2015 - 2016
Volusia County Schools
Created For Teachers By Teachers
Curriculum Mapping Committee:
Loree Cox
William Lastowski
Lee Pearson
Biology II
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:
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•
•
•
•
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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:
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•
•
•
•
Resources: a listing of available, high quality and appropriate materials (strategies, lessons, textbooks, videos and other media sources) that are aligned to
the standards.
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.
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 8th grade FCAT 2.0 or Biology EOC using rigorous items developed using the FLDOE Item Specifications
Documents.
The last few pages of the map form the appendix that includes information about methods of instruction, cognitive complexities, and other Florida-specific
standards that may be in the course descriptions.
Appendix Contents
1. Volusia County Science 5E Instructional Model
2. FLDOE Cognitive Complexity Information
3. Florida ELA and Math Standards
Biology II Curriculum Map
Page 2
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
* See school-based testing schedule for the course EOC administration time
38
39
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
Start Review and Administer EOC*
30 May - 3 June
4
6 June - 7 June
2
Quarter
Start 3rd
↑
9
Weeks
↓
End 3rd
Start 4th
↑
11
Weeks
↓
End 4th
Lab Information
Expectations:
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.
Biology II Curriculum Map
Safety Contract:
http://www.nsta.org/docs/SafetyInTheScienceClassroom.pdf
Safety, Cleanup, and Laws:
http://labsafety.flinnsci.com/Chapter.aspx?ChapterId=88&UnitId=1
http://labsafety.flinnsci.com/CertificateCourseSelection.aspx?CourseCode=MS
Page 3
2015 - 2016
Unit 1: The Nature of Science and Graphing
Learning Targets and Skills
The Nature of Science and Graphing
Topic
Students will:
• Define a problem based on a specific body of knowledge, for example: biology, chemistry,
physics, and earth/space science, and do the following:
o Pose questions about the natural world, (Articulate the purpose of the investigation and
identify the relevant scientific concepts).
o Conduct systematic observations, (Write procedures that are clear and replicable.
Identify observables and examine relationships between test (independent) variable and
outcome (dependent) variable. Employ appropriate methods for accurate and consistent
observations; conduct and record measurements at appropriate levels of precision.
Follow safety guidelines).
o Examine books and other sources of information to see what is already known,
o Review what is known in light of empirical evidence, (Examine whether available
empirical evidence can be interpreted in terms of existing knowledge and models, and if
not, modify or develop new models).
o Plan investigations, (Design and evaluate a scientific investigation).
o Use tools to gather, analyze, and interpret data (this includes the use of measurement
in metric and other systems, and also the generation and interpretation of graphical
representations of data, including data tables and graphs), (Collect data or evidence in
an organized way. Properly use instruments, equipment, and materials
o Pose answers, explanations, or descriptions of events,
o Generate explanations that explicate or describe natural phenomena (inferences),
o Use appropriate evidence and reasoning to justify these explanations to others,
o Communicate results of scientific investigations, and
o Evaluate the merits of the explanations produced by others.
• Identify sources of information and assess their reliability according to the strict standards of
scientific investigation.
• Describe and provide examples of how similar investigations conducted in many parts of the
world result in the same outcome.
• Recognize the role of creativity in constructing scientific questions, methods and explanations.
Students will:
• Explain that a scientific theory is the culmination of many scientific investigations drawing
together all the current evidence concerning a substantial range of phenomena
• Describe science as testable, pseudo-science as not a science but seeks falsifications, pseudoscience seeks confirmations
• Identify scientific questions that can be disproved by experimentation/testing.
• Explain that scientific knowledge is both durable and robust and open to change.
Biology II Curriculum Map
Weeks 1 – 34
Standards
Vocabulary
SC.912.N.1.1
SC.912.N.1.4
SC.912.N.1.5
SC.912.N.1.7
SC.912.N.3.1
SC.912.N.2.1
SC.912.N.2.2
SC.912.N.2.4
Pseudoscience
Control
Variable
Sample size
Theory
Law
Hypothesis
Page 4
2015 - 2016
Water
Topic
Unit 2: Water, Macromolecules, and Enzymes
Learning Targets and Skills
Students will:
• Discuss the special properties of water that contribute to Earth's suitability as an environment for
life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility
as a solvent.
• Explain how the interactions between hydrogen and oxygen make water a polar molecule.
• Connect the polarity of water to its ability to act as a solvent in biological solutions.
• Connect the ability of water to hydrogen bond to its resulting properties – cohesion (and surface
tension), adhesion, capillary action, high specific heat / heat capacity, and low density as a solid.
Macromolecules
Students will:
• Describe the basic molecular structures and primary functions of the four major categories of
biological macromolecules.
• Explain how the structural properties of monomers and polymers for carbohydrates, lipids,
proteins, and nucleic acids give these molecules their unique functions within living systems.
• Relate the directionality (direction and nature of monomer connections) within carbohydrates,
proteins, and nucleic acids to the overall structure and function of these molecules.
Weeks 3 – 6
Standards
Vocabulary
SC.912.L.18.12
Polar molecular
Covalent bond
Ionic bond
Hydrogen bond
Solvent
Solute
Organic compound
Inorganic
Hydrolysis
Glycerol
Fatty acid
R group
Mono-, disaccharide
Di-, polypeptide
Cholesterol
Steroid
Nucleotide
Saturated fatty acid
SC.912.L.18.1
Unsaturated fatty
acid
Biology II Curriculum Map
Page 5
2015 - 2016
Enzymes
Topic
Learning Targets and Skills
Students will:
• Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions.
Identify factors, such as pH and temperature, and their effect on enzyme activity.
• Predict the effect of changes in molecular structure (ex: protein / enzyme denaturation) on
function.
• Characterize various chemical reactions based on the changes that occur within the reactants (i.e.
anabolic vs. catabolic reaction) and the energy lost or gained by the reactants (i.e. exergonic vs.
endergonic reaction). Students will be able to provide examples of energy coupling between
exergonic and endergonic reactions within living organisms.
• Discuss the nature and importance of interactions between the substrate and enzyme active site
in an enzyme-catalyzed reaction.
• Discuss the differences in energy levels for an enzyme-catalyzed vs. non-catalyzed reaction
pathway.
• Describe how the following factors affect enzyme efficiency – concentration of substrate,
concentration of product, pH, and temperature—and determine how to measure the efficiency of
enzymes in a laboratory setting.
• Predict how allosteric regulators, competitive inhibitors, and coenzymes / cofactors will affect
enzyme function.
• Connect the structure of enzymes to their catalytic function in chemical reactions within living
organisms.
Biology II Curriculum Map
Standards
SC.912.L.18.11
Vocabulary
Catalyst
Anabolic
Catabolic
Endergonic
Exergonic
Activation energy
Reactant
Energy coupling
Substrate
Active site
Allosteric
Competitive
inhibitor
Coenzyme
Denaturation
Induced fit
Page 6
2015 - 2016
Resources
Text book &
Ancillary
Chapter 2 – 5, 8
AP Curriculum
Learning
Objectives
1.D.1, 2.A.3, 2.B.2, 4.A.1, 4.A.2
Videos, Websites,
and Simulations
Students do not need to know the properties of specific amino acids.
Teacher Hints,
The four levels of protein structure can be taught along with the formation
Instruction Focus, of polypeptides.
and Strategies
POGIL
Experiments/Labs/Activities
1.
2.
3.
4.
Other Suggested Resources
Properties of water (cohesive, adhesive, specific heat, etc.)
Organic compound ID (lipids, carbohydrates, proteins, nucleic acids)
Enzyme lab – potato ( or liver) & hydrogen peroxide – Vernier probe ware
Paperase Lab (old toothpick lab)
AP LAB 4 DIFFUSION AND OSMOSIS
AP LAB 13 ENZYME ACTIVITY
Buffalo case study “New Case on Oxygen Transport”
Biology II Curriculum Map
Page 7
2015 - 2016
Electron Transport
Energy Processes
Topic
Unit 3: Energy
Learning Targets and Skills
Students will:
• Explain the interrelated nature of photosynthesis and cellular respiration.
• Compare and contrast the overall chemical equations for photosynthesis and cellular respiration
and describe how these processes work together as a cycle.
• Identify the types of organisms that use photosynthesis, cellular respiration, or both.
• Explain how organisms obtain and use free energy.
• Identify the sun as the ultimate source of free energy for all living things.
• Explain how living organisms do not violate the second law of thermodynamics.
• Describe the use of energy coupling during cellular respiration.
• Identify the three uses of free energy in living organisms and the result of excess vs. insufficient
free energy.
Students will:
• Discuss the roles of membrane structure with respect to energy processes
• Describe the role of the electron transport chain and chemiosmosis in the formation of ATP and
list the steps involved in these processes.
• Describe the creation and use of the proton motive force during ATP synthesis.
• Discuss the mechanism of the ATP synthase protein in the creation of ATP from ADP and Pi.
• Compare and contrast substrate-level phosphorylation and oxidative phosphorylation.
• Identify the role of oxidation and reduction in the electron transport chain.
• Draw and evaluate diagrams of the electron transport chain.
Biology II Curriculum Map
Weeks 7 – 10
Standards
Vocabulary
SC.912.L.18.9
Chemiosmosis
Proton gradient
Gibbs free energy
SC.912.P.8.10
Electron transport
SC.912.P.10.1
Electron gradient
Proton motive force
Substrate level
phosphorylation
Oxidative
phosphorylation
Oxidation / Reduction
(redox reaction)
ATP, ADP
Chemiosmotic
Gradient
entropy
SC.912.L.18.11
Page 8
2015 - 2016
ATP Production and Usage
Cellular Respiration
Photosynthesis
Topic
Learning Targets and Skills
Standards
SC.912.L.18.7
Students will:
• Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration.
• Describe the role of glycolysis, the formation of Acetyl CoA, and the Krebs Cycle in cellular
respiration.
• Discuss alternate pathways of respiration used by anaerobic organisms (yeast, bacteria) and
products of the pathways.
• Identify the overall goal, reactants, and products of each of the three steps.
• Describe the amount and type of ATP production in each of the three steps.
• Describe the reduction of electron carriers (ex: NADH and FADH2) in the last two steps.
• Identify the location of each step within the cell or mitochondrion.
• Draw and evaluate diagrams of each step.
SC.912.L.18.8
Students will:
• Discuss the use of chemiosmotic gradients for ATP production in chloroplasts and mitochondria.
• Compare and contrast the purpose and process of the electron transport chain in chloroplasts
and mitochondria.
• Identify the electron carriers involved in the process (first NADH and FADH2, then the membrane
electron carriers, then oxygen).
• Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell.
SC.912.L.8.5
SC.912.L.18.10
Students will:
• Identify the reactants, products, and basic functions of photosynthesis.
• Explain how light energy is captured in the chloroplast and sent to the Calvin Cycle.
• Identify the parts of the chloroplast and molecules involved in the Light Reactions.
• Explain how energy from the Light Reactions is used in the Calvin Cycle to make glucose.
• Identify the parts of the chloroplast and molecules involved in the Calvin Cycle.
Biology II Curriculum Map
Vocabulary
Thylakoid
membrane system
Grana
Stroma
Photolysis
Photosystem
p680, p700
Action spectrum
Absorption spectrum
Calvin Cycle
Light-dependent
reactions
Chlorophyll a, b
NADH, FADH2, NADP
Electron carriers
Phosphorylation
Cristae
Matrix
Glycolysis
Acetyl CoA
Pyruvate
Krebs Cycle
Aerobic
Anaerobic
Lactic acid
ATP synthase
Page 9
2015 - 2016
Resources
Text book &
Ancillary
Chapters 8, 9, 10
(Membrane Structure chapter 7)
AP Curriculum
Learning
Objectives
2.A.1, 2.A.2, 2.A.3, 4.B.1
Videos, Websites,
and Simulations
Specific steps, names of enzymes and intermediates of the pathways for
process of fermentation are not required.
Teacher Hints,
Memorization of the steps in glycolysis and the Krebs cycle, or of the
Instruction Focus, structures of the molecules the names of the enzymes involved, and the
and Strategies
names of specific carriers in the ETC are not required for the AP exam.
POGIL
Experiments/Labs/Activities
1.
2.
3.
4.
5.
6.
7.
Floating leaf disc lab
Chromatography of leaves
Stomatal observation, stomatal density
Elodea lab (test tube and sunlight)
Transpiration lab (photometers or whole plant)
Respiration lab (using peas or crickets)
Vernier lab on photosynthesis and respiration
Other Suggested Resources
Explorebiology.com
Biologycorner.com
AP LAB 5 PHOTOSYNTHESIS
AP LAB 6 RESPIRATION
AP LAB 10 ENERGY DYNAMICS
AP LAB 11 TRANSPIRATION
Biology II Curriculum Map
Page 10
2015 - 2016
Students will:
• Compare and contrast binary fission and mitotic cell division.
• Identify the purposes of mitosis in unicellular vs. multicellular organisms.
• Explain what happens in each step of mitosis.
• Identify and explain the steps of the cell cycle.
Cell Cycle
Topic
Unit 4: Cell Reproduction
Learning Targets and Skills
Biology II Curriculum Map
Standards
SC.912.L.16.15
Week 11
Vocabulary
Pro-, eukaryotic
Membrane
Nuclear envelope
Mitochondrion
Ribosome
Chloroplast
Mitosis
Cell cycle
Daughter cells
Interphase
G1, S, G2 stages
Spindle
centriole
Centromere
Prophase
Metaphase
Anaphase
Telophase
Cytokinesis
Checkpoints
Cancer
Page 11
2015 - 2016
Resources
Text book &
Ancillary
Chapters 6, 7, 12, 13
AP Curriculum
Learning
Objectives
2.A.2, 2.A.3, 2.B.1, 2.B.2, 2.B.3, 3.A.2, 3.A.3, 4.B.2
Videos, Websites,
and Simulations
Teacher Hints,
Instruction Focus,
and Strategies
-Specific function of the smooth ER is not required for the AP exam.
-Knowledge of checkpoints during the cell cycle and control of the
checkpoints are required for the AP exam.
-Knowledge of cyclins and cyclin-dependent kinases that control the cell
cycles are required for the AP exam.
- Knowledge of the name of each phase of mitosis is required for Biology II
but not for the AP exam.
-
Compare the structures found in various cell types and connect the
function of a cell to its unique structural features.
Describe the compartmentalization (division) of the eukaryotic cell into
various cell parts (organelles) with distinct functions.
POGIL
Experiments/Labs/Activities
1.
Other Suggested Resources
Effect of caffeine (or aspirin) on onion root
AP LAB 7 CELL DIVISION: MITOSIS AND MEIOSIS
Biology II Curriculum Map
Page 12
2015 - 2016
Topic
Unit 5: Gene Expression
Learning Targets and Skills
Students will:
• Discuss the mechanisms for regulation of gene expression in prokaryotes and eukaryotes at
transcription and translation level.
Outline the steps involved in the conversion of a gene to an mRNA molecule to a protein.
Compare the types of DNA mutations and their effects on the resulting protein
Gene Expression
•
•
SC.912.L.14.6
rRNA
tRNA
anticodon
Genetic Factors
Students will:
• Explain the significance of genetic factors, environmental factors, and pathogenic agents to health
from the perspectives of both individual and public health.
Weeks 12 – 14
Standards
Vocabulary
SC.912.L.16.6
Gene
regulation
Gene
expression
promoter
operator
operon
repressor
regulatory
gene
histones
Translation
Transcription
Codons
Messenger
RNA (mRNA)
Introns
Exons
Biology II Curriculum Map
Page 13
2015 - 2016
Resources
Text book &
Ancillary
Chapter 17 – 18
AP Curriculum
Learning
Objectives
Videos, Websites,
and Simulations
Teacher Hints,
Instruction Focus,
and Strategies
POGILS
Experiments/Labs/Activities
Biology II Curriculum Map
Other Suggested Resources
Page 14
2015 - 2016
Viruses and
Bacteria
Topic
Unit 6: Biotechnology
Learning Targets and Skills
Students will:
• Describe how viruses and bacteria transfer genetic material between cells and the role of this
process in biotechnology.
• Describe how viruses reproduce and recombine their genetic material.
• Describe how bacteria reproduce and recombine their genetic material.
Students will:
• Describe how basic DNA technology (restriction digestion by endonucleases, gel electrophoresis,
polymerase chain reaction, ligation, and transformation) is used to construct recombinant DNA
molecules (DNA cloning).
• Describe the purpose and methods of gel electrophoresis and analyze electrophoresis results.
• Describe the purpose and methods of polymerase chain reaction (PCR).
Describe the purpose and methods of bacterial transformation and analyze bacterial transformation results.
Provide examples of the practical uses of biotechnology, including insulin production and cloning.
Discuss the technologies associated with forensic medicine and DNA identification, including
restriction fragment length polymorphism (RFLP) analysis.
Biotechnology
•
•
•
Weeks 15 – 17
Standards
Vocabulary
SC.912.L.16.7
Recombinant
DNA
Biotechnology
Genetic
engineering
Plasmids
Restriction
enzymes
SC.912.L.16.12
Gel
SC.912.L.16.11
electrophoresi
s
Polymerase
chain reaction
(PCR)
Gene therapy
Transgenic
Genetically
modified (GM)
organisms
Biology II Curriculum Map
Page 15
2015 - 2016
Resources
Text book &
Ancillary
Chapter 20
AP Curriculum
Learning
Objectives
Videos, Websites,
and Simulations
Teacher Hints,
Instruction Focus,
and Strategies
POGIL
Experiments/Labs/Activities
1.
2.
3.
4.
5.
Other Suggested Resources
DNA finger printing
Paper plasmid
Lab bench
pHschool.com
lab 6 molecular biology
AP LAB 8 BIOTECHNOLOGY: BACTERIAL TRANSFORMATION
AP LAB 9 BIOTECHNOLOGY: RESTRICTION ENZYME ANALYSIS OF DNA
Biology II Curriculum Map
Page 16
2015 - 2016
Topic
Unit 7: System Interactions
Learning Targets and Skills
Students will:
• Describe the structure of vertebrate sensory organs. Relate structure to function in vertebrate
sensory systems.
• Describe what happens in each of the three main steps of cell signaling—reception, transduction, and
•
Sensory Systems
•
•
•
•
•
response—and provide examples of each.
Compare/contrast cell signaling between cells that are connected, cells that are separated by a small
distance, and cells that are separated by a large distance.
Identify the main parts of the human nervous system.
Outline the steps involved in a reflex arc.
Identify the parts of a neuron and their functions.
Describe the movement of a signal (action potential) down the length of a single neuron.
Describe the movement of a signal from one neuron to another.
Biology II Curriculum Map
Weeks 18 - 19
Standards
Vocabulary
SC.912.L.14.50 vertebrates
animals
warm-blooded
cold-blooded
fish
amphibians
reptiles
birds
mammals
invertebrates
Nerve
Central Nervous
System (CNS)
Peripheral
Nervous System
(PNS)
Sensory neuron
Interneuron
Motor neuron
Cell body
Axon
Myelin sheath
Synapse
Schwann cells
Action potential
Refractory period
Sodiumpotassium pump
Ion Channels
Neurotransmitter
Page 17
2015 - 2016
Resources
Text book &
Ancillary
Chapter 33, 34, 48, 49
AP Curriculum
Learning
Objectives
Videos, Websites,
and Simulations
In AP curriculum, cell communication is stressed. Options for covering
cell communication include ligand-gated channels, neurotransmitters, etc.
Teacher Hints,
The types of nervous systems, development of the human nervous
Instruction Focus, system, details of the various structures and features of the brain
and Strategies
parts, and details of specific neurologic processes are beyond the
scope of the course and the AP Exam.
POGIL
Experiments/Labs/Activities
1.
2.
3.
4.
Brain dissection (sheep)
Eye dissection (sheep)
Representative model (star fish) for invertebrates
Nerve cord (earth worm)
Biology II Curriculum Map
Other Suggested Resources
Book: “The Forever Fix”
Page 18
2015 - 2016
Origin of Life
Topic
Unit 8: Origin of Life
Learning Targets and Skills
Students will:
• Compare and contrast the scientific explanations of the origin of life on Earth.
•
•
Describe the reasons for revisions of scientific hypotheses of the origin of life on Earth.
Evaluate the accuracy and legitimacy of data to answer scientific questions about the
origin of life on Earth.
Students will:
• Explain how the scientific theory of evolution is supported by the fossil record, comparative
anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary
change.
•
•
Evolution
•
•
Students will:
• Describe how and why organisms are hierarchically classified and based on evolutionary
relationships.
• Construct a phylogenetic tree or cladogram in order to (1) identify shared characteristics, (2) make
•
•
•
Speciation
Evaluate evidence provided by data from many scientific disciplines that support biological evolution.
Evaluate scientific questions regarding how organisms have changed over time using information from
morphology, biochemistry and geology.
Connect scientific evidence from many scientific disciplines to support the modern concept of evolution.
Construct and/or justify mathematical models, diagrams or simulations that represent processes of biological
inferences about the evolutionary history of the group, and (3) identify character data that could extend
or improve the phylogenetic tree.
Explain the reasons for changes in how organisms are classified.
Compare conserved core biological processes and features shared by all domains and how they relate to
conserved core processes and features support the concept of common ancestry for all organisms.
Discuss specific fossil hominids and what they show about human evolution.
Students will:
• Explain the role of reproductive isolation in the process of speciation.
• Analyze data from a real or simulated population(s), based on graphs or models of types of selection, to
•
•
predict what will happen to the population in the future.
Justify the selection of data that address questions related to reproductive isolation and speciation.
Describe speciation in an isolated population and connect it to change in gene frequency, change in
environment, natural selection and/or genetic drift.
Biology II Curriculum Map
Weeks 20 - 23
Standards
Vocabulary
SC.912.L.15.8
Adaptation
Adaptive radiation
Allopatric
Analogous structure
Artificial selection
Biogeography
Cladistics
Coevolution
SC.912.L.15.1
Convergent evolution
Differential survival
Directional selection
Disruptive selection
Endosymbiosis
Eukarya
SC.912.N.3.5
Evolutionary fitness
SC.912.N.2.5
Founder effect
Gene flow
SC.912.L.15.4
Gene pool
SC.912.L.15.11
Genetic bottleneck
Genetic drift
Genotype
Gradualism
Homologous
Natural Selection
Phenotype
Phylogeny
Polymorphism
Postzygotic
Prezygotic
SC.912.L.15.9
Speciation
SC.912.N.3.5
Species
SC.912.L.15.5
Sympatric
SC.912.N.2.5
Taxon
SC.912.N.3.2
Vestigial
Page 19
2015 - 2016
Resources
Text book &
Ancillary
Chapter 22 – 26
AP Curriculum
Learning
Objectives
Videos, Websites, Site: PBS Evolution
Site: HHMI.org (Human evolution series)
and Simulations Site: Bozeman Science (www.youtube.com)
Teacher Hints,
Instruction Focus,
and Strategies
POGIL
Experiments/Labs/Activities
1.
2.
3.
4.
5.
6.
7.
8.
Fossil lab
Measuring skulls
bacterial lab (penicillin resistance)
Brine shrimp lab
Origin of Life (AP Biology Kit- Carolina Biological Supply Company)
HHMI video “Rock pocket mouse”
HHMI video “Beak of the Finch”
AP transformational lab
Biology II Curriculum Map
Other Suggested Resources
1.
“The Making of the Fittest: Natural Selection and Adaptation.” HHMI’s
BioInteratcive.
http://www.hhmi.org/biointeractive/activities/pocketmouse.html.
2.
Revealing the Origins of Life. NOVA (PBS Video)
http://www.pbs.org/wgbh/nova/evolution/origins-life.html
3.
POGIL Activities for AP Biology
Page 20
2015 - 2016
Topic
Unit 9: Ecology
Learning Targets and Skills
Students will:
• Characterize the biotic and abiotic components that define freshwater systems, marine systems
and terrestrial systems.
• Discuss how various oceanic and freshwater processes, such as currents, tides, and waves, affect
the abundance of aquatic organisms.
• Discuss the characteristics of populations, such as number of individuals, age structure, density,
and pattern of distribution.
• Describe patterns of growth within populations.
• Identify the different levels of ecological organization and provide examples of biotic and abiotic factors in
•
•
•
Ecology
•
•
•
an ecosystem.
Use a food web to identify and distinguish producers, consumers, and decomposers.
Explain the pathway of energy transfer through trophic levels and the reduction of available
energy at successive trophic levels.
Diagram and explain the biogeochemical cycles of an ecosystem, including water, carbon, and
nitrogen cycle.
Compare and contrast the relationships among organisms, including predation, parasitism,
competition, commensalism, and mutualism.
Describe the effects of changes to a community (ex: loss of a keystone species).
Recognize the consequences of the losses of biodiversity due to catastrophic events, climate
changes, human activity, and the introduction of invasive, non-native species.
Biology II Curriculum Map
Weeks 24 - 28
Standards
Vocabulary
SC.912.L.17.7
Abiotic factor
SC.912.L.17.3
Adaptation
SC.912.L.17.1
Age structure
SC.912.L.17.10
Biotic factor
SC.912.L.17.9
Carbon cycle
SC.912.L.17.6
Carrying capacity
SC.912.L.17.8
Conservation
Density dependent
Detritivore
Endangered species
Exponential growth
Global warming
Greenhouse effect
Gross primary
productivity
Interspecific
competition
Intraspecific
competition
Introduced species
Keystone species
Limiting factor
Logistic growth
Migration
Mortality
Net Primary
productivity
Niche
Nitrogen cycle
Quadrat
Saprophyte
Succession
Survivorship curve
Symbiosis
Trophic level
Page 21
Sustainability
Populations and Resources
2015 - 2016
Learning Targets and Skills
Standards
SC.912.L.17.18
HE.912.C.1.3
SC.912.L.17.16
SC.912.L.17.19
SC.912.L.17.11
SC.912.L.17.20
Students will:
• Discuss the political, social, and environmental consequences of sustainable use of land.
• Assess the need for adequate waste management strategies.
• Discuss the effects of technology on environmental quality.
• Discuss the need for adequate monitoring of environmental parameters when making policy
decisions.
• Assess the effectiveness of innovative methods of protecting the environment.
• Identify examples of technologies, objects, and processes that have been modified to advance
society, and explain why and how they were modified.
• Explain the significance of genetic factors, environmental factors, and pathogenic agents to health
from the perspectives of both individual and public health.
SC.912.L.17.12
SC.912.L.17.14
SC.912.L.17.15
SC.912.L.17.13
SC.912.L.17.17
SC.912.N.4.2
SC.912.L.14.6
Students will:
• Describe how human population size and resource use relate to environmental quality.
• Evaluate how environment and personal health are interrelated.
• Discuss the large-scale environmental impacts resulting from human activity, including waste
spills, oil spills, runoff, greenhouse gases, ozone depletion, and surface and groundwater
pollution.
• Describe how different natural resources are produced and how their rates of use and renewal
limit availability.
• Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy,
fossil fuels, wildlife, and forests.
• Predict the impact of individuals on environmental systems and examine how human lifestyles
affect sustainability.
Biology II Curriculum Map
Vocabulary
Page 22
2015 - 2016
Resources
Text book &
Ancillary
Chapter 50 – 55
AP Curriculum
Learning
Objectives
Videos, Websites,
Site: Bozeman Science (www.youtube.com)
and Simulations
Teacher Hints,
Instruction Focus,
and Strategies
POGIL
Experiments/Labs/Activities
1.
2.
3.
4.
5.
6.
Fast Plants Lab
Artificial selection lab
Stations with relationships (symbioses, etc.)
Human impact from IBIS (district)
Population growth and carrying capacity lab (Carolina Biological)
Species interactions lab kit (Carolina Biological)
Other Suggested Resources
1. “Alien Plant Invasion: A Field Study Project at Saguaro National Park:
Football Field Plot Study.”
http://biology.arizona.edu/sciconn/lessons2/Carpenter/Activities.htm
2. “Investigative Case 8: Back to the Bay.” Investigative Case Based Learning
http://bioquest.org/icbl/casebook/gullcontrol/
3. POGIL Activities for AP Biology
Biology II Curriculum Map
Page 23
2015 - 2016
Alternation of
Generation
Plant Classification
Topic
Unit 10: Plants and Fungi
Learning Targets and Skills
Students will:
• Discuss basic classification and characteristics of plants. Identify bryophytes,
pteridophytes, gymnosperms, and angiosperms.
Students will:
• Explain alternation of generations in plants.
• Identify the purpose of meiosis.
Fungi
Students will:
• Relate the major structure of fungi to their functions.
Weeks 29 - 33
Standards
Vocabulary
SC.912.L.14.53
Angiosperms
Autotroph
Bryophytes
Dicot
Epidermis
Fruit
Guard cell
Gymnosperms
Heterotroph
Monocot
Ovary
Ovule
Phloem
SC.912.L.14.8
Pollen
Pollination
Seed
Spores
Stomate
Transpiration
Vascular tissue
Xylem
SC.912.L.14.9
Saprophyte
Haploid
Diploid
Rhizoids
Spore
Spore cases, sori
Biology II Curriculum Map
Page 24
2015 - 2016
Resources
Text book &
Ancillary
Chapter 29 – 31
AP Curriculum
Learning
Objectives
2.30, 2.31, 2.32, 2.33, 2.35, 2.36, 2.37, 2.40
Videos, Websites, Bozeman Science:
1. Plants (http://www.youtube.com/watch?v=X4L3r_XJW0I)
and Simulations
2. Fungi (http://www.youtube.com/watch?v=dj9m7Oc36wM)
More concepts of botany may be included in the AP curriculum,
such as:
-Plant defenses against pathogens
Teacher Hints,
-Apoptosis as it relates to flower development
Instruction Focus,
- Ways in which plants respond to drought
and Strategies
- Vascular tissues and relationships between types
-Feedback mechanisms and response to environment
- Homeostatic control in plants
Evidence of student learning is a demonstrated understanding of each
of the following:
1. Phototropism, or the response to the presence of light
2. Photoperiodism, or the response to change in length of the
night, that results in flowering in long-day and short-day plants
POGIL
Experiments/Labs/Activities
1.
2.
3.
4.
5.
6.
Flower dissection
Seed dissection
Tables of cones / ferns (identification)
Monocot / dicot chart
Microscope lab – sori on ferns
Mushroom cap spore prints
Biology II Curriculum Map
Other Suggested Resources
1. Biological Inquiry: A Workbook of Investigative Case Studies – Ch. 6
2. POGIL Activities for AP Biology
Page 25
2015 - 2016
Students will:
• Distinguish characteristics of vertebrates and representative invertebrate phyla, and chordate
classes using typical examples.
Standards
SC.912.L.15.7
Weeks 34 - 38
Vocabulary
Phyla
Chordates
Vertebrates
Invertebrates
Classification
Topic
UNIT 11: Classification
Learning Targets and Skills
Biology II Curriculum Map
Page 26
2015 - 2016
Resources
AP Curriculum
Learning
Objectives
Text book &
Ancillary
Videos, Websites,
and Simulations
Teacher Hints,
Instruction Focus,
and Strategies
POGIL
Experiments/Labs/Activities
Biology II Curriculum Map
Other Suggested Resources
Page 27
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
2015 - 2016
=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 II Curriculum Map
Page 28
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 II Curriculum Map
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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 II Curriculum Map
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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 II Curriculum Map
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2015 - 2016
Biology II Curriculum Map
Page 32