Biology 1 (#2000310) and Biology 1 Honors (#2000320)
9 – 10 Grade
th
th
Biology 1– Laboratory investigations that include the use of scientific inquiry, research, measurement, problem solving, laboratory apparatus and technologies,
experimental procedures, and safety procedures are an integral part of this course. The National Science Teachers Association (NSTA) recommends that at the
high school level, all students should be in the science lab or field, collecting data every week. ). Laboratory investigations in the high school classroom should
help all students develop a growing understanding of the complexity and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment
used to make observations.
The End Product: The unit end product is a standards-based, culminating task that tries to bring a major theme(s) of the unit together, as much as possible
through writing. The end product is advised to be given to students at the end of each unit. Students should be introduced to the end product at the very beginning
of the unit. This way the students will know why they are performing certain tasks throughout the unit and what they are working towards. The end product is a
DOK 3 or 4 question or problem that students will have to address, using text resources, and information from the unit, and will almost always result in a written
product that can be graded using the FSA rubric below. The end product should not take the place of a written exam, but should be an assessment of student’s
higher-thinking, content knowledge, and literacy skills. It should assess both content standards and literacy standards.
Please utilize the resources and links below throughout the course to optimize student understanding and growth in the classroom:
Recurring Standards: The Recurring standards are those that are not specific to a certain unit, but should be used throughout the entire course. The Nature of
Science standards should be taught in every unit. SC.912.N.1.1 SC.912.N.1.3 SC.912.N.1.4 SC.912.N.1.6 SC.912.N.2.1 SC.912.N.2.2 SC.912.N.3.1
SC.912.N.3.4
FSA Rubric Argumentation/FSA Rubric Informative or Explanatory: The FSA rubric is the state rubric used to evaluate all argumentative and informative writing.
Recursive Standards (MAFS, LAFS, and SL standards): The recursive standards are comprised of the Language Arts Florida Standards, the Mathematic Florida
Standards, and the Speaking and Listening Florida Standards. They should be addressed throughout the course. They are listed in CPALMS under the course
standards and are important to cover, enabling our students to be competent in literacy, math, and speaking and listening skills.
PLC process page: The PLC process is a valuable process that elicits the four important steps of all good PLCs. This page provides the sequence for using the
curriculum documents as you plan for aligned instruction, assess your students, and evaluate their data.
Test Item Specs: The test item specifications will be able to provide all the tested standards, as well as specifics to what is included in certain standards.
Webb’s DOK link: This page goes into detail about the four different levels of Webb’s DOK, as well as examples for each level and how we can bring our level of
questioning and student-driven questions to a higher level. Please refer back to these examples throughout the course.
LDC Templates and LDC Modules: The Literacy Design Collaborative provides templates for writing tasks for students as well as already created modules in
science that include tasks and end product ideas for students throughout the course.
5E Model – Teaching with the 5E instructional model in Science.
The District’s Lab Report Template – The Lake County Lab Report is a great template to use during labs. It will take the students through the entire
scientific method while using writing skills to explain science curriculum.
Timeline
Quarter I
Length of Time in
Days
5 days
4 days
8 days
4 days
12 days
8 days
Unit 1.0
Nature of Science
Unit 2.0
Chemistry of Life:
Properties of Water
Unit 2.1
Chemistry of Life:
Macromolecules and
Enzymes
Unit 3.0
Building Blocks of Life:
Cell Theory
Unit 3.1
Building Blocks of Life:
Cell Structure and
Function
Unit 4.0
Cellular Energy: Photosynthesis,
Respiration
Units
Cluster of Focus
Standards
Recursive Standards
(Reading and
Writing)
Suggested Labs,
Activities and Tasks
SC.912.N.1.1
SC.912.N.1.3
SC.912.N.1.4
SC.912.N.1.6
SC.912.N.2.1
SC.912.N.2.2
SC.912.N.3.1
SC.912.N.3.4
LAFS.910.WHST.3.9
910.WHST.1.2
LAFS.910.RST.1.2
SC.912.L.18.12
LAFS.910.WHST.3.9
910.WHST.1.2
LAFS.910.RST.1.2
LAFS.910.WHST.3.9
910.WHST.1.2
LAFS.910.RST.1.2
LAFS.910.WHST.3.9
910.WHST.1.2
LAFS.910.RST.1.2
LAFS.910.WHST.3.9
910.WHST.1.2
LAFS.910.RST.1.2
LAFS.910.WHST.3.9
910.WHST.1.2
LAFS.910.RST.1.2
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
Scientific Inquiry
Horoscopes Analysis
Pseudoscience
Science vs.
Pseudoscience

Water Molecule
Building
Properties of Water
Lab
7 Properties of
Water Lab


Introduction to
Microscopes
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

Cell Theory and
Comparing cells Lab
Prokaryote vs.
Eukaryote Cells
Animal vs. Plant Cells
Lab
Osmosis in Potatoes
Lab Transport Virtual
Manipulative
Elodea and Snail Lab:
Relationship between
photosynthesis and cellular
respiration
Inquiry Background
Info
Scientific Inquiry NIH
Holt McDougal
Textbook Chapter 1

New York Times
article on water
NOVA water article
Holt McDougal
Textbook Chapter 2.2



Prokaryotes and
Eukaryotes Tutorial
Webquest
Webquest 2

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
ATP
Photosynthesis Webquest
Cellular Respiration
Webquest 1
Cellular Respiration
Webquest 2
Holt McDougal Textbook
Chapter 4
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
Suggested Text
Support
Blueprints
Unit
End Product
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SC.912.L.18.1
SC.912.L.18.11
SC.912.L.14.4
SC.912.L.14.1
SC.912.L.14.2
Honors
SC.912.L.18.2
SC.912.L.18.3
SC.912.L.18.4
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Pineapple Enzyme
Lab
Macromolecules
Current Research
Holt McDougal
Textbook Chapter
2.3-2.5
SC.912.L.14.2
SC.912.L.14.3
SC.912.L.14.1
Honors
SC.912.L.14.5
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Cell theory History &
Timeline of the Cell
Theory
Holt McDougal
Textbook Chapter 3.1
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SC.912.L.18.10
SC.912.L.18.7
SC.912.L.18.8
SC.912.L.18.9
Honors
SC.912.L.14.7
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Holt McDougal
Textbook Chapter 3
Link to Unit 1
Link to Unit 2
Link to Unit 2.1
Link to Unit 3.0
Link to Unit 3.1
Students will read letters
to the editor and create an
experiment to test a
question from one of the
letters. See linked
document below:
Scientific Inquiry End
Product
Students will review and
create a comic strip based
on properties of water.
See linked document
below:
Water Unit End Product
Students will perform a
macromolecule/ Enzyme
Lab and complete a formal
lab Write-up. See the
linked document for a
suggested lab: Pineapple
Enzyme Lab
See links for rubric and
guidelines on how to
create a formal lab report:
Rubric and Guidelines
Students will review an
article/timeline and write
a paragraph summary &
include a picture/diagraph
of each point of the
timeline. See link for the
document below: Cell
Theory End Product
Cell Portfolio Assignment:
Students will create a cell
portfolio on the various
types of cells and
organelles, with
handwritten structure and
function summarization
and analogies to relate to
a real world example.

Link to Unit 4.0
Students will complete a written
lab report to understand the
difference between aerobic and
anaerobic respiration.
Lab/Experimental Design Set-up:
Making Root Beer through
fermentation See links for rubric
and guidelines on how to create a
formal lab report: Rubric and
Guidelines
Timeline
Quarter 2
Length of Time in
Days
Units
4 days
10 days
18 days
9 days
4 days
2 days
Unit 4.1
Cellular Energy: Plant
Organs and Tissues
Unit 5.0
Cellular Reproduction/Cell
Division
Unit 6.0
Genetics
Unit 7.0
DNA Replication
Unit 8.0
Manipulating DNA
Unit 9.0
Classification
SC.912.L.14.7
Cluster of Focus
Standards
Recursive Standards
(Reading and
Writing)
Suggested Labs,
Activities and Tasks
SC.912.L.16.1
SC.912.L.16.2
SC.912.L.16.9
Flower Lab
Observing the
stomata microscope
lab

Mitosis in Onion
Root Tips
Pipe Cleaner Mitosis
Crossing Over
Meiosis Lab Activity


“Pollination Secrets
of Bees.” NY Times
Article
Holt McDougal
Textbook Chapter 21


How cells divide
Mitosis, Meiosis, and
Cell Division
Holt McDougal
Textbook Chapter 5
and 6

LAFS.910.WHST.1.1
LAFS.910.WHST.3.9
LAFS.910.RST.2.5

Suggested Text
Support
SC.912.L.16.14
SC.912.L.16.16
SC.912.L.16.17
SC.912.L.16.8
Honors
SC.912.L.16.15
LAFS.910.WHST.1.1
LAFS.910.WHST.3.9
LAFS.910.RST.2.5
Honors
SC.912.P.10.1
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Quarter 3
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Honors
SC.912.L.14.6
LAFS.910.WHST.1.1
LAFS.910.WHST.3.9
LAFS.910.RST.2.5
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SC.912.L.16.3
SC.912.L.16.5
Honors
SC.912.L.16.4
SC.912.L.16.10
Honors
SC.912.L.16.12
LAFS.910.WHST.2.4
LAFS.910.RST.3.8
LAFS.910.WHST.2.4
LAFS.910.RST.3.8
LAFS.910.WHST.2.4
LAFS.910.RST.3.8
Dragon Genetics
Punnett Square
Practice Activities
Pedigree Practice

Ice cream sundae
gene expression
DNA Mutations

Bacterial
Transformation
Virtual Lab
Bioluminescence
Evolution

Gregor Mendel: A
Monk and His Peas
Case Study: SmithMagenis syndrome
Holt McDougal
Textbook Chapter 7

Transcribe and
Translate a Gene
Scitable: From DNA
to mRNA to Protein
DNA & RNA codons
Holt McDougal
Textbook Chapter 8

Designing Life:
Should Babies be
Genetically
Engineered?
Should Physicians of
Counselors Control
Access to Your
Genetic Information?
Bioengineered Food
Holt McDougal
Textbook Chapter 9
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Blueprints
Unit
End Product
SC.912.L.15.4
SC.912.L.15.5
SC.912.L 15.6


Classifying Animals
by Appearance vs
DNA Sequence
Classification Using
DNA
Making Cladograms:
Background and
Procedures
Holt McDougal
Textbook Chapter 17
Link to Unit 4.1
Link to Unit 5.0
Link to Unit 6.0
Link to Unit 7.0
Link to Unit 8.0
Link to Unit 9.0
Students will write a
children’s book that
describes and illustrates
how plant adaptations are
significant. See linked
document: Plant Structure
and Function End Product
Students will be analyzing
a case study which
involves the uses of
individuals’ cells for cancer
research. They will the
present a case as if they
are a lawyer representing
the individuals or
institutions in this case.
See the linked document
Cell Reproduction Unit End
Product
Students will create a
pedigree showing all the
individuals in three
separate case studies. See
the linked document
Genetics End Product
Students will take mRNA
sequences and alter them
to simulate mutations.
They will then attempt to
translate them into
proteins and observe the
affect the mutations have
on the protein produced.
See linked document
Central Dogma End
Product
A Socratic Seminar is a
suggested end product for
biotechnology, with focus
on bioethical issues that
can allow students to
speak and listen to
viewpoints of others. See
blueprint for suggested
topics.
Cladogram End Product:
Students will simulate the
process of applying
cladistics to living
organisms or fossil life
form. They will complete
cladogram, and complete
a reflection on why they
chose the location they did
for each item, with
relation to similarities and
differences amongst the
items.
Timeline
Quarter 3
Suggested Length of
Time in Days
Units
2 days
8 days
4 days
6 days
4 days
3 days
Unit 10
Origins of Life
Unit 11.0
Natural
Selection/Genetic
Drifts/Gene Flow
Unit 11.1
Evolution
Unit 12.0
Ecology: Interactions in
Ecosystem
Unit 12.1
Ecology: Energy Flow
and Pyramids
Unit 12.2
Ecology: Human
Impact/Biomes
SC.912.L.15.8
Cluster of Focus
Standards
Recursive Standards
(Reading and
Writing)
Suggested Labs,
Activities and Tasks
Honors
SC.912.L.15.3
LAFS.910.WHST.2.4
LAFS.910.RST.3.8
LAFS.910.WHST.2.4
LAFS.910.RST.3.8
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



Suggested Text
Support
Blueprints
Unit
End Product
SC.912.L.15.13
SC.912.L.15.14
SC.912.L.15.15
SC.912.L.16.4



Origins of Life
Dinosaur Dig Virtual
Lab
RNA Nova Virtual Lab
Meteorites Might
Have Sparked Life on
Earth
Physics of the Origin
of Life on Earth
The Origins of Life
Holt McDougal
Textbook Chapter
12.3 and 12.4
Link to Unit 10.0
Students will write an
essay citing textual
evidence as to how the
main theories of origin or
life are supported. Include
the Oparin Hypothesis, the
Miller-Urey Experiment,
and Endosymbiosis. The
essay should be 1-2 pages
in length.
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SC.912.L.15.1
SC.912.L.15.10
Honors
SC.912.L.15.2
SC.912.L.15.4
SC.912.L.17.5
SC.912.L.17.2
SC.912.L.17.4
SC.912.L.17.8
SC.912.L.17.9
Honors
SC.912.L.17.16
Honors
SC.912.E.7.1
LAFS.910.WHST.2.4
LAFS.910.RST.3.8
LAFS.910.WHST.2.4
LAFS.910.RST.3.8
LAFS.910.WHST.2.4
LAFS.910.RST.3.8
LAFS.910.WHST.2.4
LAFS.910.RST.3.8
Energy in Ecosystems
Outdoor Simulation
Lab

Mercury into Food
Chain
The Flow of Energy
Holt McDougal
Textbook Chapter
13.3-13.6

STEM Bird Beak
Natural Selection
Mechanisms of
Evolution: Genetic
drift and gene flow


Evolution Webquest
Interactive
documentary:
“Becoming Human”


To the limit
The Human
Population Growth
Rate

Case Study of the
Galapagos
Case Study of the
Disappearing Marine
Iguanas
Holt McDougal
Textbook Chapter
10.1-10.3

International
Research Team Close
Human Evolution
Gap with Discovery
of 1.4 Million-YearOld Fossil Human
Hand Bone
Evidence of Evolution
Holt McDougal
Textbook Chapter
10.4 and 12.6

Coral Reefs Show
Remarkable Ability to
Recover from Near
Death
Holt McDougal
Textbook Chapter
13.1, 13.2, 14.1-14.5

Link to Unit 11.0
Natural Selection Writing
Prompt:
The structures an
organism has develop over
time in response to
stresses in the
environment. Describe
how natural selection
works. Describe the
stresses that an organism
must adapt to and the role
of mutations in those
adaptations.
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
SC.912.L.17.20
SC.912.L.17.11
SC.912.L.17.13
Link to Unit 11.1
Hominid Skull Traits:
Students will complete a
timeline/cladogram of the
evolution of hominids
using information learned
about hominid traits. The
timeline should include
pictures, labels,
descriptions, and
explanations.

Link to Unit 12.0
Students will complete a
vocabulary summary for
this unit. They need to
explain and illustrate
concepts on 1- 2 pages
including both written text
and pictures/illustrations.
See blueprint link above
for more information.
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
Calculating Ecological
Footprint
“Learning from
Lyme”
Oil Spill: A Lesson on
Ecology
The Sustainable Scale
Project
Holt McDougal
Textbook Chapter 16
Link to Unit 12.1
Link to Unit 12.2
Ecosystem Research
Project: In this project
students will work in
groups to create a unique
ecosystem that shows the
biotic factors and abiotic
factors that interact to
form the ecosystem.
Ecological Footprint
Reflection: Students will take
what they have learned about
their own ecological footprint
and write a reflection
analyzing their result. They will
also reflect on what steps can
be taken to reduce carbon
footprint on the environment,
and how to find more
sustainable ways of living.
Timeline
Quarter 4
4 days
Length of Time in Days
6 days
6 days
10 days
4 days
(After End Of Course Assessment)
Unit 13.0
Human Body Systems:
Brain, Blood
Units
Cluster of
Focus Standards
Recursive Standards
(Reading and Writing)
Suggested Labs,
Activities and Tasks
SC.912.L.14.36
SC.912.L.14.26
LAFS.910.WHST.3.7
LAFS.910.RST.3.7
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

Blueprints
Unit
End Product
SC.912.L.14.52
SC.912.L.14.6
Unit 13.2
Human Body Systems:
Reproduction
Development
SC.912.L.16.13
SC.912.E.7.1
Unit 14
Dissections/ Nature of Science
SC.912.N.1.1
SC.912.L.14

LAFS.910.WHST.3.7
LAFS.910.RST.3.7

Blood Flow
Blood Pressure Virtual
Lab
Product composition fact
sheet
Effects of Aging on the
Heart and Blood Vessels
Holt McDougal Textbook
Chapter 29.4, 31.3 and
31.4
Link to Unit 13.0
Student will create a 3-D model of a
brain, with the following items
labeled: cerebrum, cerebellum,
pons, medulla oblongata, brain
stem, frontal lobe, parietal lobe,
occipital lobe, and temporal lobe.
They will also complete a summary
of each of the brain functions. In
addition, students will summarize
the factors that affect blood flow,
including what causes resistance to
blood flow and how a healthy diet
and exercise is essential.
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

“I am a pathogen!”
Adaptive Immunity
Lab
“Bacteria, Viruses,
and Fungi, Oh My!
Body’s Immune System
Kills Mutant Cells Daily
Deploying the Body’s
Army; Using patients’ own
immune systems to fight
cancer
Holt McDougal Textbook
Chapter 31
Unit 15
Stem Career
Research/Intro to
Chemistry
SC.912.N.1.1
SC.912.N.4.1
SC.912.N.1.4
Honors
SC.912.L.14.27

Suggested Text Support
Unit 13.1
Human Body Systems:
Immunity/Disease
LAFS.910.WHST.3.7
LAFS.910.RST.3.7
LAFS.910.WHST.3.7
LAFS.910.RST.3.7
Honors
SC.912P.8.7
LAFS.910.WHST.3.7
LAFS.910.RST.3.7


Sea Star Embrology
“Life’s Greatest Miracle”
Video Documentary
Lesson
Reproductive Anatomy
Virtual Lab

Dissection/Comparative
Anatomy
“Sharkwater” Lesson
(Movie link:
https://vimeo.com/88724551)

Fetal Development
Timeline
Mayo Clinic Fetal
Development
Biotechnology and
fertilization
Reproductive Medicine
Holt McDougal Textbook
Chapter 34

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
Shark Cancer Article
Flinn Dissection Safety
Frog Dissection Info
Shark Dissection Info
Holt McDougal Textbook
Chapter 15.4
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Case Study: Females in
Stem
PBS- STEM Career lessons
STEM careers Webquest
Department of Education
Stem Info
Stem Lists
NY Times Article: Women
in Stem
Stem Careers
Student STEM Research
Link to Unit 13.1
Link to Unit 13.2
Link to Unit 14
Link to Unit 15
Infectious Disease Research Project:
Upon completion of this project, the
successful student will demonstrate
a detailed understanding of the
disease interaction between the
human body and a pathogenic
microbe.
Students will create a children’s
book about reproductive anatomy
structure and function in both
males and females, the pathway of
gametes to fertilization,
fertilization, and the fetal
development process to birth.
Students should include a title page,
illustrations, descriptions of
illustrations, research sourced in
text and work cited, as well as
written text that covers all the
above mentioned content.
Students will create a formal lab report
after the lab dissection is complete. See
links for rubric and guidelines on how to
create a formal lab report: Rubric and
Guidelines
Students will write a 2-3 page
research paper about a stem career
of their choice. They should include
what the field entails, what type
and how much education and
background knowledge is required
for that field. Where these fields
are located and what type of
growth is expected for the future in
that field should also be included.
All research should be sourced in
text as well as a in a work cited.