SCIENCE PACING AND CONTENT
QUARTER 2
NOVEMBER 6, 2010
Presented by Dr. Ava D. Rosales
Instructional Supervisor
Miami-Dade County public Schools
Division of Mathematics, Science and Advanced Academic Programs
ESSENTIAL QUESTION
Am I seated at the station that aligns with my
curriculum? How do I know?
WELCOME
Make a Name Tent and
include:
NAME
SCHOOL
After reviewing student
work from your last
lesson, how did you feel
and why?
AGENDA


Goals of the Inservice
Review of Pacing and Content Workshops

Making Sense of Science Instruction:



Rotation Labs.
Effective Implementation of the 2010 Pacing
Guides
Resources and Web Sites
GOALS FOR THE SESSION
Effective Implementation of the 2010
Pacing Guides with an emphasis in
hands-on/minds-on learning
◦ Enhance instructional practices using an
“explicit-reflective” approach
◦ Incorporate secondary benchmarks as
identified by data analysis
◦
NORMS
Participate Actively
 Ask questions
 Learn by doing
 Set your own learning into action
 _______________________________

Bathroom and Electronic Devices
SCIENCE PACING AND CONTENT
Q1 - 2
A Review
YEAR-AT-A-GLANCE
MIAMI-DADE COUNTY PULIC SCHOOLS
DISTRICT PACING GUIDE
YEAR-AT-A-GLANCE
COURSE CODE: 200401001
M/J COMPREHENSIVE SCIENCE 1
ST
1
I.
A. Ozone Layer
B. Layers of the Atmosphere
C. Earth Systems
III. Causes of Weather
Spheres of the Earth
Water Cycle
Weather
Influences on Local Weather
Instruments/tools used to
Measure Weather
IV. Climate and Global Patterns
A. Climate
B. Land vs. Water
C. Greenhouse Effect
D. Global Warming
V.
VI.
Energy Transfer
Measuring Heat
Protecting from Radiation
Modeling the Greenhouse
Effect
II. Atmosphere and Spheres of
Earth
A.
B.
C.
D.
E.
2
Nine Weeks
Thermal Energy Movement
A.
B.
C.
D.
nd
Natural Disasters and their Effects
on Floridians
A. Hurricanes
B. Other Natural Disasters
C. Models
D. Emergency Preparedness
VII. Landforms of the Geosphere
A. Types and Formation
B. Landforms and Importance
to the Environment and
Society
VIII. Forms of Energy
A. Potential Energy
B. Kinetic Energy
C. Examples of Each Energy
IX.
3 Nine Weeks
Nine Weeks
How Weathering and Erosion
Affect the Earth
A. Weathering
B. Erosion
C. Deposition
Energy Transfers and the Law
of Conservation of Energy
A. Law of Conservation of
Energy
B. Transferring Energy in a
System
4th Nine Weeks
rd
X.
Motion of Objects
A. Measuring Speed and
Distance
B. Constructing Line Graphs
C. Factors Affecting Speed
XI. Types of Forces
A. Contact Forces
B. Non-Contact Forces
XII. Law of Gravity
A. Gravitational Force
B. Calculating Gravity
C. Newton’s Law of Universal
Gravitation
XIII. Forces and Motion
A. Direction of Motion
B. Forces
XIV. Levels of Organization
A. Hierarchical Organization of
Organisms
B. Linnaean Classification
System
XV. Cell Theory
A. Cell Theory
XVI. Cell Structure and Organelles
A. Structure of Cells
B. Plant and Animal Cell
Comparison
XVII.
A.
B.
C.
D.
Human Body Systems
Major Body Systems
Interactions for Homeostasis
The Body
Effects of Drugs
XVIII.
A.
B.
C.
Homeostasis
Energy Extraction from Food
Removal of Waste
Reproducing
XIX. Pathogens Comparison
A. Viruses
B. Bacteria
C. Fungi and Parasites
D. Disease Prevention
XX. Social and Emotional Growth
A. Social and Emotional
Growth
B. Child Abuse and Sexual
Abuse
UNWRAPPING THE BENCHMARKS
WHAT?...WHY?...HOW?...
EXPLORING THE PACING GUIDES
COMPREHENSIVE SCIENCE 1
TOPICS V THROUGH VII
Group Activity:
What are the priority activities for each topic?
 What are the specific instructional strategies?
 How can “depth of knowledge” be achieved for each topic?

TOPIC V:
EARTH/SPACE AND NATURE OF SCIENCE
LAB ROLES
Materials Manager (MM)
The materials manager is responsible for obtaining
all necessary materials and/or equipment for the
lab.
Safety Director (SD)
The safety director is responsible for enforcing all
safety rules and conducting the lab.
Roles and responsibilities:
Roles and responsibilities:
 The only person allowed to be out of their seat to
 Assists the PD with keeping the group on-task
pick up needed materials
 Conducts lab procedures
 Organizes materials and/or equipment in the work
 Reports any accident to the teacher
space
 Keeps track of time
 Facilitates the use of materials during the
investigation
 Assists with conducting lab procedures
Assists the MM as needed.
Returns all materials at the end of the lab to the
designated area
Technical Manager (TM)
Project Director (PD)
The technical manager is in charge of recording all
data.
The project director is responsible for the group.
Roles and responsibilities:
 Reads directions to the group
 Keeps group on task
 Is the only group member allowed to talk to the
teacher
Shares summary of group work and results with the class
Roles and responsibilities:
 Records data in tables and/or graphs
 Completes conclusions and final summaries
 Assists with conducting the lab procedures
Assists with the clean up
Technical Manager (TM)
Project Director (PD)
The technical manager is in charge of recording all
data.
The project director is responsible for the group.
Roles and responsibilities:
 Reads directions to the group
 Keeps group on task
 Is the only group member allowed to talk to the
teacher
Shares summary of group work and results with the class
Roles and responsibilities:
 Records data in tables and/or graphs
 Completes conclusions and final summaries
 Assists with conducting the lab procedures
Assists with the clean up
PRACTICING QUESTIONING
Helping students work together to make sense
of mathematics or science:
 "What do others think about what [name] said?"
 "Do you agree? Disagree?"
 "Does anyone have the same answer but a different way to explain it?"
 "Can you convince the rest of us that makes sense?“
Helping students to rely more on themselves to determine
whether something is correct:

"Why do you think that?"

"Why is that true?"

"How did you reach that conclusion?"

"Can you make a model to show that?"
MODELING A LESSON
THREE HOLE BOTTLE
AND TORNADO MOVEMENTS
Engage: Investigations and
Scientific Knowledge
EXPLICIT INSTRUCTION

Nature of Science:
Scientific knowledge may change as new evidence is
discovered or new scientific interpretations are
formed
 There are multiple methods used in various scientific
investigations


Earth Systems and Patterns*

Assess atmospheric conditions and resulting
weather: i.e., hurricanes, tornados, lightning, fronts,
and precipitation
*Note: SC.6.E.7.4 is annually assessed in grade 8 and
only taught in grade 6
WHAT ARE THE PRIORITY ACTIVITIES?...WHICH
ONES DID YOU COMPLETE?
Topic 1: Processes of Science
 Labs:
Three Hole Bottle (CPALMS)
 Addresses: SC.6.N.2.2 (AA)
Tornado Movements (EL)





Interpreting Satellite Images (TX)
Creating Your Own Weather Station (TX)
◦ Addresses: SC.6.E.7.6, SC.6.E.7.7 and SC.6.E.7.4 (review)
Gizmo: Hurricane Motion (SC.6.E.7.3 review)
JASON Project
StormZone
Current Events on Weather-related Disasters in Florida and their impact on human life
(SC.6.E.7.7)
Note: Reinforce SC.6.E.7.4 and “assessed as” benchmarks
throughout activities
ENHANCING CONTENT KNOWLEDGE
Lab Rotations:
Model How Erosion Works (Topic VI)
◦ VL – How are Materials from Earth Broken Down (Topic VI)
◦ Summary of Chemical Weathering (Topic VI)
◦ Gizmos – Reading Topographical Maps (Topic VII)
◦ FOSS Landforms Module (Topic VII)
◦
Discussion of Content with Depth of
Understanding
WHAT ARE THE PRIORITY ACTIVITIES?
Topic VI: How Weathering and Erosion Affect the
Earth
Addresses:
SC.6.E.6.1 …Earth’s surface is built up and torn down
by physical and chemical weathering, erosion, and
deposition
Lab Activities
◦
Model How Erosion Works (Topic VI)
Technology
◦
◦
VL – How are Materials from Earth Broken Down
Summary of Chemical Weathering
WHAT ARE THE PRIORITY ACTIVITIES?
TOPIC VII:
SC.6.E.6.1 Identify different types of landforms on Earth’s
surface … (note: landforms in Florida and those found
outside Florida) assessed as SC.7.E.6.2
Lab
 Create a landform modeling lab
Technology
 Gizmo: Reading Topographical Maps
 FOSS Landforms Module
 Earthquakes and Volcanoes(VL)
YEAR-AT-A-GLANCE
MIAMI-DADE COUNTY PUBLIC SCHOOLS
DISTRICT PACING GUIDE
YEAR-AT-A-GLANCE
COURSE CODE: 200207001
M/J COMPREHENSIVE SCIENCE 2
1ST Nine Weeks
2nd Nine Weeks
3rd Nine Weeks
I.
Heat Energy
A. Heat and Temperature
B. Properties of Matter
C. States of Matter
D. Changes of Matter
V.
Layers of Earth
A. Crust
B. Mantle
C. Core
D. Structural Zones
IX. Fossils
A. Formation of Fossils
B. Index Fossils
C. Evidence of Species
Change
II.
Conservation of Energy and
Energy Transformations
A. Law of Conservation of
Energy
VI.
Changes in Earths Surfaces
A. Rock Cycle
B. Scientific Theory of Plate
Tectonics
C. Tectonic Plate Movement
D. Surface Features
X.
III. Properties of Waves
A. Electromagnetic vs.
Mechanical
B. Electromagnetic Spectrum
C. Scientific Investigations
VII. Rock Cycle
A. Types of Rocks
B. Formation of Rocks
IV. Properties of Light
A. Light Properties
B. Wave Speed in
Different Materials
VIII. Age of Earth/ Geological Time
A. Law of Superposition
B. Absolute Age
C. Geologic Time
Environmental Factors and
Evolution
A. Scientific Theory of
Evolution
B. Natural Selection
C. Limiting Factors
D. Limiting Factors Affecting
the Everglades
XI. Human Impact on Earth
A. Resources
B. Biodiversity
C. Land
D. Air
E. Water
XII. Evidence of Species Change
A. Evidence of Scientific
Theory of Evolution
B. Adaptations/Natural
Selection
C. Extinction
XIII. Relationships in Ecosystems
A. Relationships
B. Food Web
C. Energy Flow in
Ecosystems
4th Nine Weeks
XIV. Reproduction
A. Asexual-Mitosis
B. Sexual-Meiosis
C. Effect on Natural Selection
D. Human Growth and
Reproduction
XV. Heredity
A. DNA /RNA
B. Replication
C. Chromosomes
XVI. Genetic Traits
A. Mendelian Genetics
B. Genotype/Phenotype
C. Punnett Squares and
Pedigrees
XVII.
A.
B.
C.
D.
Biotechnology
Cloning
Genetic Engineering
Artificial Selection
Impact on Society
XVIII.
Health and Disease
Prevention
A. Human Growth and
Development
B. HIV/AIDS
C. Abstinence
D. Mental and Emotional
Health
EXPLORING THE PACING GUIDES
TOPICS III THROUGH IV
Group Activity:
What are the priority activities for each topic?
 What are the specific instructional strategies?
 How can “depth of knowledge” be achieved for each topic?

TOPIC V:
EARTH/SPACE AND NATURE OF SCIENCE
EXPLICIT INSTRUCTION

Nature of Science:



Distinguish between an experiment and other forms
of investigations
Experiments have test variables (independent
variables) and outcome variables (dependent
variables)
Forms of Energy*
Illustrate the sun’s energy
 Identify, compare and contrast the variety of types of
radiation present in radiation from the Sun
 Identify and compare characteristics of the
electromagnetic spectrum

*Note: SC.7.P.10.1 is annually assessed in grade 8 and foundational in
grade 7.
WHAT ARE THE PRIORITY ACTIVITIES?
Topic III: Properties of Waves

Technology
 Electromagnetic Spectrum
 Gizmo: Longitudinal Waves

Labs:
 Colored Shadows Exploration
 Making Waves & The Wave Factory (also has
activity for SC.7.E.6.1
ENHANCING CONTENT KNOWLEDGE
Lab Rotations:
Gizmo - Refraction (IV)
EL – Solar Energy vs Color (IV)
EL – Wave Speed (IV)
EL - Density Driven Fluid Flow (V)
Modeling the Layers of the Earth with Density Column (V)
EL - Density of Rocks (V)
Discussion of Content with Depth of
Understanding
WHAT ARE THE PRIORITY ACTIVITIES?
Topic IV: Properties of Light
SC.7.P.10.2 …Light can be reflected, refracted, and/or
absorbed
Lab Activity: EL – Solar Energy vs Color (IV)
Technology: Gizmo - Refraction (IV)
SC.7.P.10.3…light waves, sound waves, and other waves
move at different speeds in different materials
Lab Activity: Light Travels Through Objects
WHAT ARE THE PRIORITY ACTIVITIES?
TOPIC V:
SC.7.E.6.1 Describe the layers of solid Earth,…lithosphere,
mantle, liquid and solid cores
Lab
 Modeling the Layers of the Earth with Density
Column
 EL - Density Driven Fluid Flow (V)
 EL - Density of Rocks (V)
NAME TENT
INCLUDE:
NAME, SCHOOL
AND WHAT
IMAGES COME
TO MIND
Source: Discovery Science
YEAR-AT-A-GLANCE
MIAMI-DADE COUNTY PUBLIC SCHOOLS
DISTRICT PACING GUIDE
YEAR-AT-A-GLANCE
M/J COMPREHENSIVE SCIENCE 3
ST
1
I.
Nine Weeks
Scientific Method and Theory vs
Law
A. The Nature of Science
B. Variables
II. Data Collection and Analysis
A. Feeding Relationships
B. Measurement
C. Variables
D. Graphing
E. Technology
III. Science Safety and Ethics
A. Ethics
B. Laboratory Safety
IV. Properties of Matter
A. Properties of Matter
B. Energy
V. Atomic Structure
A. Review Atomic Structure
VI. Periodic Table
A. Revisit Periodic Table of
Elements
VII. Chemical Bonding
A. Chemical Bonding
VIII. Energy Transfer and
Temperature
A. Energy
IX. Waves, Circuits, and Energy
Resources
A. Revisit Properties of Waves
B. Visible Light
C. Revisit Electrical Circuits
D. Energy Resources
COURSE CODE: 200210001
nd
Nine Weeks
3 Nine Weeks
4th Nine Weeks
Speed, Velocity, and
Acceleration
A. Force and Motion
B. Calculations
Newton’s Laws of Motion
A. Newton’s Laws
B. Momentum
C. Forces Opposing Motion
Plate Tectonics
A. Processes that Shape the
Earth
Weathering and Erosion
A. Processes that Shape the
Earth
Solar System – Earth, Moon,
and Sun
A. Solar system
B. Introduction to Genetics
and Diversity
Solar System, Earth, Moon,
and Sun
A. Stars and Galaxies
B. Life Cycles of Stars
C. Big Bang Theory
XVI. Cells to Body Systems
A. Revisit Cells
B. Revisit Body Systems
XVII. Mitosis, Meiosis, and
Reproduction
A. Meiosis and Mitosis
B. DNA
C. Chromosomes
D. Reproduction
E. Fission, Budding, and
Regeneration
XVIII. Genetics
A. Genetics
B. Punnett Square
C. Genetic Advancements
XIX. Adaptation and Variation
A. Adaptation and Variation
XX. Cycles
A. Cycles in Nature
B. Energy Transfers in Nature
C. Revisit Essential Science
Content
XXI. The Environment
A. The Environment
XXII. Pollution
A. Pollution Pathways
B. Major Sources of Pollution
C. Oceanography
D. Alternative Energy
Resources
XXIII. Human Growth and
Development – Decision
Making
A. Decision Making and
Problem Solving
B. Substance Abuse
Prevention
XXIV. Human Regulation and
Reproduction
A. Endocrine System
B. Reproductive System
C. Human Life Stages
D. Planning for Marriage and
Parenthood
E. Abstinence
XXV. Human Growth and
Development – Diseases
A. Sexually Transmitted
Disease
B. HIV/AIDS
C. Child Abuse
2
X.
XI.
XII.
XIII.
XIV.
XV.
rd
EXPLORING THE PACING GUIDES
TOPICS VIII THROUGH XI
Group Activity:
What are the priority activities for each topic?
 What are the specific instructional strategies?
 How can “depth of knowledge” be achieved for each topic?

EXPLICIT INSTRUCTION

Nature of Science:
Experiments have manipulated variables
(independent variables) and responding variables
(dependent variables)
 A change in one or more variables may alter the
outcome of an investigation


Forms of Energy





Identify kinetic and potential energy in their
mechanical, thermal, chemical, electrical,
electromagnetic, and nuclear forms
Identify standard ways to measure and compare
forms of energy
Energy conversions
Sources of energy: solar, hydroelectric, geothermal,
fossil fuels, etc.
Electric circuits
WHAT ARE THE PRIORITY ACTIVITIES?
Topic VIII: Energy Transfer and Temperature

Technology
 Gizmo: Energy Conversion in a System
 Gizmo: Longitudinal Waves

Labs:
 Solar Cooker
 Making Waves & The Wave Factory (also has
activity for SC.7.E.6.1
BREAK
WHOLE GROUP LAB ACTIVITY
Rocket Car (Topic X, XI)
TOPIC

Unwrap the Benchmark using:

Pacing Guide, Item Specifications, Appendix B
Conduct Investigation
 Discuss Implications

Benefits
 Constraints
 Modifications

EXPLICIT INSTRUCTION FOR TOPIC
X and XI
SC.C.2.3.6 The student explains and shows the ways in
which a net force (i.e., the sum of all acting forces) can act
on an object (e.g., speeding up an object traveling in the
same direction as the net force, slowing down an object
traveling in the direction opposite of the net force). This
benchmark also assesses SC.C.2.3.2,7 SC.C.2.3.3,8 and
SC.C.2.3.5.9
Analyze multiple forces acting on an object to
determine the resulting motion.
 Use vectors to describe forces acting on an object.
 Provide data on forces in diagram or picture
form.

EXPLICIT INSTRUCTION FOR TOPIC X
Force and Motion
SC.C.1.3.1 The student knows that the motion of
an object can be described by its position,
direction of motion, and speed.
 Measurement of speed, velocity, and acceleration.
 Conversions within systems of measurement.
 Analyzing and retrieving data in chart, graph,
diagram, or picture form.
1. Unwrap the Benchmark using:
Pacing Guide, Item Specifications, Appendix B
2. Conduct Investigation
3. Discuss Implications
Benefits
Constraints
Modifications
INDEPENDENT LAB 1
Martian Times and Imaginary Alien Life Forms
EXPLICIT INSTRUCTION FOR TOPIC
SC.E.1.3.1 The student understands the vast size of our
Solar System and the relationship of the planets and their
satellites. This benchmark also assesses SC.E.1.3.2.11

Identify or describe the following concepts:
• the arrangement of planets in orbit around the Sun;
• the relationship between tides on Earth and positions of the Moon,
the Sun, and Earth;
• the relative size of the planets (i.e., ordering planets by size);
• the relative distance between the planets;
• the relative size of the solar system;
• the orbit of planets around the Sun and moons’ orbits around the
planets; and
• other celestial bodies may be assessed such as meteors, asteroids,
and comets.
FOSSILS AND
THE LAW OF SUPERPOSITION
Liz LaRosa 5th Grade Science http://www.middleschoolscience.com 2009
This PPT was created with the information from the FOSREC Activity “Who’s
on First?” and “Fossil Inferences” by UEN.
FOSSILS AND SUPERPOSITION

What is a fossil?
The trace or remains of an
organism that lived long ago,
most commonly preserved in
sedimentary rock

What is a superposition?
Younger rocks lie above older
rocks if
the layers have not
been disturbed
RELATIVE DATING AND INDEX FOSSILS

What is relative dating?
◦

Any method of determining whether an event or
object is older or younger than other events or
objects.
What is an index fossil?
A fossil that is found in the rock layers of only one
geologic age and is used to establish the age of the
rock layers.
◦ Is found in rock layers
around the world, ex Trilobites
◦
ACTIVITY # 1
On your desk, you have 8 large colored index
cards with nonsense letters placed on them.
 Your task is to determine what the correct
sequence of the letters are.
 You have two clues:

1.
2.
The card with the letters “C” and “T” is on the
bottom, or the oldest layer
Look for a card that has either a “T” or “C” written
on it for the second layer
This is one possible way to arrange the cards.
Questions:
MD
1. What letter is the oldest?
2. What letter is the youngest?
DXO
3. What letter showed up the most?
4. Which letters only showed up once?
ON
5. Which letters could be index fossils?
6. How did you know which was older:
NB
“M” or “X”?
NBU
UA
AGC
CT
ACTIVITY # 2
Flip your eight index cards over
 Arrange the index cards that represent layers of
rock and fossils
 Clues:

1.
2.
3.
The oldest layer has the letter “M” in it
Find a rock layer that has at least one of the fossils
you found in the oldest rock layer
Extinction is forever - once an organism disappears
from the sequence it cannot reappear later
Teacher Note: I replaced the letters with nonsense letters b/c spelling the word “organism” was too easy for my
5th graders
TO THINK ABOUT…
What problems did you run into when trying to
arrange the fossils into the correct sequence?
 Would this have been more difficult if you did not
know which layer was the oldest to start the
activity?
 Which organism is the most complex of all the
fossils and why?

EXPLICIT INSTRUCTION TOPIC V, VII
Identify and/or describe the layers of Earth
 Describe the Scientific Theory of Plate Tectonics
 Describe how the movement of Earth’s crustal
plates and the flow of heat and material cause
various geologic events to occur
 Describe density differences between layers of
Earth
 Identify causes of volcano formation

EXPLICIT INSTRUCTION FOR TOPICS VI

Identify and/or describe steps of the rock cycle
and relate them to surface and sub-surface
events.
GRADE 7:
EXPLICIT INSTRUCTION FOR TOPIC VIII
Identify examples of and/or explain physical
evidence that supports scientific theories that
Earth has evolved over geologic time due to
natural processes.
 Identify and/or describe current scientific
methods for measuring the age of Earth and its
parts.
 Understand use of fossil records
 Folding and faulting as related to the Law of
Superposition
 Understand, conceptually, radioactive dating

LAB WRITE-UP FORMATS
Writing in Science – tapping into student thoughts
Selecting the appropriate format
 Modeling Framework – demonstrations, models
 Power Writing and the Art of Scientific
Conclusions
 Parts of a Lab Report
 Engineering design
RESOURCES


Curriculum and Instruction
http://curriculum.dadeschools.net/

Instructional Technology (Examview Item Bank)
http://it.dadeschools.net

Florida Department of Education http://www.fldoe.org/


FCAT Resources - http://fcat.fldoe.org/

Florida Standards and Course Descriptions
http://www.floridastandards.org/

Florida PROMiSE
http://flpromise.org/

Gizmos http://www.explorelearning.com
SCIENCE WEB SITE:
HTTP://SCIENCE.DADESCHOOLS.NET
DISCOVERY SCIENCE
JASON PROJECT
SCIENCE
WWW.JASON.ORG
Direct links to instructional tools in
Pacing Guides
no login required
Access through Teacher Portal – then
open Pacing Guide
THE SCIENCE CLASSROOM ESSENTIALS
Contact information:
Dr. Ava D. Rosales, Instructional Supervisor
arosales@dadeschools.net
305-995-4537
REFLECTIONS AND FOLLOW-UP
Follow-up Due:
FOLLOW-UP
Based on Data Analysis of prior knowledge items
on Baseline/Interim Assessment, identify which
secondary benchmarks need to be addressed and
when
 Use Year-at-a-Glance, Appendix B and Item
Specifications to assist

DATA

Baseline Test Items that should have been
learned in previous grades – a type of “Fair
Game” principle applied, Grade 8.
Questions:3, 4, 5, 8, 10, 11, 12, 14, 16, 18, 19, 21, 22, 23,
24, 25, 27, 28, 29, 30, 31, 32, 35, 36, 37
SC.A.1.3.1, SC.A.2.3.2, SC.B.1.3.1, SC.B.1.3.6, SC.B.2.3.1,
SC.C.2.3.4, SC.C.2.3.6, SC.D.1.3.1, SC.D.1.3.3, SC.D.1.3.4,
SC.F.1.3.1, SC.F.1.3.4, SC.G.1.3.4, SC.G.2.3.2, SC.G.2.3.4,
SC.H.1.3.1, SC.H.1.3.2, SC.H.1.3.4, SC.H.1.3.5 Note Genetics
was addressed in Comprehensive Science 2, Advanced
(F.2.3.2 and F.2.3.3)
65.8% covers prior knowledge