution.
3. Items will NOT assess the differences among intelligent design, creationism and the scientific theory of evolution and should not be taught.
4. Items will address why the Theory of Evolution is a theory and how it was developed.
5. Items referring to comparative anatomy and comparative embryology will assess anatomical similarities such as homologous structures and vestigial
organs but will not require specific knowledge of embryologic stages or structures.
Labs and Activities
Sample FOCUS Question
All resources found on edmodo in the “Biology PLC Evidence of Evolution” Folder.
Content Statements Evolution
Gems of Wisdom Evidence of Evolution
Gems of Wisdom Evidence of Evolution Version 2
Activity Evidence of Evolution Worksheet Bones
Activity Evolution Timeline
Writing Prompt Evolution
Worksheet Evolution Starts With
Webquest Evolution and Genetics
Video Worksheet PBS Origins of Life (to be used with video above)
Formative Assessment Types of Evolution
Formative Assessment Homologous Structures
POGILs 1- Evidence For Evolution; 2- Evidence and Selection
Prefix / Suffix
Endo- internal
Biology I Regular and Honors
Syn- together
Bio- life
Vestig- trace of
Many whales have tiny, unused hip and pelvis bones on their torsos. How does this
evidence support theories about animal evolution?
1.
2.
3.
4.
Ana- ratio
It shows that many animals, including whales, evolved to have unused body
parts.
It shows that whales may have evolved from land-dwelling animals.
It shows that whales evolved at the same time as other non-marine animals.
It shows that marine animals, like whales, evolved much more slowly than landdwelling animals.
Ob(oc)- behind
Caput- head
Paries- wall
Apt- fittest
Page 32
2015 - 2016
Students will:
• describe the conditions required for natural selection that result in differential
reproductive success, including:
o overproduction of offspring, inherited variation, and the struggle to survive
•
discuss mechanisms of change other than natural selection, such as:
o genetic drift, gene flow, and non-random mating
•
explain how mutation and genetic recombination increases genetic variation
Weeks 25 – 26
Standards
SC.912.L.15.13
SC.912.L.15.14
SC.912.L.15.15
Mechanisms of Change
Topics
Unit 5: Evolution
Learning Targets and Skills
Honors:
1. Describe how biological diversity is increased by the origin of new species and how the
natural processes of extinction decrease it.
Unit 5 DIAS: Evolution
Biology I Regular and Honors
Vocabulary
Adaptation
Behavioral isolation
Biodiversity
Frequency
Gene flow
Genetic drift
Genetic
recombination
Geographic isolation
Natural selection
Non-random mating
Speciation
Variation
Sexual Selection
Honors:
SC.912.L.15.3
3 March – 4 March
Page 33
2015 - 2016
Resources
Textbook
Video Clips
Websites
Keeley Probes
Mechanisms of Change
Sections 11.1, 11.2, 11.3, 11.5, 11.6
Lab Binder: Unit 4, pp.17-30
Stated Clearly What is Natural Selection? Evidence of Evolution PBS Dawn of the Coywolf
Human Adaptations, Natural Selection: Lactose, Favorable Genes
Volume 2 #19 (Habitat Change) Volume 4 #16 (Is it Fitter?)
EOC Hints:
1. Items will not assess the Hardy-Weinberg principle or genetic equilibrium.
Teacher Hints
Labs and Activities
Sample FOCUS Question
All resources found on edmodo in the “Biology PLC Mechanisms of Change” Folder.
Gems of Wisdom Mechanisms of Change
Gems of Wisdom Mechanisms of Change Version 2
Activity Bottleneck Genes Formation
Lab Predator Prey
Prefix / Suffix
Endo- internal
Biology I Regular and Honors
Syn- together
Bio- life
Vestig- trace of
In which of the following scenarios will natural selection most likely occur?
1.
2.
3.
4.
Ana- ratio
Very little genetic variation is present within the species.
Harsh environmental conditions result in competition for survival.
No reproductive isolation barriers exist within a species living in an area.
A geographical area has plenty of food to support all individuals within the
species living in that area.
Ob(oc)- behind
Caput- head
Paries- wall
Apt- fittest
Page 34
2015 - 2016
Topics
Unit 6: Plants
Learning Targets and Skills
Students will:
• explain how and why organisms are hierarchically classified based on evolutionary
relationships
Taxonomy
•
Weeks 27 - 28
Standards
SC.912.L.15.4
analyze a cladogram to determine evolutionary relationships among various organisms
Students will:
• explain why the classification of an organism may change, for example:
o using genetic evidence to show common ancestry
o technological advances such as improved microscope
o molecular analysis (cell wall of bacteria and archaea)
o discovery of new organisms
Students will:
• determine if an organism is:
o prokaryotic vs. eukaryotic
o unicellular vs. multi-cellular
o autotrophs vs. heterotrophs
•
classify organisms based on distinguishing characteristics into the three domains:
o Archaea, Bacteria, Eukarya
•
classify organisms based on distinguishing characteristics into the six kingdoms:
o Archaea, Eubacteria, Protista, Fungi, Plantae, and Animalia
Biology I Regular and Honors
SC.912.L.15.5
Vocabulary
Autotroph
Binomial
nomenclature
Cladogram
Classification
Eukaryote
Genus
Heterotroph
Hierarchy
Phylogeny
Prokaryote
Species
Taxonomy
SC.912.L.15.6
Page 35
2015 - 2016
Resources
Textbook
Video Clips
Websites
Keeley Probes
Taxonomy
Sections 17.1, 17.2, 17.3, 17.4
Lab Binder: Unit 6, pp.1-13
YouTube: Taxonomy Taxonomy Naming and Classifying Organisms
Sorting Sea Shells, Bacterial ID Virtual Lab, Tree of Life, Building a Cladogram, Interactive Cladogram
Instruction Hints:
1. Please talk with your students about the changes in the
number of systems over the years. There is a section in
your book that shows the evolution of the system, pg. 533.
Teacher Hints
EOC Hints:
1. Items will describe the characteristics of an organism and assess its classification.
2. The Biology EOC will assess 3 domains and 6 kingdoms listed in the Learning
Targets.
3. The Biology EOC will only ask details about the following kingdoms: Protista,
Fungi, Plantae, and Animalia.
4. Items may address evolutionary classification, phylogeny, and the use of
cladograms. Students will have to know how to read a cladogram (book pg. 525).
Labs and Activities
All resources found on edmodo in the “Biology PLC Taxonomy” Folder.
Gems of Wisdom Taxonomy
Gems of Wisdom Taxonomy Version 2
Activity Taxonomy Interpreting Graphics
Activity Cladograms
Activity Cladogram Analysis
Activity Dichotomous Key
Activity Bead Classification
Lab
Cladistics
Project Taxonomy Project
POGIL Biological Classification
Prefix / Suffix
Sample FOCUS Question
All prokaryotes reproduce asexually, while many eukaryotes can reproduce sexually.
Given this information, which statement best explains why the Eukarya domain
includes more complex living things than the Archaea or Bacteria domains?
1.
2.
3.
4.
All prokaryotes are unicellular, and all eukaryotes are multicellular.
Prokaryotes can live in more extreme conditions than eukaryotes.
Eukaryotes have a greater variety of genetic material than prokaryotes.
There are more eukaryotic organisms than prokaryotic organisms in the world.
Tax- arrange Nomia- method Phylo- race/group Bi- two Nomen- name klados- offshoot gram- graph/metric auto-self hetero- different
trophos- feeder pro- first eu- true xylon- wood meristos- to divide spirare- to breathe
Biology I Regular and Honors
Page 36
2015 - 2016
Weeks 29 – 30
Unit 6: Plants
Topics
Learning Targets and Skills
Students will:
• explain how plants are classified based on distinguishing characteristics
o vascular versus non-vascular
o angiosperm versus gymnosperm
o sexual versus asexual
•
explain how the following plant organs and tissues are directly related to the four
physiological processes, including:
Plants
Photosynthesis
Leaves
Stomata
Guard cells
Stems
Phloem
Cell. Respiration
Leaves
Stomata
Guard cells
Stems
Transpiration
Leaves
Stomata
Guard cells
Roots
Xylem
Reproduction
Flowers
Fruits
Cones / Seeds
Stamen:
Anther
Filament
Pistil/Carpel:
Ovary
Stigma
Style
•
describe the role of meristematic, ground, dermal and vascular plant tissues in various
plant organs
•
differentiate the structures of monocot and dicot, including:
o branching versus parallel veins
o fibrous versus tap root
o seed leaves (cotyledons)
Unit 6 DIAS: Plants
Biology I Regular and Honors
Standards
SC.912.L.14.7
Vocabulary
Cambium
Dermal tissue
Egg
Fertilization
Ground tissue
Guard cells
Meristematic tissue
Nonvascular
Ovary
Petals
Pollination
Phloem
Root cap
Root hairs
Sepal
Sperm
Spore
Stomata
Transpiration
Vascular
Xylem
7 April – 8 April
Page 37
2015 - 2016
Resources
Textbook
Video Clips
Websites
Keeley Probes
Plants
Sections 20.1, 20.2, 20.3, 21.1, 21.2, 21.3, 21.4, 22.2, 22.3, 22.4
Lab Binder: Unit 7, pp.15-26, pp.27-40
SM – Classifying Plants
Learning Genetics
Volume 2 #13 (Needs of seeds) Volume 2 #15 (Plant Food)
Instruction Hints:
1. Students will have already learned in elementary and
middle school the major structures and functions of plants.
EOC Hints:
1. Plants tissues will be new to students. The items should be conceptual.
2. The specifications only list the tissue and structures listed in the learning targets.
Teacher Hints
Common Labs
(CL)
CL 4 Flower Dissection Lab can be found on edmodo in the Biology PLC CL folder.
This lab allows students to observe the anatomy of a flower.
The Flower Dissection Lab can be completed anytime during the Genetics Unit.
This lab is a great time to review proper microscope safety.
Labs and Activities
All resources found on edmodo in the “Biology PLC Plants” Folder.
Gems of Wisdom Plants
Powerpoint Plant Parts
Powerpoint Plant Parts 2
Power point Lab Transpiration
Lab Flower Dissection
Formative Assessment Transpiration
Flashcards Plants
Video SM (Safari Montage) Classifying Plants Flow Chart
Sample FOCUS Question
When Mr. Williams was mowing the yard, he accidentally hit a young tree with the
mower and scraped off a large section of bark all the way down to the wood. Within a
few days, leaves on several of the branches began to die. What is the most likely
cause of the leaves dying?
1.
2.
3.
4.
Prefix / Suffix
The leaves were diseased already, and they died coincidentally when the bark
was injured.
The wood was weakened by the injury and could no longer support the weight of
the branches above it.
The bark contained the xylem and phloem tubes and, once they were damaged,
they could not feed the leaves.
The vascular tissue under the bark was damaged and could no longer transport
water and nutrients to the leaves.
Tax- arrange Nomia- method Phylo- race/group Bi- two Nomen- name klados- offshoot gram- graph/metric auto-self hetero- different
trophos- feeder pro- first eu- true xylon- wood meristos- to divide spirare- to breathe
Biology I Regular and Honors
Page 38
2015 - 2016
Matter & Energy in an Ecosystem
Topics
Unit 7: Ecology
Learning Targets and Skills
Students will:
• determine the roles of various organisms in a particular food web and/or energy
pyramid, including:
o producers
o consumers
o decomposers
•
determine the path of energy transfer through successive trophic levels of a food web
and/or energy pyramid in terms of:
o Producer
o Primary consumer
o Secondary consumer
o Tertiary consumer
•
explain why the amount of available energy is reduced in successive trophic levels,
such as:
o the metabolism in each of the lower trophic levels releases some as heat by
applying the 10% Rule
Honors:
1. Differentiate among the various forms of energy and recognize that they can be
transformed form one form to others.
Students will:
• analyze the movement of matter and energy through the water and carbon cycles
(biogeochemical cycles)
Biology I Regular and Honors
Standards
Week 31
SC.912.L.17.9
Vocabulary
Producer
Consumer
Primary
Secondary
Tertiary
Food chain
Food web
Decomposer
Trophic level
Energy transfer
Joules
Energy pyramid
Metabolism
Autotroph
Heterotroph
Honors:
SC.912.P.10.1
SC.912.E.7.1
Hydrologic Cycle
Biogeochemical Cycle
Biomass
Page 39
2015 - 2016
Resources
Textbook
Video Clips
Websites
Keeley Probes
Teacher Hints
Matter & Energy in an Ecosystem
Sections 13.3, 13.4, 13.5, 13.6 Lab Binder: Unit 5, pp.1-13
YouTube: Food Web
Biogeochemical Cycles Carbon Cycle Water Cycle Virtual Interactive Energy Pyramids Collection of Ecology Websites
Volume 3 #19 (Earth’s Mass) Volume 1L #15 (Food Chain)
Instruction Hints:
1. Students will be given different examples of food pyramids
and be asked to draw conclusions on the different energy
levels when compared to one another. Students must be
able to explain that the changes are due to the loss of
energy through metabolism in each of the lower trophic
levels. (10% rule)
EOC Hints:
1. Items referring to organisms in a food web are limited to the impact on changes
in matter or energy in trophic levels.
2. Items addressing food webs will require application of the knowledge of roles of
organisms in a food web to describe energy pathways rather than the
identification of producers, consumers (primary, secondary, tertiary), and
decomposers.
3. Items referring to the biogeochemical cycles may address but will not assess
photosynthesis and cellular respiration in isolation.
4. Scenarios will address energy in joules (J).
Labs and Activities
All resources found on edmodo in the “Biology PLC Matter & Energy in an Ecosystem”
Folder.
Gems of Wisdom Matter and Energy in an Ecosystem
Bell Ringers Ecology
Activity
Building A Food Web
Video
Worksheet The Lorax
Foldable
Biogeochemical Cycles
Powerpoint Populations and Trophic Levels
Powerpoint Food Web
Sample FOCUS Question
Energy flows through the trophic levels of a food web. Which of the following
statements regarding this flow of energy is true?
1.
2.
3.
4.
Generally, only 10% of energy is transferred from one trophic level to the next.
Energy is neither created nor destroyed; therefore, it is fully transferred to each
trophic level.
Ecological pyramids diagram the flow of energy with producers at the top and
consumers at the bottom.
Energy flows down from the top consumers to other carnivores, then herbivores,
and finally down to the producers.
POGILs 1- Energy Transfer In Living Organisms 2- Nutrient Cycle 3- Ecological Pyramids
Prefix / Suffix
Pri- first Sec- second Tert- third Trophic- feeder Trans- through Fer- carry Hydro- water Bio-life Geo-earth Magna- big/great
Ac- toward/adding Cumulare- heap up
Biology I Regular and Honors
Page 40
2015 - 2016
Topics
Unit 7: Ecology
Learning Targets and Skills
Students will:
• describe a population’s size in terms of births, deaths, emigration, and immigration
•
explain how limiting factors determine carrying capacity and influences a population’s
size
•
predict the impact a change to the abiotic and/or biotic limiting factors will have on a
population’s size or dynamic (births, deaths, etc.)
o limiting factors include: carrying capacity, symbiotic relationships, available
resources, etc.
Interdependence
Students will:
• predict potential changes or responses in an ecosystem resulting from:
o seasonal variations, climate change, and succession
Students will:
• describe the impact to an ecosystem’s biodiversity in terms of:
o catastrophic events, climate changes, human activity and the introduction of
invasive and nonnative species
•
SC.912.L.17.5
SC.912.L.17.4
SC.912.L.17.8
predict both the positive and negative consequences a reduction in biodiversity will
have on a population or ecosystem
Students will:
• explain how abiotic factors in an aquatic system affect biotic factors
o abiotic factors may include- depth, latitude, temperature, underwater
topography (caves and corals), light, proximity to land, pH, oxygen, carbon
dioxide, nitrogen, and phosphorous
•
Standards
predict the impact a change in one or more abiotic factors will have on an aquatic
population and/or ecosystem
Biology I Regular and Honors
SC.912.L.17.2
Week 32
Vocabulary
Biodiversity
Carrying capacity
Climax community
Competition
Emigration
Habitat
Immigration
Invasive species
Limiting factors
Niche
Non-native species
Parasitism
Pioneer species
Population density
Predation
Succession
Commensalism
Mutualism
Symbiosis
Abiotic
Aquatic
Biotic
Community
Ecology
Ecosystem
Salinity
Topography
Page 41
2015 - 2016
Resources
Textbook
Video Clips
Websites
Keeley Probes
Interdependence
Sections 13.1, 13.2, 14.1, 14.2, 14.3, 14.4, 14.5
Lab Binder: Unit 1, pp.1-15, Unit 5, pp.15-30
YouTube: Carrying Capacity Human Population Non Native Species Invasive Species The Story of Bunny
Symbiotic Bioluminescence
Volume 1L #17 (No More Plants)
Instruction Hints:
1. Students will need to practice making predictions based
on scenarios and justifying their predictions.
Teacher Hints
EOC Hints:
1. Items will not require the identification of oceanic zones.
2. Items referring to the reduction of biodiversity will include examples of
catastrophic events, climate changes, human activities, and the introduction of
invasive and noninvasive species, but students will not have to have specific
knowledge of these.
3. Items referring to biodiversity will focus on the consequence and not require
specific knowledge of the event that lead to the reduction.
4. Items addressing climate change are limited to biodiversity and population
dynamics contexts.
5. Students will NOT have to identify oceanic zones.
Labs and Activities
Sample FOCUS Question
All resources found on edmodo in the “Biology PLC Interdependence” Folder.
Gems of Wisdom Interdependence.
Activity Symbiosis
Activity Population Growth
Activity Abiotic vs Biotic Factors
Lab
Bear Lab Interdependence
Powerpoint Relationships Ecology
Powerpoint Types of Pollution
POGILs 1- Ecological Relationships 2- Population Distribution 3- Population Growth
4- Succession
In the 1930s, the Red Imported Fire Ant was accidentally introduced into the United
States. This species is native to South America, but has thrived in the United States
because of a lack of natural enemies here. Which of the following best explains how
the Red Imported Fire Ant has affected native ant species in the U.S. that do have
predators?
1.
2.
3.
4.
Prefix / Suffix
Im- in
Biology I Regular and Honors
Em- out
Migrare- to move
Cedere- to move
Eco- habitat
Native ant species preyed on the Red Imported Fire Ant and increased in
population.
Native ant species interbred with the Red Imported Fire Ant, creating new ant
species.
The Red Imported Fire Ant caused native ant species to become more susceptible
to predators.
The Red Imported Fire Ant caused a decline in native ant species by competing
for their resources.
Aqua- water
Topo- top
Graphy- measure
a- not
biotic- life
sal- salt
Page 42
2015 - 2016
Topics
Unit 7: Ecology
Learning Targets and Skills
Students will:
• describe the evaluation of a scientific claim in terms of:
o scientific argumentation, critical and logical thinking, and consideration of
alternative explanations
Human Impact
•
Standards
Week 33
SC.912.N.1.3
discuss the validity of various scientific claims, including those focusing on:
o renewable and nonrenewable resources, sustainability, and human impact
Students will:
• evaluate the possible environmental costs and benefits resulting from the use of
renewable and nonrenewable resources, such as:
o water, energy, fossil fuels, wildlife, and forests
SC.912.L.17.11
•
discuss why there is a need for adequate monitoring of environmental parameters
when making policy decisions, such as:
o indicator species, pollution levels, urbanization, etc.
SC.912.L.17.13
•
predict the impact of individuals on environmental systems and or sustainability
SC.912.L.17.20
Honors:
1. Discuss the large-scale environmental impact resulting form human activity, including
water spills, oil spills, runoff, greenhouse gases, ozone depletion, and surface and
groundwater pollution.
Unit DIAS: Ecology
Biology I Regular and Honors
Vocabulary
Acid rain
Bioaccumulation
Biomagnification
Fossil fuels
Global warming
Greenhouse effect
Habitat fragmentation
Indicator species
Non-renewable
resources
Pollution
Renewable resources
Scientific claim
Smog
Sustainability
Ozone
Honors:
SC.912.L.17.16
28 April – 29 April
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2015 - 2016
Resources
Textbook
Video Clips
Websites
Keeley Probes
Human Impact
Impact of Climate Change in Yellowstone PBS Reef Life PBS Environmentally Friendly Golf Course
PBS Bear's Lunch Counter
Instructional Hints:
1. Encourage students to have a debate on the causes of
global warming. The following link will bring you to a
debate between Bill Nye and Marc Morano. Have
students watch the video and then do some research
on their own. Global Warming Debate
Teacher Hints
Volusia Literacy
Tasks (VLT)
VLT 4 – How Pig Parts Make the World Turn video and student response sheet can be found on edmodo in the Biology PLC VLT folder.
Students will watch the video and complete VLT 4 at anytime during the Human Impact section of the Ecology unit.
Labs and Activities
Sample FOCUS Question
All resources can be found at www.edmodo.com in the “Biology PLC Human Impact”
folder.
Gems of Wisdom Human Impact
Article Mercury Biomagnification
Article Looking For Room To Roam Florida Panthers with STUDENT Questions
Article The Rising Tide of Ocean Energy
Video Impact of Climate Change in Yellowstone
Video Impact of Climate Change in Yellowstone with STUDENT Questions
Activity My Ecological Footprint
Powerpoint Types of Pollution
Powerpoint Renewable vs Nonrenewable Energy
Powerpoint Human Impact
Powerpoint Human Impact Oil Spill
Prefix / Suffix
Biology I Regular and Honors
Page 44
2015 - 2016
FLORIDA BIOLOGY END-OF-COURSE EXAM
Weeks 34 - 35
Review then
Biology EOC
PLC Choice (Regular)
(write in plans)
Learning Targets and Skills
Standards
Vocabulary
PLC Choice (Regular)
Topics
Week 36 – 39
Biology I Regular and Honors
Page 45
2015 - 2016
Bridge to Chemistry (Honors)
Topics
Learning Targets and Skills
Students will:
• measure and collect data (in metric units) using tools such as:
o mass (g): triple beam or digital balance
o length (cm): meter stick, metric ruler
o volume (L): cylinder, pipettes, beaker
o temperature (°c): thermometer
Bridge to Chemistry (Honors)
Students will:
• differentiate among atoms, elements, compounds, and molecules
•
differentiate among pure substances, mixtures, and solutions:
o homogenous vs. heterogeneous
o saturated vs. unsaturated
o identify the different states of matter in a mixture
 (gas in liquid -> soda)
 (gas in gas -> air)
 (solid in solid -> alloy)
•
interpret chemical formulas and equations
•
explain the conservation of mass in terms of chemical equations using biological
examples
Students will:
• investigate various properties of matter and mixtures, e.g.:
o Density (g/cm3)
o Salinity
o pH
o freezing point (°c)
o boiling point (°c)
•
Week 36 – 39
Standards
SC.912.N.1.1
SC.912.P.8.1
SC.912.P.8.3
SC.912.P.8.7
SC.912.P.8.9
Vocabulary
Atom
Boiling Point
Compound
Conservation of Mass
Density
Element
Freezing Point
Gas
Heterogeneous
Homogeneous
Liquid
Mass
Molecule
pH
Salinity
Solid
Temperature
Volume
SC.912.P.8.2
SC.912.P.8.11
analyze and interpret collected data using graphs, tables, and charts
Biology I Regular and Honors
Page 46
2015 - 2016
Grades 9 - 10 ELA Florida Standards
LAFS.910.RST.1.1 – Cite specific textual evidence to support analysis of science LAFS.910.WHST.3.9 – Draw evidence from informational texts to support
and technical texts, attending to the precise details of the explanations or
analysis, reflection, and research.
descriptions.
LAFS.910.WHST.1.2 - Write informative/explanatory texts, including the
narration of historical events, scientific procedures/ experiments, or technical
LAFS.910.RST.1.3 – Follow precisely a complex multistep procedure when
carrying out experiments, taking measurements, or performing technical tasks, processes.
a. Introduce a topic and organize ideas, concepts, and information to
attending to special cases or exceptions defined in the text.
make important connections and distinctions; include formatting (e.g.,
headings), graphics (e.g., figures, tables), and multimedia when useful
LAFS.910.RST.2.4 – Determine the meaning of symbols, key terms, and other
to aiding comprehension.
domain-specific words and phrases as they are used in a specific scientific or
b. Develop the topic with well-chosen, relevant, and sufficient facts,
technical context relevant to grades 9 – 10 texts and topics.
extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s knowledge of
LAFS.910.RST.2.5 – Analyze the structure of the relationship among concepts in
the topic.
a text, including relationships among key terms (e.g., force, friction, reaction
c. Use varied transitions and sentence structures to link the major
force, energy.)
sections of the text, create cohesion, and clarify the relationships
among ideas and concepts.
LAFS.910.RST.3.7 – Translate quantitative or technical information expressed
d. Use precise language and domain-specific vocabulary to manage the
in words in a text into visual form (e.g., a table or chart) and translate
complexity of the topic and convey a style appropriate to the discipline
information expressed visually or mathematical (e.g., in an equation) into
and context as well as to the expertise of likely readers.
words.
e. Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which they
LAFS.910.RST.4.10 – by the end of grade 10, read and comprehend science /
are writing.
technical texts in the grades 9 – 10 text complexity band independently and
f. Provide a concluding statement or section that follows from and
proficiently.
supports the information or explanation presented (e.g., articulating
implications or the significance of the topic).
Grades 9 - 12 Math Florida Standards (select courses)
MAFS.912.A-CED.1.4 – Rearrange formulas to highlight a quantity of interest,
MAFS.912.N-VM.1.1 – Recognize vector quantities as having both magnitude
using the same reasoning as in solving equations.
and direction. Represent vector quantities by directed line segments, and use
appropriate symbols for vectors and their magnitudes.
MAFS.912.S-IC.2.6 – Evaluate reports based on data.
MAFS.912.N-VM.1.2 – Find the components of a vector by subtracting the
coordinates of an initial point from the coordinates of a terminal point.
MAFS.912.N-VM.1.3 – Solve problems involving velocity that can be
represented as vectors.
Biology I Regular and Honors
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2015 - 2016
Grades 11 - 12 ELA Florida Standards
LAFS.1112.RST.1.1 – Cite specific textual evidence to support analysis of
LAFS.1112.WHST.1.2 - Write informative/explanatory texts, including the
science and technical texts, attending to important distinctions the author
narration of historical events, scientific procedures/ experiments, or technical
makes and any gaps or inconsistencies in the account.
processes.
a. Introduce a topic and organize complex ideas, concepts, and
LAFS.1112.RST.1.3 – Follow precisely a complex multistep procedure when
information so that each new element builds on that which precedes it
carrying out experiments, taking measurements, or performing technical tasks;
to create a unified whole; include formatting (e.g., headings), graphics
analyze the specific results based on explanations in the text.
(e.g., figures, tables), and multimedia when useful to aiding
comprehension.
LAFS.1112.RST.2.4 – Determine the meaning of symbols, key terms, and other
b. Develop the topic thoroughly by selecting the most significant and
domain-specific words and phrases as they are used in a specific scientific or
relevant facts, extended definitions, concrete details, quotations, or
technical context relevant to grades 11 – 12 texts and topics.
other information and examples appropriate to the audience’s
knowledge of the topic.
LAFS.1112.RST.3.7 – Integrate and evaluate multiple sources of information
c. Use varied transitions and sentence structures to link the major
presented in diverse formats and media (e.g., quantitative data, video,
sections of the text, create cohesion, and clarify the relationships
multimedia) in order to address a question or solve a problem.
among complex ideas and concepts.
d. Use precise language, domain-specific vocabulary and techniques such
LAFS.1112.RST.4.10 – By the end of grade 12, read and comprehend science /
as metaphor, simile, and analogy to manage the complexity of the
technical texts in grades 11 – 12 text complexity band independently and
topic; convey a knowledgeable stance in a style that responds to the
proficiently.
discipline and context as well as to the expertise of likely readers.
e. Provide a concluding statement or section that follows from and
LAFS.1112.WHST.3.9 – Draw evidence from information texts to support
supports the information or explanation provided (e.g., articulating
analysis, reflection, and research.
implications or the significance of the topic).
Grades 9 - 12 Math Florida Standards (all courses)
MAFS.912.F-IF.3.7 - Graph functions expressed symbolically and show key
MAFS.912.N-Q.1.1 – Use units as a way to understand problems and to guide
features of the graph, by hand in simple cases and using technology for more
the solution of multi-step problems; choose and interpret units consistently in
complicated cases.
formulas; choose and interpret the scale and the origin in graphs and data
displays.
a. Graph linear and quadratic functions and show intercepts, maxima,
and minima.
b. Graph square root, cube root, and piecewise-defined functions,
MAFS.912.N-Q.1.3 – Choose a level of accuracy appropriate to limitations
including step functions and absolute value functions.
measurement when reporting quantities.
c. Graph polynomial functions, identifying zeros when suitable
factorizations are available, and showing end behavior.
d. Graph rational functions, identifying zeros and asymptotes when
suitable factorizations are available, and showing end behavior.
e. Graph exponential and logarithmic functions, showing intercepts and
end behavior, and trigonometric functions, showing period, midline,
and amplitude.
Biology I Regular and Honors
Page 48
2015 - 2016
Biology I Regular and Honors
Page 49