2009-2010 Zoology Pacing Guide
Block
Pacing
Traditional
Pacing
Chapter/Lesson
Activities and topics
Laboratory
Procedures and
Equipment,
Introduction to
Scientific
Methods
Activities should include identifying
common equipment, safe laboratory
techniques, and safe animal handling
techniques. Use activities and rules
from laboratory manuals and district
policy, require a passing score on the
safety test and have a safety contract
signed by students and parents
including dissection permission or
alternative request form. See form on
science department website.
Introduce scientific methods and data
analysis through direct instruction. Use
and reinforce these techniques
throughout the year. Emphasis data
analysis and graphic presentation as
seen in FCAT science and math testing.
1 week
2 weeks
Use current scientific and news articles
about research problems such as the
ongoing debate about global warming,
world-wide frog population declines,
endangered species, genetic
engineering of crops and farm animals.
Have students conduct both short term
observational studies and long-term
experiments which involve the
collection and analysis of data.
Content Specific
Vocabulary
1st Nine Weeks
Independent variable,
dependent variable,
hypothesis, theory,
data, control,
observation,
qualitative, quantitative,
central tendency,
mean, median, mode,
variance.
SSS Benchmark
Annually Accessed In Bold
SC.H.1.4.1 Know that investigations are conducted to explore new
phenomena, to check on previous results, to test how well a theory predicts,
and to compare different theories.
SC.H.1.4.2 Know that from time to time, major shifts occur in the scientific
view of how the world works, but that more often the changes that take place
in the body of scientific knowledge are small modifications of prior
knowledge.
SC.H.1.4.3 Understand that no matter how well one theory fits observations, a
new theory might fit them as well or better, or might fit a wider range of
observations, because in science, the testing, revising, and occasional
discarding of theories, new and old, never ends and leads to an increasingly
better understanding of how things work in the world, but not to absolute
truth.
SC.H.1.4.4 Know that scientists in any one research group tend to see things
alike and that therefore scientific teams are expected to seek out the possible
sources of bias in the design of their investigations and in their data analysis.
SC.H.1.4.5 Understand that new ideas in science are limited by the context in
which they are conceived, are often rejected by the scientific establishment,
sometimes spring from unexpected findings, and usually grow slowly from
many contributors.
SC.H.1.4.6 Understand that, in the short run, new ideas that do not mesh well
with mainstream ideas in science often encounter vigorous criticism and that,
in the long run, theories are judged by how they fit with other theories, the
range of observations they explain, how well they explain observations, and
how effective they are in predicting new findings.
SC.H.1.4.7 Understand the importance of a sense of responsibility, a
commitment to peer review, truthful reporting of the methods and outcomes of
investigations, and making the public aware of the findings.
SC.H.2.4.1 Know that scientists assume that the universe is a vast system in
which basic rules exist that may range from very simple to extremely complex,
but that scientists operate on the belief that the rules can be discovered by
careful, systemic study.
SC.H.2.4.2 Know that scientists control conditions in order to obtain evidence,
but when that is not possible for practical or ethical reasons, they try to
observe a wide range of natural occurrences to discern patterns.
These language arts and math standards are integrated throughout the
course, and are first introduced in the first unit on scientific processes.
**LA.910.2.2.3: The student will organize information to show understanding
or relationships among facts, ideas and events (e.g., representing key points
within the text through charting, mapping, paraphrasing, summarizing,
comparing, contrasting or outlining.)
**LA.910.4.2.2: The students will record information and ideas from primary
and/or secondary sources accurately and coherently, noting the validity and
reliability of these sources and attributing sources of information.
**MA.912.S.1.2: Determine appropriate and consistent standards of
measurement for the data to be collected in a survey r experiment.
**MA.9.12.S.3.2: Collect, organize and analyze data sets, determine the best
format for the data and present visual summarize from the following:
Page 1 of 15
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Bar graph s
Line graph s
Stem and leaf plots
Circle graph s
Histograms
Box and whisker plots
Scatter plot s
Cumulative frequency (ogive) graph
These science standards are introduced in the unit on scientific processes but
should be reviewed and taught throughout the course.
SC.912.N.1.1: Define a problem based on a specific body of knowledge, for
example: biology, chemistry, physics and earth/space science, and do the
following:
1. pose questions about the natural world,
2. conduct systematic observations,
3. examine books and other sources of information to see what is
already known,
4. review what is known in light of empirical evidence,
5. plan investigations,
6. 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)
7. pose answers, explanations or descriptions of events,
8. generate explanations that explicate or describe natural phenomena
(inferences),
9. use appropriate evidence and reasoning to justify these explanations
to others,
10. communicate results of scientific investigations, and
11. evaluate the merits of the explanations produced by others.
SC.912.N.1.2: Describe and explain what characteristics science and its
methods.
SC.912.N.2.4: Explain that scientific knowledge is both durable and robust and
open to change. Scientific knowledge can change because it is often
examined and re-examined by new investigations and scientific
argumentation. Because of these frequent examinations, scientific knowledge
becomes stronger, leading to its durability.
1 week
2 weeks
Page 2 of 15
Body directions
and terms;
Classification:
Taxonomy and
Nomenclature
Essential
Labs:
Pickle lab (A
lesson in body
directions and
dissection)
Classification
Lab (A quick
Activities: Pickle lab (Teacher
contributed)
Classification lab (Teacher contributed)
Survey taxonomic classification using
the 3 Domains and 6 Kingdom system
and nomenclature using diagrams,
photographs and specimens.
Discuss developmental trends in
phylogenetic complexity of organisms.
(symmetry, tissues and organs,
cephalization.)
Discuss changing philosophy and
methods of classification (claudistics vs
Dorsal, ventral, lateral,
oral, aboral, anterior,
posterior, proximal,
distal, medial, radial
symmetry, bilateral
symmetry, asymmetry,
motile, sessile,
cephalization, domain,
binomial, phylogeny,
invertebrate,
vertebrate,
endoskeleton,
exoskeleton,
SC.G.1.4.1 Know of the great diversity and interdependence of living things.
Note: The standards listed below should be introduced in this unit however
they must also be reviewed and developed in all subsequent chapters.
SC.912.L.15.4: Describe how and why organisms are hierarchically classified
and based on evolutionary relationships.
SC.912.L.15.5: Explain the reasons for changes in how organisms are
classified.
SC.912.L.15.6: Discuss distinguishing characteristics of the domains and
kingdoms of living organisms.
SC.912.L.15.7: Discuss distinguishing characteristics of vertebrate and
representatives invertebrate phyla, and chordate classes using typical
examples.
survey of
groups of
living things
with
taxonomic key
practice)
Cells, tissues
and levels of
organization;
Microscopy
1 week
2 weeks
traditional methods)
Discuss need for systematic system
and organization of classification and
nomenclature.
Use existing taxonomic keys and have
students develop their own keys to
identify common objects or animals.
Review parts of cell focused on animal
cell adaptations and biochemical
processes.
Review photosynthesis and cellular
respiration.
Review cell division and Mendelian
genetics.
Review concepts relating to cell size
limitations and the need for tissues and
organs with increasing size and
complexity.
Embryological development
Review body system functions and
tissue adaptations.
Activities should include instruction in
the use of the microscope to examine
prepared slides and instruction and
practice in preparing wet mounts,
hydrostatic skeleton
cells, tissues, organs,
organ systems, protein,
lipid, carbohydrate,
nucleic acid, DNA,
RNA,
photosynthesis,
respiration,
mitosis, prophase,
metaphase, anaphase,
telophase, meiosis,
monohybrid, dihybrid,
zygote, morula,
blastula, gastrula,
cleavage, ectoderm,
mesoderm, endoderm,
protostome,
deuterostome.
SC.B.1.4.1 Understand how knowledge of energy is fundamental to all the
scientific disciplines (e.g., the energy required for biological processes in
living organisms and the energy required for the building, erosion, and
rebuilding of the Earth.)
SC.F.1.4.1 Know that the body processes involve specific biochemical
reactions governed by biochemical principles.
SC.F.1.4.3 Know that membranes are sites for chemical synthesis and
essential energy conversions.
SC.F.1.4.5 Know that complex interactions among the different kinds of
molecules in the cell cause distinct cycles of activity governed by
proteins.SC.F.2.4.3 Understand the mechanisms of change (e.g., mutation and
natural selection) that lead to adaptations in a species and their ability to
survive naturally in changing conditions and to increase species diversity.
SC.G.1.4.1 Know of the great diversity and interdependence of living things.
SC.G.2.4.3 Understand how genetic variation of offspring contributes to
population control in an environment and that natural selection ensures that
those who are best adapted to their surroundings survive to reproduce.
SC.912.L.14.1: Describe the scientific theory of cells (cell theory) and relate the
history of its discovery to the process of science.
SC.912.L.14.2: relate structure to function for the components of plant and
animal cells. Explain the role of cell membranes as a highly selective barrier
(passive and active transport.)
SC.912.L.14.3: Compare and contrast the general structures of plant and
animal cells. Compare and contrast the general structures of prokaryotic and
eukaryotic cells.
SC.912.L.18.1: Describe the basic molecular structures and primary functions
of the four major categories of biological macromolecules.
SC.912.L.18.9: Explain the interrelated nature of photosynthesis and cellular
respiration.
Optional
content for particular
student populations.
(Students in health
and animal related
technical programs
may need this
information to support
their technical courses
studies.)
1 to 2 weeks
Page 3 of 15
Protozoa
Classification scheme used to separate
protozoans from the other protists.
Specific cellular adaptations for
Protozoan phyla. (emphasis on
functional adaptation rather than
nomenclature )
Methods of movement and food-getting
strategies and adaptations.
Parasitic diseases caused by
protozoans including but not limited to:
Malaria, sleeping sickness, tick-borne
diseases using internet and textbook
resources. (The CDC website is an
excellent resource for this information.)
drug-resistance.
ciliates, flagellates,
sporozoans, amoebas.
contractile, oral groove,
flagellum,
pseudopodia, cilia,
micronucleus,
macronucleus,
SC.D.1.4.3 Know that changes in Earth’s climate, geological activity, and life
forms may be traced and compared.
SC.D.1.4.4 Know that Earth’s systems and organisms are the result of a long,
continuous change over time.
SC.F.2.4.3 Understand the mechanisms of change (e.g., mutation and natural
selection) that lead to adaptations in a species and their ability to survive
naturally in changing conditions and to increase species diversity.
SC.G.1.4.1 Know of the great diversity and interdependence of living things.
SC.G.2.4.3 Understand how genetic variation of offspring contributes to
population control in an environment and that natural selection ensures that
those who are best adapted to their surroundings survive to reproduce.
This standard is the unifying standard for the course zoology so it must be repeated
for each different animal phyla.
Beneficial organisms and their role in
ecology as decomposers.
Porifera
Essential lab:
Sponge
spiculation
3 days
Activites: Spiculation lab (Teacher
contributed)
Major classes and structural similarities
and differences.
Cellular specialization, reproduction and
behavior.
Ecological and economic impact.
Information about local species;
identification, safety and first aid.
SC.912.L.15.7: Discuss distinguishing characteristics of vertebrate and
representatives invertebrate phyla, and chordate classes using typical
examples.
Filter feeding, osculum,
ostia, choanocytes,
collar cells, porocytes,
pore cell, amebocytes,
mesoglea, spicules,
gemmules, planula
larvae, hermaphrodite,
regeneration
1 weeks
SC.D.1.4.3 Know that changes in Earth’s climate, geological activity, and life
forms may be traced and compared.
SC.D.1.4.4 Know that Earth’s systems and organisms are the result of a long,
continuous change over time.
SC.F.1.4.1 Know that the body processes involve specific biochemical
reactions governed by biochemical principles.
SC.F.1.4.2 Know that body structures are uniquely designed and adapted for
their function.
SC.F.1.4.3 Know that membranes are sites for chemical synthesis and
essential energy conversions.
SC.F.1.4.5 Know that complex interactions among the different kinds of
molecules in the cell cause distinct cycles of activity governed by proteins.
SC.F.1.4.6 Know that separate parts of the body communicate with each other
using electrical and/or chemical signals.
SC.F.1.4.7 Know that organisms respond to internal and external stimuli.
SC.F.1.4.8 Know that cell behavior can be affected by molecules from other
parts of the organism or even from other organisms.
SC.F.2.4.1 Understand the mechanisms of asexual and sexual reproduction
and know the different genetic advantages and disadvantages of asexual and
sexual reproduction.
SC.F.2.4.3 Understand the mechanisms of change (e.g., mutation and natural
selection) that lead to adaptations in a species and their ability to survive
naturally in changing conditions and to increase species diversity.
SC.G.1.4.1 Know of the great diversity and interdependence of living things.
SC.G.1.4.2 Understand how the flow of energy through
an ecosystem made up of producers, consumers,
and decomposers carries out the processes of life
and that some energy dissipates as heat and is not
recycled.
SC.G.2.4.2 Know that changes in a component of an
ecosystem will have unpredictable effects on the
entire system but that the components of the system
tend to react in a way that will restore the ecosystem
to its original condition
SC.G.2.4.3 Understand how genetic variation of
offspring contributes to population control in an environment and that natural
selection ensures that those who are best adapted to their surroundings
survive to reproduce.
SC.912.L.15.7: Discuss distinguishing characteristics of vertebrate and
representatives invertebrate phyla, and chordate classes using typical
examples.
.
1 week
3 days
Page 4 of 15
Cnidaria
Essential labs:
Comparative
Cnidarians
Major classes and structural similarities
and differences.
Sequence of stages in the life cycle
including alternation of generation.
Adaptations for obtaining food.
Polyp, medusa,
cnidocytes,
nemotocycts, nerve
net, gastrovasular
cavity,
bioluminescence,
SC.D.1.4.3 Know that changes in Earth’s climate, geological activity, and life
forms may be traced and compared.
SC.D.1.4.4 Know that Earth’s systems and organisms are the result of a long,
continuous change over time.
SC.F.1.4.1 Know that the body processes involve specific biochemical
reactions governed by biochemical principles.
Comparative body plans.
Ecological and economic impact; coral
reefs, oceanic food chains.
Specific examples for life cycle and
anatomy: hydra, man-o-war, coral, sea
anemone, Aurelia, Obelia
Information about local species;
identification, safety and first aid.
Activity: Comparative Cnidaria lab:
(Teacher contributed)
alternation of
generation
SC.F.1.4.2 Know that body structures are uniquely designed and adapted for
their function.
SC.F.1.4.3 Know that membranes are sites for chemical synthesis and
essential energy conversions.
SC.F.1.4.5 Know that complex interactions among the different kinds of
molecules in the cell cause distinct cycles of activity governed by proteins.
SC.F.1.4.6 Know that separate parts of the body communicate with each other
using electrical and/or chemical signals.
SC.F.1.4.7 Know that organisms respond to internal and external stimuli.
SC.F.1.4.8 Know that cell behavior can be affected by molecules from other
parts of the organism or even from other organisms.
SC.F.2.4.1 Understand the mechanisms of asexual and sexual reproduction
and know the different genetic advantages and disadvantages of asexual and
sexual reproduction.
SC.F.2.4.3 Understand the mechanisms of change (e.g., mutation and natural
selection) that lead to adaptations in a species and their ability to survive
naturally in changing conditions and to increase species diversity.
SC.G.1.4.1 Know of the great diversity and interdependence of living things.
SC.G.1.4.2 Understand how the flow of energy through an ecosystem made up
of producers, consumers, and decomposers carries out the processes of life
and that some energy dissipates as heat and is not recycled.
SC.G.1.4.1 Know of the great diversity and interdependence of living things.
SC.G.2.4.2 Know that changes in a component of an
ecosystem will have unpredictable effects on the
entire system but that the components of the system
tend to react in a way that will restore the ecosystem
to its original condition.
SC.G.2.4.3 Understand how genetic variation of offspring contributes to
population control in an environment and that natural selection ensures that
those who are best adapted to their surroundings survive to reproduce.
SC.912.L.15.7: Discuss distinguishing characteristics of vertebrate and
representatives invertebrate phyla, and chordate classes using typical
examples.
2nd 9 weeks
Platyhelminthes
Nematoda
Essential Lab:
Planaria
Behavior
1 week
2 weeks
Page 5 of 15
Major classes and structural similarities
and differences.
Compare parasitic and free-living
structural and behavioral adaptations
Sequence of stages in the life cycle.
Adaptations for obtaining food.
Comparative body plans.
Ecological and economic impact; parasitic
diseases in humans, plants and livestock.
Discuss specific examples and life cycles:
tape worm, planaria, flukes, pin worms,
trichina
Information about local species;
identification, safety and first aid.
Activities:
1. Planaria behavior lab (Teacher
contributed),
2. Soil/aquatic nematode lab (Teacher
contributed)
Incomplete
digestion, complete
digestion, eye spot,
flame cells, scolex,
proglottid,
endoparasite,
ectoparasite,
pharynx, cerebral
ganglion, primary
host, intermediate
host, vector,
parthenogensis
SC.D.1.4.3 Know that changes in Earth’s climate, geological activity, and life
forms may be traced and compared.
SC.D.1.4.4 Know that Earth’s systems and organisms are the result of a long,
continuous change over time.
SC.F.1.4.1 Know that the body processes involve specific biochemical
reactions governed by biochemical principles.
SC.F.1.4.2 Know that body structures are uniquely designed and adapted for
their function.
SC.F.1.4.3 Know that membranes are sites for chemical synthesis and
essential energy conversions.
SC.F.1.4.5 Know that complex interactions among the different kinds of
molecules in the cell cause distinct cycles of activity governed by proteins.
SC.F.1.4.6 Know that separate parts of the body communicate with each other
using electrical and/or chemical signals.
SC.F.1.4.7 Know that organisms respond to internal and external stimuli.
SC.F.1.4.8 Know that cell behavior can be affected by molecules from other
parts of the organism or even from other organisms.
SC.F.2.4.1 Understand the mechanisms of asexual and sexual reproduction
and know the different genetic advantages and disadvantages of asexual and
sexual reproduction.
SC.F.2.4.3 Understand the mechanisms of change (e.g., mutation and natural
selection) that lead to adaptations in a species and their ability to survive
naturally in changing conditions and to increase species diversity.
SC.G.1.4.1 Know of the great diversity and interdependence of living things.
SC.G.2.4.3 Understand how genetic variation of offspring contributes to
population control in an environment and that natural selection ensures that
those who are best adapted to their surroundings survive to reproduce.
SC.G.1.4.2 Understand how the flow of energy through an ecosystem made up
of producers, consumers, and decomposers carries out the processes of life
and that some energy dissipates as heat and is not recycled.
SC.G.1.4.1 Know of the great diversity and interdependence of living things.
SC.G.2.4.2 Know that changes in a component of an ecosystem will have
unpredictable effects on the entire system but that the components of the
system tend to react in a way that will restore the ecosystem to its original
condition.
SC.912.L.15.7: Discuss distinguishing characteristics of vertebrate and
representatives invertebrate phyla, and chordate classes using typical
examples.
SC.912.L.14.26: Identify the major parts of the brain on diagrams or models.
SC.912.L.14.36: Describe the factors affecting blood flow through the
cardiovascular system.
SC.912.L.14.44: Describe the physiology of the respiratory system including
the mechanisms of ventilation, gas exchange, gas transport and the
mechanisms that control; the rate of ventilation.
Annelida
Essential lab:
Anatomy and
Behavior of
the Earthworm
2 weeks
1 week
Page 6 of 15
Major classes and structural similarities
and differences. Oligochaetes,
Polychaetes, Hirudinea
Sequence of stages in the life cycle.
Adaptations for obtaining food.
Comparative body plans for earthworm,
leech.
Ecological and economic impact:
medicinal leeches, agriculture,
Information about local species;
identification, safety and first aid.
Activities: earthworm live lab, dissection
Setae, parapodia,
crop, gizzard, aortic
arch, nephridia,
clitellum, cocoon,
prostomium, seminal
receptacles, seminal
vescicles, chitin,
SC.D.1.4.3 Know that changes in Earth’s climate, geological activity, and life
forms may be traced and compared.
SC.D.1.4.4 Know that Earth’s systems and organisms are the result of a long,
continuous change over time.
SC.F.1.4.1 Know that the body processes involve specific biochemical
reactions governed by biochemical principles.
SC.F.1.4.2 Know that body structures are uniquely designed and adapted for
their function.
SC.F.1.4.3 Know that membranes are sites for chemical synthesis and
essential energy conversions.
SC.F.1.4.5 Know that complex interactions among the different kinds of
molecules in the cell cause distinct cycles of activity governed by proteins.
SC.F.1.4.6 Know that separate parts of the body communicate with each other
using electrical and/or chemical signals.
SC.F.1.4.7 Know that organisms respond to internal and external stimuli.
SC.F.1.4.8 Know that cell behavior can be affected by molecules from other
parts of the organism or even from other organisms.
SC.F.2.4.1 Understand the mechanisms of asexual and sexual reproduction
and know the different genetic advantages and disadvantages of asexual and
sexual reproduction.
SC.F.2.4.3 Understand the mechanisms of change (e.g., mutation and natural
selection) that lead to adaptations in a species and their ability to survive
naturally in changing conditions and to increase species diversity.
SC.G.1.4.1 Know of the great diversity and interdependence of living things.
SC.G.2.4.3 Understand how genetic variation of offspring contributes to
population control in an environment and that natural selection ensures that
those who are best adapted to their surroundings survive to reproduce.
SC.G.1.4.2 Understand how the flow of energy through an ecosystem made up
of producers, consumers, and decomposers carries out the processes of life
and that some energy dissipates as heat and is not recycled.
SC.G.1.4.1 Know of the great diversity and interdependence of living things.
SC.G.2.4.2 Know that changes in a component of an ecosystem will have
unpredictable effects on the entire system but that the components of the
system tend to react in a way that will restore the ecosystem to its original
condition.
SC.912.L.15.7: Discuss distinguishing characteristics of vertebrate and
representatives invertebrate phyla, and chordate classes using typical
examples.
Arthropoda
Essential lab:
Spider Lab
2 ½ weeks
1 week
Major classes and structural similarities
and differences. insects, crustaceans,
horseshoe crabs, isopods, arachnids,
Sequence of stages in the life cycle for
complete and incomplete metamorphosis.
Adaptations for obtaining food.
Adaptive radiation and the immense
diversity of arthropods.
Social behavior, coordination and
pheremones.
Example organisms: horseshoe crab,
crayfish, barnacles, butterfly, bee,
grasshopper, spider
Ecological and economic impact;
agricultural uses and pests, role as
disease vectors.
Information about local species;
identification, safety and first aid.
Activities: spider web lab (Teacher
contributed)
Chitin, molting,
metamorphosis,
larvae, pupa,
cephalothorax,
head, thorax,
abdomen, spiracle,
book lung,
pheromone,
compound eye,
mandible,
malpighian tubule,
carapace,
swimmerets, telson,
antenna, green
gland, pedipalp,
spinneret, trachea,
SC.D.1.4.3 Know that changes in Earth’s climate, geological activity, and life
forms may be traced and compared.
SC.D.1.4.4 Know that Earth’s systems and organisms are the result of a long,
continuous change over time.
SC.F.1.4.1 Know that the body processes involve specific biochemical
reactions governed by biochemical principles.
SC.F.1.4.2 Know that body structures are uniquely designed and adapted for
their function.
SC.F.1.4.3 Know that membranes are sites for chemical synthesis and
essential energy conversions.
SC.F.1.4.5 Know that complex interactions among the different kinds of
molecules in the cell cause distinct cycles of activity governed by proteins.
SC.F.1.4.6 Know that separate parts of the body communicate with each other
using electrical and/or chemical signals.
SC.F.1.4.7 Know that organisms respond to internal and external stimuli.
SC.F.1.4.8 Know that cell behavior can be affected by molecules from other
parts of the organism or even from other organisms.
SC.F.2.4.1 Understand the mechanisms of asexual and sexual reproduction
and know the different genetic advantages and disadvantages of asexual and
sexual reproduction.
SC.F.2.4.3 Understand the mechanisms of change (e.g., mutation and natural
selection) that lead to adaptations in a species and their ability to survive
naturally in changing conditions and to increase species diversity.
SC.G.1.4.1 Know of the great diversity and interdependence of living things.
SC.G.2.4.3 Understand how genetic variation of offspring contributes to
population control in an environment and that natural selection ensures that
those who are best adapted to their surroundings survive to reproduce.
SC.G.1.4.2 Understand how the flow of energy through an ecosystem made up
of producers, consumers, and decomposers carries out the processes of life
and that some energy dissipates as heat and is not recycled.
SC.G.1.4.1 Know of the great diversity and interdependence of living things.
SC.G.2.4.2 Know that changes in a component of an ecosystem will have
unpredictable effects on the entire system but that the components of the
system tend to react in a way that will restore the ecosystem to its original
condition.
SC.912.L.15.7: Discuss distinguishing characteristics of vertebrate and
representatives invertebrate phyla, and chordate classes using typical
examples.
SC.912.L.14.26: Identify the major parts of the brain on diagrams or models.
SC.912.L.14.36: Describe the factors affecting blood flow through the
cardiovascular system.
Page 7 of 15
Echinodermata
Essential lab:
Comparative
Echinoderms
1 week
Major classes and structural similarities
and differences: all 5 classes.
Water vascular system compared to more
common movement adaptations.
Sequence of stages in the life cycle.
Adaptations for obtaining food.
Comparative body plans and feeding
behavior for examples: starfish, sea
urchin, sand dollars, sea cucumber
Ecological and economic impact; shellfish
industry.
Information about local species;
identification, safety and first aid.
Water vascular
system, madreporite,
ring canals, radial
canals, tube foot,
ampulla, eye spots,
pentamerous
symmetry, cardiac
stomach, pyloric
stomach,
evisceration,
2 weeks
SC.912.L.14.44: Describe the physiology of the respiratory system including
the mechanisms of ventilation, gas exchange, gas transport and the
mechanisms that control; the rate of ventilation.
SC.D.1.4.3 Know that changes in Earth’s climate, geological activity, and life
forms may be traced and compared.
SC.D.1.4.4 Know that Earth’s systems and organisms are the result of a long,
continuous change over time.
SC.F.1.4.1 Know that the body processes involve specific biochemical
reactions governed by biochemical principles.
SC.F.1.4.2 Know that body structures are uniquely designed and adapted for
their function.
SC.F.1.4.3 Know that membranes are sites for chemical synthesis and
essential energy conversions.
SC.F.1.4.5 Know that complex interactions among the different kinds of
molecules in the cell cause distinct cycles of activity governed by proteins.
SC.F.1.4.6 Know that separate parts of the body communicate with each other
using electrical and/or chemical signals.
SC.F.1.4.7 Know that organisms respond to internal and external stimuli.
SC.F.1.4.8 Know that cell behavior can be affected by molecules from other
parts of the organism or even from other organisms.
SC.F.2.4.1 Understand the mechanisms of asexual and sexual reproduction
and know the different genetic advantages and disadvantages of asexual and
sexual reproduction.
SC.F.2.4.3 Understand the mechanisms of change (e.g., mutation and natural
selection) that lead to adaptations in a species and their ability to survive
naturally in changing conditions and to increase species diversity.
SC.G.1.4.1 Know of the great diversity and interdependence of living things.
SC.G.2.4.3 Understand how genetic variation of offspring contributes to
population control in an environment and that natural selection ensures that
those who are best adapted to their surroundings survive to reproduce.
SC.G.1.4.2 Understand how the flow of energy through an ecosystem made up
of producers, consumers, and decomposers carries out the processes of life
and that some energy dissipates as heat and is not recycled.
SC.G.1.4.1 Know of the great diversity and interdependence of living things.
SC.G.2.4.2 Know that changes in a component of an ecosystem will have
unpredictable effects on the entire system but that the components of the
system tend to react in a way that will restore the ecosystem to its original
condition.
SC.912.L.15.7: Discuss distinguishing characteristics of vertebrate and
representatives invertebrate phyla, and chordate classes using typical
examples.
SC.912.L.14.26: Identify the major parts of the brain on diagrams or models.
SC.912.L.14.36: Describe the factors affecting blood flow through the
cardiovascular system.
SC.912.L.14.44: Describe the physiology of the respiratory system including
the mechanisms of ventilation, gas exchange, gas transport and the
mechanisms that control; the rate of ventilation.
2nd
semester
3 weeks
1½
Page 8 of 15
Ecology,
Natural
selection,
Evolution,
Evolution and natural selection
Food webs
Energy flow
Producer, consumer,
decomposer, trophic
levels, autotroph,
heterotroph, niche,
SC.D.1.4.4 Know that Earth’s systems and organisms are the result of a long,
continuous change over time.
SC.D.2.4.1 Understand the interconnectedness of the systems on Earth and
the quality of life.
weeks
Animal
behavior
Essential lab:
Predation lab
Conservation of natural resources
Habitat fragmentation
Invasive species
symbiosis,
parasitism,
commensalism,
mutualism, habitat,
natural selection,
SC.F.1.4.1 Know that the body processes involve specific biochemical
reactions governed by biochemical principles.
SC.F.1.4.2 Know that body structures are uniquely designed and adapted for
their function.
SC.F.1.4.5 Know that complex interactions among the different kinds of
molecules in the cell cause distinct cycles of activity governed by proteins.
SC.F.1.4.6 Know that separate parts of the body communicate with each other
using electrical and/or chemical signals.
SC.F.1.4.7 Know that organisms respond to internal and external stimuli.
SC.F.1.4.8 Know that cell behavior can be affected by molecules from other
parts of the organism or even from other organisms.
SC.F.2.4.1 Understand the mechanisms of asexual and sexual reproduction
and know the different genetic advantages and disadvantages of asexual and
sexual reproduction.
SC.F.2.4.3 Understand the mechanisms of change (e.g., mutation and natural
selection) that lead to adaptations in a species and their ability to survive
naturally in changing conditions and to increase species diversity.
SC.G.1.4.1 Know of the great diversity and interdependence of living things.
SC.G.1.4.2 Understand how the flow of energy through an ecosystem made up
of producers, consumers, and decomposers carries out the processes of life
and that some energy dissipates as heat and is not recycled.
SC.G.2.4.2 Know that changes in a component of an ecosystem will have
unpredictable effects on the entire system but that the components of the
system tend to react in a way that will restore the ecosystem to its original
condition.
SC.G.2.4.3 Understand how genetic variation of offspring contributes to
population control in an environment and that natural selection ensures that
those who are best adapted to their surroundings survive to reproduce.
SC.G.2.4.5 Understand that the amount of life any environment can support is
limited and that human activities can change the flow of energy and reduce
the fertility of the Earth.
SC.G.2.4.6 Know the ways in which humans today are placing their
environmental support systems at risk (e.g., rapid human population growth,
environmental degradation, and resource depletion).
SC.H.3.4.1 Know that performance testing is often conducted using smallscale models, computer simulations, or analogous systems to reduce the
chance of system failure.
SC.912.L.17.7: Compare and contrast the relationships among organisms
including predation, parasitism, competition, commensalism and mutualism.
SC.912.L.17.7: Characterize the biotic and abiotic components that define
freshwater systems, marine systems and terrestrial systems.
SC.912.17.8: Recognize the consequences of the losses of biodiversity due to
catastrophic events, climate changes, human activity and the introduction of
invasive non-species.
SC.912.L.17.9: Use 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.
SC.912.L.14.5: Explain the evidence supporting the scientific theory of the
origin of eukaryotic cells (endosymbiosis).
SC.912.L.15.1: Explain how scientific theory of evolution is supported by the
fossil record, comparative anatomy, comparative embryology, biogeography,
molecular biology, and observed evolutionary change.
Page 9 of 15
SC.912.L.15.3: Describe how biological diversity is increased by the origin of
new species and how it is decreased by the natural process of extinction.
SC.912.L.15.13: Describe the conditions required for natural selection
including: overproduction of offspring, inherited variation, and the struggle to
survive which results in differential reproductive success.
SC.912.15.14: Discuss mechanisms of evolutionary change other than natural
selection such as genetic drift and gene flow.
SC.912.L.15.15: Describe how mutation and genetic recombination increase
genetic variation.
Note:
In the
block
schedu
le, this
should
be
taught
at the
end of
the
course
for fall
or at
the
beginni
ng for
spring
course.
½
period
per
day for
1 week
starting
1-2
weeks
before
FCAT
admini
stration
.
FCAT review
Concentrate on physical science, and
earth/space science since zoology should
cover ecology, biological content and
scientific methods
Agnatha
Chondrichthes
Osteichthes
Introduce primitive chordates:
Hemichordata and Urochordata for
comparison
Structural similarities and differences
among the three classes.
Comparative body plans: jawed vs jawless
Adaptations for obtaining food: mouth
structures, weird adaptations
Internal skeletal composition: cartilage,
bone
Respiratory adaptations: gills, air
breathers, swim bladder
Integumentary adaptations: scales, slime,
bioluminescent bacteria
1 week
This should
be taught
starting
2 weeks
before
FCAT
administrati
on.
3 weeks
11/2
weeks
Page 10 of 15
Notochord,
spawning, paired
fins, lateral line,
scale swim bladder,
cartilage, vertebrate,
gill arches, notchord,
external fertilization,
internal fertilization,
placoid, operculum,
dorsal fin, ventral fin,
pectoral fin, pelvic
fin, viviparous,
ovoviviparous,
oviduct
SC.D.1.4.3 Know that changes in Earth’s climate, geological activity, and life
forms may be traced and compared.
SC.D.1.4.4 Know that Earth’s systems and organisms are the result of a long,
continuous change over time.
SC.F.1.4.1 Know that the body processes involve specific biochemical
reactions governed by biochemical principles.
SC.F.1.4.2 Know that body structures are uniquely designed and adapted for
their function.
SC.F.1.4.3 Know that membranes are sites for chemical synthesis and
essential energy conversions.
SC.F.1.4.5 Know that complex interactions among the different kinds of
molecules in the cell cause distinct cycles of activity governed by proteins.
SC.F.1.4.6 Know that separate parts of the body communicate with each other
using electrical and/or chemical signals.
SC.F.1.4.7 Know that organisms respond to internal and external stimuli.
SC.F.1.4.8 Know that cell behavior can be affected by molecules from other
parts of the organism or even from other organisms.
SC.F.2.4.1 Understand the mechanisms of asexual and sexual reproduction
and know the different genetic advantages and disadvantages of asexual and
sexual reproduction.
SC.F.2.4.3 Understand the mechanisms of change (e.g., mutation and natural
selection) that lead to adaptations in a species and their ability to survive
naturally in changing conditions and to increase species diversity.
SC.G.1.4.1 Know of the great diversity and interdependence of living things.
SC.G.2.4.3 Understand how genetic variation of offspring contributes to
population control in an environment and that natural selection ensures that
those who are best adapted to their surroundings survive to reproduce.
SC.G.1.4.2 Understand how the flow of energy through an ecosystem made up
of producers, consumers, and decomposers carries out the processes of life
and that some energy dissipates as heat and is not recycled.
SC.G.1.4.1 Know of the great diversity and interdependence of living things.
SC.G.2.4.2 Know that changes in a component of an ecosystem will have
unpredictable effects on the entire system but that the components of the
system tend to react in a way that will restore the ecosystem to its original
condition.
Circulatory adaptations: gills, heart
chambers
Sensory adaptations: lateral line,
semicircular canals, eye placement,
structure and function.
Central nervous system adaptations: parts
of the brain
Reproductive adaptations: spawning,
Ecological and economic impact;
commercial fishing industries, importance
in the food chain.
Example organisms: sea squirt, lamprey,
shark, typical bony fish, flounder, sea
horse.
Information about local species;
identification, safety and first aid,
sustainable fisheries, bio-magnification
issues in food species.
SC.912.L.15.7: Discuss distinguishing characteristics of vertebrate and
representatives invertebrate phyla, and chordate classes using typical
examples.
SC.912.L.14.12: Describe the anatomy and histology of bone tissue.
SC.912.L.14.26: Identify the major parts of the brain on diagrams or models.
SC.912.L.14.36: Describe the factors affecting blood flow through the
cardiovascular system.
SC.912.L.14.44: Describe the physiology of the respiratory system including
the mechanisms of ventilation, gas exchange, gas transport and the
mechanisms that control; the rate of ventilation.
SC.912.L.14.50: Describe the structure of vertebrate sensory organs. Relate
structures to function in vertebrate sensory systems.
SC.912.L.14.51: Describe the function of the vertebrate integumentary system.
Amphibia
2 weeks
1 week
Page 11 of 15
Major orders and structural similarities
and differences.
Sequence of stages in the life cycle.
Adaptations for obtaining food.
Adaptations for respiration: skin, gills, lung
Comparative body plans for different
classes
Adaptations for terrestrial environment.
Circulatory system improvements.
Examples: frog, salamander
Ecological and economic impact; mutation
prone frogs for environmental monitoring
Information about local species;
identification, safety and first aid.
Nictitating
membrane, tympanic
membrane, cloaca,
metamorphosis,
SC.D.1.4.3 Know that changes in Earth’s climate, geological activity, and life
forms may be traced and compared.
SC.D.1.4.4 Know that Earth’s systems and organisms are the result of a long,
continuous change over time.
SC.F.1.4.1 Know that the body processes involve specific biochemical
reactions governed by biochemical principles.
SC.F.1.4.2 Know that body structures are uniquely designed and adapted for
their function.
SC.F.1.4.3 Know that membranes are sites for chemical synthesis and
essential energy conversions.
SC.F.1.4.5 Know that complex interactions among the different kinds of
molecules in the cell cause distinct cycles of activity governed by proteins.
SC.F.1.4.6 Know that separate parts of the body communicate with each other
using electrical and/or chemical signals.
SC.F.1.4.7 Know that organisms respond to internal and external stimuli.
SC.F.1.4.8 Know that cell behavior can be affected by molecules from other
parts of the organism or even from other organisms.
SC.F.2.4.1 Understand the mechanisms of asexual and sexual reproduction
and know the different genetic advantages and disadvantages of asexual and
sexual reproduction.
SC.F.2.4.3 Understand the mechanisms of change (e.g., mutation and natural
selection) that lead to adaptations in a species and their ability to survive
naturally in changing conditions and to increase species diversity.
SC.G.1.4.1 Know of the great diversity and interdependence of living things.
SC.G.2.4.3 Understand how genetic variation of offspring contributes to
population control in an environment and that natural selection ensures that
those who are best adapted to their surroundings survive to reproduce.
SC.G.1.4.2 Understand how the flow of energy through an ecosystem made up
of producers, consumers, and decomposers carries out the processes of life
and that some energy dissipates as heat and is not recycled.
SC.G.1.4.1 Know of the great diversity and interdependence of living things.
SC.G.2.4.2 Know that changes in a component of an ecosystem will have
unpredictable effects on the entire system but that the components of the
system tend to react in a way that will restore the ecosystem to its original
condition.
Reptiles
11/2 week
1 week
Page 12 of 15
Major orders and structural similarities and
differences.
Adaptations for terrestrial living.
Development of the amniotic egg
Adaptive radiation of reptiles
Advanced circulatory adaptations
Thermoregulation
Examples: snake, turtle, alligator
Ecological and economic impact;
endangered species, exotic and invasive
species, Florida law relating to exotic pets,
marine turtles.
Information about local species;
identification, safety and first aid.
Jacobson’s organ,
amnion, chorion,
albumen, yolk sac,
keratin,
thermoregulation,
ectotherm,
endotherm,
SC.912.L.15.7: Discuss distinguishing characteristics of vertebrate and
representatives invertebrate phyla, and chordate classes using typical
examples.
SC.912.L.14.12: Describe the anatomy and histology of bone tissue.
SC.912.L.14.26: Identify the major parts of the brain on diagrams or models.
SC.912.L.14.36: Describe the factors affecting blood flow through the cardiovascular
system.
SC.912.L.14.44: Describe the physiology of the respiratory system including the
mechanisms of ventilation, gas exchange, gas transport and the mechanisms that
control; the rate of ventilation.
SC.912.L.14.50: Describe the structure of vertebrate sensory organs. Relate
structures to function in vertebrate sensory systems.
SC.912.L.14.51: Describe the function of the vertebrate integumentary system.
SC.912.L.15.11: Discuss specific fossil hominids and what they show about human
evolution.
SC.D.1.4.3 Know that changes in Earth’s climate, geological activity, and life forms
may be traced and compared.
SC.D.1.4.4 Know that Earth’s systems and organisms are the result of a long,
continuous change over time.
SC.F.1.4.1 Know that the body processes involve specific biochemical
reactions governed by biochemical principles.
SC.F.1.4.2 Know that body structures are uniquely designed and adapted for
their function.
SC.F.1.4.3 Know that membranes are sites for chemical synthesis and
essential energy conversions.
SC.F.1.4.5 Know that complex interactions among the different kinds of
molecules in the cell cause distinct cycles of activity governed by proteins.
SC.F.1.4.6 Know that separate parts of the body communicate with each other
using electrical and/or chemical signals.
SC.F.1.4.7 Know that organisms respond to internal and external stimuli.
SC.F.1.4.8 Know that cell behavior can be affected by molecules from other
parts of the organism or even from other organisms.
SC.F.2.4.1 Understand the mechanisms of asexual and sexual reproduction and
know the different genetic advantages and disadvantages of asexual and sexual
reproduction.
SC.F.2.4.3 Understand the mechanisms of change (e.g., mutation and natural
selection) that lead to adaptations in a species and their ability to survive naturally in
changing conditions and to increase species diversity.
SC.G.1.4.1 Know of the great diversity and interdependence of living things.
SC.G.1.4.2 Understand how the flow of energy through an ecosystem made up of
producers, consumers, and decomposers carries out the processes of life and that
some energy dissipates as heat and is not recycled.
SC.G.1.4.1 Know of the great diversity and interdependence of living things.
SC.G.2.4.3 Understand how genetic variation of offspring contributes to population
control in an environment and that natural selection ensures that those who are best
adapted to their surroundings survive to reproduce.
SC.G.2.4.2 Know that changes in a component of an ecosystem will have
unpredictable effects on the entire system but that the components of the
system tend to react in a way that will restore the ecosystem to its original
condition.
Aves
2 weeks
1 week
Page 13 of 15
Major orders and structural similarities and
differences.
Adaptations for obtaining food.
Adaptations for flight including skeletal,
respiratory, circulatory, integumentary and
excretory systems.
Reproductive adaptations and behavior
Social behavior (courtship,
communication, territoriality, flocking,
imprinting)
Example types: songbird (Passeriformes
type), pigeons, wading bird, hawk, owl,
duck, parrots, penguin, woodpecker
Ecological and economic impact;
pandemic potential (bird flu, west nile.),
biological magnification and effects of
pesticides, wild and wounded birds.
Information about local species;
identification, safety and first aid.
Feathers, pin
feather, contour
feathers, primary
and secondary flight
feathers, down
feather, vane, barb,
shaft, preen gland,
sternum, keel,
oviduct,
SC.912.L.15.7: Discuss distinguishing characteristics of vertebrate and
representatives invertebrate phyla, and chordate classes using typical
examples.
SC.912.L.14.12: Describe the anatomy and histology of bone tissue.
SC.912.L.14.26: Identify the major parts of the brain on diagrams or models.
SC.912.L.14.36: Describe the factors affecting blood flow through the cardiovascular
system.
SC.912.L.14.44: Describe the physiology of the respiratory system including the
mechanisms of ventilation, gas exchange, gas transport and the mechanisms that
control; the rate of ventilation.
SC.912.L.14.50: Describe the structure of vertebrate sensory organs. Relate
structures to function in vertebrate sensory systems.
SC.912.L.14.51: Describe the function of the vertebrate integumentary system.
SC.912.L.15.11: Discuss specific fossil hominids and what they show about human
evolution.
SC.D.1.4.3 Know that changes in Earth’s climate, geological activity, and life forms
may be traced and compared.
SC.D.1.4.4 Know that Earth’s systems and organisms are the result of a long,
continuous change over time.
SC.F.1.4.1 Know that the body processes involve specific biochemical
reactions governed by biochemical principles.
SC.F.1.4.2 Know that body structures are uniquely designed and adapted for
their function.
SC.F.1.4.3 Know that membranes are sites for chemical synthesis and
essential energy conversions.
SC.F.1.4.5 Know that complex interactions among the different kinds of
molecules in the cell cause distinct cycles of activity governed by proteins.
SC.F.1.4.6 Know that separate parts of the body communicate with each other
using electrical and/or chemical signals.
SC.F.1.4.7 Know that organisms respond to internal and external stimuli.
SC.F.1.4.8 Know that cell behavior can be affected by molecules from other
parts of the organism or even from other organisms.
SC.F.2.4.1 Understand the mechanisms of asexual
and sexual reproduction and know the different genetic advantages and
disadvantages of asexual and sexual reproduction.
SC.F.2.4.3 Understand the mechanisms of change (e.g., mutation and natural
selection) that lead to adaptations in a species and their ability to survive naturally in
changing conditions and to increase species diversity.
SC.G.1.4.1 Know of the great diversity and interdependence of living things.
SC.G.2.4.3 Understand how genetic variation of offspring contributes to population
control in an environment and that natural selection ensures that those who are best
adapted to their surroundings survive to reproduce.
SC.G.1.4.2 Understand how the flow of energy through an ecosystem made up of
producers, consumers, and decomposers carries out the processes of life and that
some energy dissipates as heat and is not recycled.
SC.G.1.4.1 Know of the great diversity and interdependence of living things.
SC.G.2.4.2 Know that changes in a component of an ecosystem will have
unpredictable effects on the entire system but that the components of the
system tend to react in a way that will restore the ecosystem to its original
condition.
Mammalia
Essential lab:
Mammalian
anatomy
3 weeks
2
weeks
Major orders and structural similarities and
differences:
Montremes, Marsupials, Insectivora,
Xenarthra, Rodentia, Lagomorpha,
Primates, Cetaceans, Sirinia, Artiodactyla,
Perissodactyla, Carnivora, Probosidae,
Pinnipeda
Adaptations for obtaining food.
Adaptations for various habitats
(terrestrial, marine and freshwater
environments)
Skeletal system components
Mammalian reproductive diversity
Embryological development
Behavior and learning
Examples: platypus, possum, kangaroo,
shrew, ant eaters, rabbit, mice, rat,
monkeys, apes, bats, dolphin, baleen
whale, manatee, cow or deer, horse, cat,
elephants, seal
Ecological and economic impact;
livestock, zoos and preservation of
endangered species,
Information about local species;
identification, safety and first aid.
Monotreme,
marsupial, mammary
glands, hair,
placenta,
echolocation,
gestation,
SC.D.1.4.3 Know that changes in Earth’s climate, geological activity, and life
forms may be traced and compared.
SC.D.1.4.4 Know that Earth’s systems and organisms are the result of a long,
continuous change over time.
SC.F.1.4.1 Know that the body processes involve specific biochemical
reactions governed by biochemical principles. SC.F.1.4.2 Know that body
structures are uniquely designed and adapted for their function.
SC.F.1.4.3 Know that membranes are sites for chemical synthesis and
essential energy conversions.
SC.F.1.4.5 Know that complex interactions among the different kinds of
molecules in the cell cause distinct cycles of activity governed by proteins.
SC.F.1.4.6 Know that separate parts of the body communicate with each other
using electrical and/or chemical signals. SC.F.1.4.7 Know that organisms
respond to internal and external stimuli.
SC.F.1.4.8 Know that cell behavior can be affected by molecules from other
parts of the organism or even from other organisms.
SC.F.2.4.1 Understand the mechanisms of asexual and sexual reproduction
and know the different genetic advantages and disadvantages of asexual and
sexual reproduction.
SC.F.2.4.3 Understand the mechanisms of change (e.g., mutation and natural
selection) that lead to adaptations in a species and their ability to survive
naturally in changing conditions and to increase species diversity.
SC.G.1.4.1 Know of the great diversity and interdependence of living things.
SC.G.2.4.3 Understand how genetic variation of offspring contributes to
population control in an environment and that natural selection ensures that
those who are best adapted to their surroundings survive to reproduce.
SC.G.1.4.2 Understand how the flow of energy through an ecosystem made up
of producers, consumers, and decomposers carries out the processes of life
and that some energy dissipates as heat and is not recycled.
SC.G.1.4.1 Know of the great diversity and interdependence of living things.
SC.G.2.4.2 Know that changes in a component of an ecosystem will have
unpredictable effects on the entire system but that the components of the
system tend to react in a way that will restore the ecosystem to its original
condition.
SC.912.L.14.12: Describe the anatomy and histology of bone tissue.
SC.912.L.14.26: Identify the major parts of the brain on diagrams or models.
SC.912.L.14.36: Describe the factors affecting blood flow through the
cardiovascular system.
SC.912.L.14.44: Describe the physiology of the respiratory system including
the mechanisms of ventilation, gas exchange, gas transport and the
mechanisms that control; the rate of ventilation.
SC.912.L.14.50: Describe the structure of vertebrate sensory organs. Relate
structures to function in vertebrate sensory systems.
SC.912.L.14.51: Describe the function of the vertebrate integumentary system.
Page 14 of 15
SC.912.L.15.11: Discuss specific fossil hominids and what they show about
human evolution.
Animal
behavior
4 days
1 ½ weeks
Page 15 of 15
Innate and learned behavior types and
characteristics.
Reflex, imprinting,
instinct, courtship
behavior,
territoriality,
aggression.
dominance,
hierarchy,
circadian rhythm,
migration,
hibernation,
estivation,
habituation,
imprinting,
trial and error,
motivation, classical
conditioning, insight,
communication,
pheromones
language,
SC.912.L.15.3: Describe how biological diversity is increased by the origin of
new species and how it is decreased by the natural process of extinction.
SC.912.L.15.13: Describe the conditions required for natural selection
including: overproduction of offspring, inherited variation, and the struggle to
survive which results in differential reproductive success.
SC.912.15.14: Discuss mechanisms of evolutionary change other than natural
selection such as genetic drift and gene flow.
SC.912.L.15.15: Describe how mutation and genetic recombination increase
genetic variation.