1
Biology: Regular & Honors Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
Biology I CURRICULUM MAP SUMMARY 2015-2016
MFA#
1
2
3
4
4
5
6
IFC Benchmarks
SC.912.N.1.1, SC.912.N.1.4,
SC.912.N.1.6,
SC.912.L.14.4
SC.912.L.18.1 SC.912.L.18.12,
SC.912.L.18.11
SC.912.L.14.1, SC.912.L.14.3,
SC.912.L.14.2 (Also assesses
SC.912.N.1.3, SC.912.N.2.1,
SC.912.N.3.4, SC.912.N.3.1)
SC.912.L.14.7
SC.912.L.18.10, SC.912.L.18.7,
SC.912.L.18.8, SC.912.L.18.9
SC.912.L.16.17, SC.912.L.16.14,
SC.912.L.16.8, SC.912.L.16.16,
SC.912.L.16.10
SC.912.L.16.1, SC.912.L.16.2
7
SC.912.L.16.3, SC.912.L.16.9,
SC.912.L.16.5, SC.912.L.16.4
8
SC.912.L.15.13, SC.912.L.15.15,
SC.912.L.15.14,
(Also assesses SC.912.N.1.3)
SC.912.L.15.1, SC.912.L.15.10,
(Also assesses SC.912.N.1.3,
SC.912.N.1.4, SC.912.N.1.6,
SC.912.N.2.1, SC.912.N.3.1,
SC.912.N.3.4)
SC.912.L.15.8,
(Also assesses SC.912.N.1.3,
9
10
Revised 8/18/15
Topic Covered
Orientation/Safety/The Practice of Science/Reliability of
Sources/Inferences/Types of Microscopes
Number of
days
10
Carbon based macromolecules, Properties of water, effect of enzymes on
chemical reactions, Effect of factors on enzyme activity.
Cell Theory, Scientific theories, Compare/contrast cell structure and function,
compare/contrast structures of prokaryotic and eukaryotic cells, osmosis,
diffusion, active and passive transport
10
Structures and physiologic processes of plant organs and tissues.
Role of ATP, reactants, products and basic functions of photosynthesis and
cellular respiration, interrelated nature of photosynthesis and cellular
respiration
Cell cycle, mitosis, meiosis, compare/contrast mitosis and meiosis,
uncontrolled cell growth, ethics of biotechnology
5
6
Law of segregation, Law of independent assortment, different modes of
inheritance
Replication, transcription, translation, commonality of the genetic code,
mutations
Condition required for natural selection, causes of increased genetic variation,
genetic drift, gene flow, scientific claims
Support for the theory of evolution, trends in hominid evolution, scientific
claims, reliability of sources, inferences, pseudoscience, scientific theories
10
12
12
10
12
12
Origins of life, scientific claims, pseudoscience, reliability of sources
5
2
Biology: Regular & Honors Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
10
11
11
11
12
12
13
14
SC.912.N.2.1, SC.912.N.1.4)
SC.912.L.15.6, SC.912.L.15.4,
SC.912.L.15.5
(Also assesses SC.912.N.1.3)
SC.912.L.14.26
SC.912.L.14.36
SC.912.L.14.52, SC.912.L.14.6
SC.912.l.16.13
SC.912.L.17.9, SC.912.E.7.1
SC.912.L.17.5, SC.912.L.17.4,
SC.912.L.17.2, SC.912.L.17.8,
(Also assesses SC.912.N.1.4)
SC.912.L.17.20, SC.912.L.17.11,
SC.912.L.17.13,
(Also assesses SC.912.N.1.3)
Revised 8/18/15
Classification of domains and kingdoms, classification based on evolutionary
relationships, reasons for changes in classification, scientific claims,
8
Identify parts of the brain
Factors which effect blood flow
Function of the immune system, factors which effect health from perspective
of public health and individuals.
Reproductive system anatomy and function, fetal development
Food webs, trophic levels, flow of energy
Changes in population size, limiting factors, succession, distribution of aquatic
life, consequences for the loss of diversity.
2
4
5
Human impact on the ecosystem, cost and benefit of renewable and nonrenewable resources, monitoring of the environment
5
5
10
7
3
Biology: Regular & Honors Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
BIOLOGY I
BIOLOGY I Honors
Unit# I: INTRODUCING BIOLOGY
Body of Knowledge: NATURE OF SCIENCE
Standards: 1, 2, 3, 14
Essential Questions
1. Identify the different elements of scientific inquiry.
2. Differentiate between theories and hypotheses.
3. Critique the usefulness of modern imaging technologies.
Essential
Content
The Practice
of Science
Benchmarks (DOK):
Objectives and Skills
SC.912.N.1.1 (3) Define a
problem based on a specific body
of knowledge in Biology 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,
Revised 8/18/15
2000310
2000320
Based on Total contact Days (1 Day equals approximately 1 class
period)
Pacing: 10/150 (6%)
Schedule Type
Instructional Resources:
(Select benchmark specific
resource)
Instructional Strategies:
(recommended activities
and labs)
Textbook Unit 1
Chapter 1: Biology in the
21st Century.
1.3: Scientific Thinking
and Processes
Virtual Scientific Method
Lab: Experimental Design
www.classzone.com click on
animated biology, the Chapter
1: Experimental Design
Oat Seed Lab-A Model
Experiment
http://www.cpalms.org/Pu
blic/PreviewResource/Pre
view/6511
Suggested Strategy: Data
Analysis: Use experiment data
sets and have students
determine if hypothesis is
supported or not.
Manipulating Plant GrowthBiology Textbook page 28
CPalms Resources:
Pacing (Days)
Traditional
10
Block
5
Teacher Notes:
 Lab Safety Contract
 Science Fair-Application of scientific research and experimentation.
 Nature of Science Benchmarks should be taught ALL year.
 The following standards below are included in the Honors Biology Course
Description, but are not assessed on the Biology 1 End-of Course
Assessment.
SC.912.N.1.7 (1) recognize the role of creativity in constructing scientific
questions, methods and explanations.
Benchmark Clarifications/Learning
goals (BC) and Content Limits (CL)
Clarifications (SC.912.N.1.1,
SC.912.N.1.4, SC.912.N.1.6)
1. Students will design and/or evaluate a
scientific investigation using evidence of
scientific thinking and/or problem solving.
2. Students will interpret and analyze data
to make predictions and/or defend
conclusions.
3. Students will compare and/or contrast the
structure and function of the compound
microscope, dissecting microscope,
scanning electron microscope, and/or the
transmission electron microscope.
4. Students will evaluate the merits of
scientific explanations produced by others.
4
Biology: Regular & Honors Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
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
evaluate the merits of the
explanations produced by others.
11.evaluate the merits of the
explanations produced by others
SC.912.N.1.1
http://www.cpalms.org/Pu
blic/PreviewStandard/Pre
view/1856
SC.912.N.1.4
http://www.cpalms.org/Pu
blic/PreviewStandard/Pre
view/1859
SC.912.N.1.6
http://www.cpalms.org/Pu
blic/PreviewStandard/Pre
view/1861
Virtual Lab: Exploring Plant
Responses
www.classzone.com choose
Chapter 6 from pull-down
menu; select Virtual Lab:
Breeding Mutations in Fruit
Flies
5. Students will assess the reliability of
sources of information according to
scientific standards.
6. Students will describe how scientific
inferences are made from observations and
identify examples from biology.
NO CONTENT LIMITS SPECIFIED
Investigation: Investigate
Fermentation in Foods –
Biology textbook page 127
Change an independent variable
to change the rate of
fermentation.
Seed Germination
SC.912.N.1.4 (3) identify
sources of information and assess
their reliability according to the
strict standards of scientific
investigation
SC.912.N.1.6 (2) Describe how
scientific inferences are drawn
from scientific observations and
provide examples from the
content being studied.
KEY TERMS: (This list is not limited to all possible vocabulary within a specific unit): Conclusion, Control, Data, Dependent Variable, Experimental Design,
Graphical Representation, Hypothesis, Independent Variable, Inference, Observation, Procedures, Quantitative vs. Qualitative, , Hypothesis
SC.912.N.2.2 (2) identify which
(Not Assessed)
Questions that questions can be answered
Revised 8/18/15
5
Biology: Regular & Honors Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
can and
cannot be
answered
through
science
through science and which
questions are outside the
boundaries of scientific
investigation, such as questions
addressed by other ways of
knowing, such as art, philosophy,
and religion.
Compare and
Contrast
Types of
Microscopes
SC.912.L.14.4 (2) compare and
contrast the various types of
microscopes used to study cell
structures.
CPalms Resources
SC.912.N.2.2
http://www.cpalms.org/Pu
blic/PreviewStandard/Pre
view/1867
Textbook Unit 1
Chapter 1: Biology in the
21st Century.
1.4 Biologists’ Tools and
Technology (pages 19-20)
Scanning Electron
Microscope images
http://ed.ted.com/on/J79D
JIhI/discussions/how-doour-cells-work-tomaintain-homeostasis-ofthe-body
Types of Microscopes
http://www.cas.miamioh.e
du/mbiws/microscopes/ty
pes.html
Intro to Microscopes Lab
http://www.lessonplansinc.com
/lessonplans/microscope_lab.pd
f
Microscope Inquiry
Have the students investigate
and document the function of
each part of a light compound
microscope. (This may be
repeated with a dissecting
scope if available.)
Clarifications (SC.912.L14.4)
Students will compare and/or contrast the
structure and function of the compound
microscope, dissecting microscope,
scanning electron microscope, and/or the
transmission electron microscope.
Content Limits (SC.912.L.14.4) None
specified
CPalms Resources
SC.912.L.14.4
http://www.cpalms.org/Pu
blic/PreviewStandard/Pre
view/1941
KEY TERMS: (This list is not limited to all possible vocabulary within a specific unit): Microscope, compound microscope, dissecting microscope, scanning
electron microscope, transmitting electron microscope.
Revised 8/18/15
6
Biology: Regular & Honors Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
BIOLOGY I
BIOLOGY I Honors
Unit#: II
Unit Title: THE CHEMISTRY of BIOLOGY
Body of Knowledge: ENERGY OF LIFE & MOLECULES
Standard: 18 Matter and Energy Transformations
Essential Questions
1. Examine the importance of hydrogen bonding.
2. Summarize why many compounds dissolve in water.
3. Compare acids and bases.
4. Describe the bonding properties of carbon atoms.
5. Compare carbohydrates, lipids, proteins, and nucleic acids.
6. Illustrate how bonds break and reform during chemical reactions.
7. Explain why chemical reactions release or absorb energy.
8. Explain the effect of a catalyst on activation energy.
9. Predict how enzymes regulate chemical reactions.
Essential
Content
Properties of
Water
Benchmarks (DOK):
Objectives and Skills
SC.912.L.18.12 (2) 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.
Revised 8/18/15
Instructional Resources:
(Select benchmark
specific resource)
Textbook Unit 1
Chapter 2:Chemistry of
Life
2.2 Properties of water
Properties of water
https://water.usgs.gov/edu/w
aterproperties.html
2001010
2000320
Based on Total contact Days (1 Day equals approximately 1 class
period)
Pacing: 10/150 (6%)
Schedule Type
Pacing (Days)
Traditional
10
Block
5
Teacher Notes:
 Chapter 2:1 Atoms, Ions, and Molecules: These topics are covered in the
8th grade Physical Science course. Cover with students if they have not or
are not taking 8th grade Physical Science.
 Nature of Science Benchmarks should be taught ALL year.
 The following standards below are included in the Honors Biology Course
Description, but are not assessed on the Biology 1 End-of Course
Assessment.
SC.912.L.18.2 (2): describe the important structural characteristics of
monosaccharides, disaccharides, and polysaccharides. Explain the functions of
carbohydrates in living things.
SC.912.L.18.3 (2): describe the structures of fatty acids, triglycerides,
phospholipids, and steroids. Explain the functions of lipids in living organisms.
Identify some reactions that fatty acids undergo. Relate the structure and
function of cell membranes.
SC.912.L.18.4 (2): describe the structures of proteins and amino acids. Explain
the functions of proteins in living organisms. Identify some reactions that
amino acids undergo. Relate the structure and function of enzymes.
Instructional Strategies:
(recommended activities
and labs)
Lab: Testing pH ––
Biology textbook page 58
Lab: Seven Major
Properties of Water
http://www.cpalms.org/Pub
lic/PreviewResource/Previ
ew/40107
Benchmark Clarifications/Learning goals
(BC) and Content Limits (CL)
Clarifications (SC.912.L.18.12)-1. Students
will explain the properties of water at a
conceptual level.
2. Students will explain how the properties make
water essential for life on Earth.
Content Limits (SC.921.L.14.12) -1. Items
referring to the properties of water are limited to
hydrogen bonding, polarity, cohesive behavior,
7
Biology: Regular & Honors Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
Virtual Lesson: Properties
of Water
http://study.com/academy/le
sson/properties-ofwater.html
ability to moderate temperature, expansion upon
freezing, and versatility as a solvent.
2. Items may address adhesion but will not
assess adhesion.
CPalms Resources
SC.912.L.18.12
http://www.cpalms.org/Publ
ic/PreviewStandard/Preview
/2055
KEY TERMS: (This list is not limited to all possible vocabulary within a specific unit): Adhesion, Cohesion, Hydrogen bond, Solute, Solution, Solvent,
Substrate, pH,
SC.912.L.18.1 (2) describe the
Organic Molecules Chart Clarifications (SC.912.L.18.1) 1. Students will
Textbook Unit 1
basic molecular structures and
Follow directions provided identify and/or describe the basic molecular
Chapter 2:Chemistry of
Carbon Based primary functions of the four
http://www.cpalms.org/Pub structure of carbohydrates, lipids, proteins,
Life
Molecules
major categories of biological
and/or nucleic acids.
2.3 Carbon Based molecules lic/PreviewResource/Previ
macromolecules.
ew/76250
2. Students will describe the primary functions
of carbohydrates, lipids, proteins, and/or nucleic
Macromolecules
acids in organisms.
http://www.biology101.org/
3. Students will explain how enzymes speed up
biologystudyguides/building Identifying Nutrients
the rate of a biochemical reaction by lowering
blocksoflife.php
the reaction’s activation energy.
4. Students will identify and/or describe the
CPalms Resources
effect of environmental factors on enzyme
SC.912.L.18.1
activity.
http://www.cpalms.org/Publ
Content Limits (SC.912.L.18.1) -1. Items will
ic/PreviewStandard/Preview
not refer to intermolecular forces found in the
/2044
four types of macromolecules.
2. Items will not assess hydrolysis and
dehydration synthesis.
3. Items referring to the role of enzymes as
catalysts will use a biological context and not
require knowledge of specific enzymes.
4. Items referring to the factors that affect
enzyme activity are limited to concentration, pH,
Revised 8/18/15
8
Biology: Regular & Honors Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
and temperature. Items will not require specific
knowledge of how an enzyme reacts at a certain
pH or temperature.
5. Items will not assess the enzyme-substrate
complex.
KEY TERMS: (This list is not limited to all possible vocabulary within a specific unit): Carbohydrate, Fatty Acid, , Lipid, Monomer, Nucleic Acid, Protein,
Amino Acid, Polymer,
SC.912.L.18.11 (3) explain the
Lab: Enzymatic Activity –
Clarifications (SC.912.L.18.11)-1. Students
Textbook Unit 1
Effect of
role of enzymes as catalysts
Biology textbook page 57
will identify and/or describe the basic molecular
Chapter 2:Chemistry of
enzymes on
that lower the activation
structure of carbohydrates, lipids, proteins,
Life
chemical
energy of biochemical
Virtual
Lab:
Enzyme
and/or nucleic acids.
2.4 Chemical Reactions
reactions.
reactions. Identify factors,
Controlled Reactions
2. Students will describe the primary functions
2.5 Enzymes
such as pH and temperature,
http://www.mhhe.com/bios of carbohydrates, lipids, proteins, and/or nucleic
and their effect on enzyme
ci/genbio/virtual_labs/BL_ acids in organisms.
CPalms Resources
activity.
11/BL_11.html
3. Students will explain how enzymes speed up
SC.912.L.18.11
the rate of a biochemical reaction by lowering
http://www.cpalms.org/Publ Data Analysis: Identify
the reaction’s activation energy.
ic/PreviewStandard/Preview Variables – Biology
4. Students will identify and/or describe the
/2054
textbook page 49
effect of environmental factors on enzyme
activity.
Content Limits (SC.912.L.18.11)- -1. Items
Interactive Review
will not refer to intermolecular forces found in
www.classzone.com
choose chapter 2 from pull- the four types of macromolecules.
2. Items will not assess hydrolysis and
down menu, select
dehydration synthesis.
Interactive Review
3. Items referring to the role of enzymes as
catalysts will use a biological context and not
require knowledge of specific enzymes.
Collision Theory
4. Items referring to the factors that affect
enzyme activity are limited to concentration, pH,
and temperature. Items will not require specific
knowledge of how an enzyme reacts at a certain
pH or temperature.
5. Items will not assess the enzyme-substrate
complex.
KEY TERMS: (This list is not limited to all possible vocabulary within a specific unit): Activation Energy, Catalyst, Chemical Reaction, Endothermic, Enzyme,
Equilibrium, Exothermic, Product, Reactant,
Revised 8/18/15
9
Biology: Regular & Honors Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
BIOLOGY I
2001010
BIOLOGY I Honors
2000320
Unit#: III Unit Title: CELL STRUCTURE AND FUNCTION Based on Total contact Days (1 Day equals approximately 1 class
period)
Body of Knowledge: BIODIVERSITY OF LIFE – CELL
Pacing: 10/150 (6%)
STRUCTURE & FUNCTION
Schedule Type
Pacing (Days)
Standard: 14 Organization and Development of Living
Traditional
10
Organisms
Essential Questions
1. Critique the developments that led to the cell theory.
2. Differentiate between eukaryotic and prokaryotic cells.
3. Describe the internal structure of eukaryotic cells.
4. Summarize the functions of organelles in plant and animal cells.
5. Describe the structure of the cell membrane.
6. Investigate passive transport; distinguish between osmosis, diffusion
and facilitated transport.
7. Examine active transport; distinguish among endocytosis,
phagocytosis, and exocytosis.
Essential
Content
Cell theory
What is a
scientific
theory?
Benchmarks (DOK):
Objectives and Skills
SC.912.L.14.1 (2) describe the
scientific theory of cells (cell
theory) and relate the history
of its discovery to the process
of science.
SC.912.N.1.3 (1) assessed as
SC.912.L.14.1 Recognize that
the strength or usefulness of a
scientific claim is evaluated
through scientific
argumentation, which depends
on critical and logical
thinking, and the active
consideration of alternative
scientific explanations to
explain the data presented
Revised 8/18/15
Instructional Resources:
(Select benchmark
specific resource)
Textbook UNIT 2
Chapter 3: Cell Structure
and Function
3.1 Cell theory
Video: Wacky History of the
Cell Theory
http://ed.ted.com/lessons/the
-wacky-history-of-celltheory
Scientific Theory vs. Law
http://science.kennesaw.edu/
~rmatson/3380theory.html
CPalms Resources
Block
5
Teacher Notes:
 Nature of Science Benchmarks should be taught ALL year.
 The following standards below are included in the Honors Biology Course
Description, but are not assessed on the Biology 1 End-of Course
Assessment. N/A
Instructional Strategies:
(recommended activities
and labs)
Benchmark Clarifications/Learning goals
(BC) and Content Limits (CL)
Suggested Strategy: Cell
Theory Connections:
Match the parts of the cell
theory with real examples,
then add a justification for
the match. (ExampleMitosis: All cells come
from pre-existing cells.
Justification: Two daughter
cells are formed from the
division of a preexisting
parent cell.)
Clarifications (SC.912.L.14.1, SC.912.N.1.3,
SC.912.N.2.1, SC.912.N.2.1, SC.912.N.3.4,
SC.912.N.3.1) - 1. Students will describe and/or
explain the cell theory.
2. Students will describe how continuous
investigations and/or new scientific information
influenced the development of the cell theory.
3. Students will identify ways in which a
scientific claim is evaluated (e.g., through
scientific argumentation, critical and logical
thinking, and consideration of alternative
explanations).
4. Students will identify the criteria that
differentiate science, from non-science and
pseudoscience.
5. Students will explain the development of a
Suggested Strategy: Have
students answer the
Guiding Question: “Why is
10
Biology: Regular & Honors Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
SC.912.N.2.1 (3) assessed as
SC.912.L.14.1
the Cell Theory a theory
SC.912.L.14.1 Identify what is http://www.cpalms.org/Publ and not a law?”
science, what clearly in not
ic/PreviewStandard/Preview
science, and what superficially /1944
resembles science (but fails to SC.912.N.1.4
meet the criteria for science)
http://www.cpalms.org/Publ
SC.912.N.3.4 (2) assessed as
ic/PreviewStandard/Preview
SC.912.L.14.1 recognize that
/1859
theories do not become laws,
SC.912.N.3.1
nor do laws become theories,
http://www.cpalms.org/Publ
theories are well supported
ic/PreviewStandard/Preview
explanations and laws are well /1871
supported descriptions.
SC.912.N.3.4
SC.912.N.3.1 (3) assessed as
http://www.cpalms.org/Publ
SC.912.L.14.1 explain that a
ic/PreviewStandard/Preview
scientific theory is the
/1874
culmination of many scientific
investigations drawing
together all the current
evidence concerning a
substantial range of
phenomena; thus, a scientific
theory represents the most
powerful explanation scientists
have to offer.
KEY TERMS: (This list is not limited to all possible vocabulary within a specific unit): Cell Theory
SC.912.L.14.3 (2) compare
Interactive animation:
Textbook UNIT 2
Cell structure
and contrast the general
Cell Structure
Chapter 3: Cell Structure
and Function
structures of plant and animal
Suggested Strategy:
and Function
cells.
Prokaryotic cells and
3.2 Cell organelles
Compare and contrast the
Eukaryotic cells T-Chart
3.3 Cell membrane
Osmosis
general structures of
http://www.wiley.com/lega
3.4 Diffusion and Osmosis
Diffusion
prokaryotic and eukaryotic
cy/college/boyer/04700037
3.5 Active Transport
cells.
90/animations/cell_structur
Passive
SC.912.L.14.2 (2) relate
e/cell_structure.htm
Video: Organelles in the
transport
structure to function for the
Cytoplasm (6:06 min)
components of plant and
http://www.pbslearningmedi Comparing Cells
Active
animal cells. Explain the role
a.org/resource/tdc02.sci.life. Investigation – Biology
Revised 8/18/15
theory.
6. Students will recognize the differences
between theories and laws.
Content Limits (SC.912.L.14.1, SC.912.N.1.3,
SC.912.N.2.1, SC.912.N.2.1, SC.912.N.3.4,
SC.912.N.3.1)) - 1. Items may assess how
contributions of scientists such as Van
Leeuwenhoek, Hooke, Schwann, Schleiden,
and/or Virchow aided in the development of the
cell theory but will not assess what each scientist
contributed.
2. Items assessing a scientific claim, the
development of a theory, or the differences
between theories and laws are limited to the cell
theory.
Clarifications (SC.912.L.14.2, SC.912.L.14.3)
- 1. Students will compare and/or contrast the
structures found in plant cells and in animal
cells.
2. Students will compare and/or contrast the
structures found in prokaryotic cells and in
eukaryotic cells.
3. Students will describe how structures in cells
are directly related to their function in the cell.
4. Students will explain the role of the cell
membrane during active and passive transport.
Content Limits (SC.912.L.14.2,
11
Biology: Regular & Honors Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
transport
of cell membranes as a highly
selective barrier (passive and
active transport).
cell.organelles/organellesin-the-cytoplasm/
Video: Amoeba Feeds
(1:04 min) example of
active transport
http://www.biologyresources.com/biologyvideos-protista.html
CPalms Resources
SC.912.L.14.3
http://www.cpalms.org/Publ
ic/PreviewStandard/Preview
/1946
SC.912.L.14.2
http://www.cpalms.org/Publ
ic/PreviewStandard/Preview
/1945
textbook page 92
Enrichment: WebQuest
Organelle Dysfunction
www.classzone.com
choose chapter 3 from pulldown menu; select
WebQuest: Organelle
Dysfunction under
Activities
Interactive Animation
Cell Transport: Draw and
label diagrams of what
happens during osmosis,
active transport and
passive transport
http://www.wiley.com/lega
cy/college/boyer/04700037
90/animations/membrane_t
ransport/membrane_transp
ort.htm
Video animation and
tutorial. Get Through a
Cell Membrane
http://www.classzone.com/
cz/books/bio_12_fl/resourc
es/htmls/animated_biology
/unit2/bio_ch03_0093_ab_
cellmem.html
Design Your Own
Investigation – Biology
textbook page 88:
Diffusion Across a
Membrane
Revised 8/18/15
SC.912.L.14.3) - 1. Items will not address
protists or fungi or assess cellular structures
unique to protists or fungi.
2. Items referring to prokaryotic structures are
limited to the cell wall, cell membrane (plasma
membrane), cytoplasm, plasmid, ribosomes, and
flagella.
3. Items referring to eukaryotic structures are
limited to the cell wall, cell membrane (plasma
membrane), cytoplasm, nucleus, nuclear
envelope, nucleolus, chromatin, ribosomes,
endoplasmic reticulum, microtubules,
microfilaments, vacuoles, mitochondria, Golgi
apparatus, chloroplasts, lysosomes, cilia, and
flagella.
4. Items referring to the role of the cell
membrane ma y address hypotonic, hypertonic,
and/or isotonic solutions; however, the
assessment should be on processes and not
terminology.
12
Biology: Regular & Honors Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
Animation: Osmosis
Illustrate and explain the
process of osmosis.
http://www.uic.edu/classes/
bios/bios100/lectures/osmo
sis.htm
Diffusion
Osmosis
Cell Structure
KEY TERMS: (This list is not limited to all possible vocabulary within a specific unit): Eukaryotic Cells, Flagella, Prokaryotic Cells, Plasmid, Diffusion,
Hypertonic, Hypotonic, Isotonic, Passive Transport, Active Transport, Organelles , Osmosis, Selectively Permeable
Revised 8/18/15
13
Biology: Regular & Honors Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
BIOLOGY I
BIOLOGY I Honors
Unit#: VII
Unit Title: Plants
Body of Knowledge: BIODIVERSITY OF LIFE – CELL
STRUCTURE & FUNCTION
Standard: 14 Organization and Development of Living
Organisms
Essential Questions
1. Describe the forms and functions of plant roots and stems.
2. Examine the structures that are common to most leaves.
Essential
Content
Physiological
processes and
plant
structures.
Benchmarks (DOK):
Objectives and Skills
SC.912.L.14.7 (2) relate the
structure of each of the
major plant organs and
tissues to physiological
processes.
Revised 8/18/15
2001010
2000320
Based on Total contact Days (1 Day equals approximately 1 class
period)
Pacing: 5/150 (3%)
Schedule Type
Pacing (Days)
Traditional
5
Block
2.5
Teacher Notes:
 Nature of Science Benchmarks should be taught ALL year.
 Investigation: Teacher should cut the slices of the root, stem and leaf for
the investigation lab.
 The following standards below are included in the Honors Biology
Course Description, but are not assessed on the Biology 1 End-of Course
Assessment.
SC.912.L.18.6: discuss the role of anaerobic respiration in living things and in
human society.
SC.912.L.14.53 Classification of bryophytes, pteridophytes, gymnosperms,
and angiosperms is covered in the classification section of this curriculum
map.
Biology I Honors: Chapter 21.2. The Vascular System may be taught as an
extension to the curriculum.
Instructional Resources:
(Select benchmark specific
resource)
Instructional Strategies:
(recommended activities
and labs)
Benchmark Clarifications/Learning goals
(BC) and Content Limits (CL)
Textbook Unit 7
Chapter 21: Plant Structure
and Function
21.1. Plant Cells & Tissues
21.3. Roots and Stems (p.
648-650)
21.4. Leaves
Reading Strategy: Read
pages 641 and 642.
Complete a chart with the
following information:
Tissue type, function and a
sketch of the structure.
This strategy may be
repeated for plant organs.
Chapter 22: Plant Growth,
Reproduction and Response
22.1. Plant Life Cycles
22.2. Reproduction in
Investigation- Connecting
Form to Function. Biology
Textbook page 657 A lab
Clarifications (SC.912.L.14.7)-1. Students will
explain how the structures of plant tissues and
organs are directly related to their roles in
physiological processes.
Content Limits (SC.912.L.14.7) -1. Items will
assess the function of plant tissues and organs in
the context of physiological processes.
2. Items will not assess specific functions of
structures within organs and tissues in isolation.
3. Items assessing plant organs are limited to
roots, stems, leaves, flowers, fruits, and cones.
4. Items referring to physiological processes are
14
Biology: Regular & Honors Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
Flowering Plants
limited to photosynthesis, cellular respiration,
transpiration, growth and reproduction.
5. Items assessing plant tissues are limited to
CPalms Resources
meristematic, ground, dermal, and vascular
SC.912.L.14.7
tissues.
http://www.cpalms.org/Public/
6. Items referring to plant structures are limited
PreviewStandard/Preview/194
to cambium, guard cells, phloem, root hairs, root
9
Pollination: Flower to Fruit cap, seed, stomata, xylem, stamen, pistil, ovary,
petals, sperm, egg, sepal, filament, anther, style,
and stigma.
7. Items will not address or assess mitosis or
meiosis
KEY TERMS: (This list is not limited to all possible vocabulary within a specific unit): Cambium, Endosperm, Egg, Stamen, Carpel, Anther, Gametophyte,
Root hairs, Root Cap, Filament, Ovary, Petals, Sepal, Style, Stigma, Sperm, Seed, Root Cap, Guard Cells, Phloem, Xylem, , Chlorophyll Chloroplasts, Stomata,
Transpiration,
Revised 8/18/15
activity where students
examine parts of a plant
and relate the structures to
their functions.
15
Biology: Regular & Honors Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
EARTH SCIENCE
Unit#:
Unit Title:
Body of Knowledge: ENERGY OF LIFE & MOLECULES
Standard: 18 Matter and Energy Transformations
Essential Questions
1. Analyze the importance of ATP as an energy-carrying molecule.
2. Describe the process of photosynthesis.
3. Describe the process of cellular respiration.
4. Connect the relationships between cellular respiration to photosynthesis.
5. Describe the process of fermentation.
6. Summarize the importance of fermentation.
Essential
Content
ATP and energy
transfer
Photosynthesis
Cellular
Respiration
Interrelationship
of
photosynthesis
and cellular
respiration
Benchmarks (DOK):
Objectives and Skills
SC.912.L.18.10 (3)
connect the role of
adenosine triphosphate
(ATP) to energy transfer
within the cell.
SC.912.L.18.7 (2)
identify the reactants,
products, and basic
functions of
photosynthesis.
SC.912.L.18.8 (2)
identify the reactants,
products, and basic
functions of aerobic and
anaerobic cellular
respiration.
SC.912.L.18.9 (2) explain
the interrelated nature of
Revised 8/18/15
2001010
Based on Total contact Days (1 Day equals approximately 1 class period)
Pacing: 6/150 (4%)
Schedule Type
Pacing (Days)
6
Traditional
3
Block
Teacher Notes:
 Nature of Science Benchmarks should be taught ALL year.
 Review the role of plant organs and tissues during unit.
(SC.912.L.14.7)
 The following standards below are included in the Honors Biology
Course Description, but are not assessed on the Biology 1 End-of
Course Assessment. N/A
Instructional Resources:
(Select benchmark
specific resource)
Instructional Strategies:
(recommended activities
and labs)
Benchmark Clarifications/Learning
goals (BC) and Content Limits (CL)
Textbook Unit 2
Chapter 4: Cells and Energy
4.1 Chemical Energy & ATP
4.2 Photosynthesis Overview
4.4 Cell Respiration
Overview
4.6 Fermentation
Reading strategy: Chemical
Energy and ATP pages 100 –
102 in the Biology textbook.
Graphic organizer
Clarifications (SC.912.L.18.7,
SC.912.L.18.8, SC.912.L.18.9,
SC.912.L.18.10) - 1. Students will
explain how the products of
photosynthesis are used as reactants for
cellular respiration and vice versa.
2. Students will explain how
photosynthesis stores energy and cellular
respiration releases energy.
3. Students will identify the reactants,
products and/or the basic function of
photosynthesis.
4. Students will identify the reactants,
products and/or the basic functions of
aerobic and anaerobic cellular respiration.
5. Students will connect the role of
adenosine triphosphate (ATP) to energy
transfers within the cell.
Content Limits (SC.912.L.18.7,
SC.912.L.18.8, SC.912.L.18.9,
SC.912.L.18.10) -1. Items will not
CPalms Resources
SC.912.L.18.10
http://www.cpalms.org/Public/
PreviewStandard/Preview/205
3
SC.912.L.18.7
http://www.cpalms.org/Public/
PreviewStandard/Preview/205
0
SC.912.L.18.8
http://www.cpalms.org/Public/
Virtual Lab: Factors which
Affect Photosynthesis.
http://www.biologycorner.com
/worksheets/waterweed_sim.ht
ml
Lab: Rates of Photosynthesis
–– Biology textbook page 106
Set up an experiment to collect
data in order to determine the
effect of different light sources
on the rate of photosynthesis
of leaves.
Lab: Cellular Respiration –
Biology textbook page 126 Set
16
Biology: Regular & Honors Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
photosynthesis and
cellular respiration.
PreviewStandard/Preview/205
1
SC.912.L.18.9
http://www.cpalms.org/Public/
PreviewStandard/Preview/205
2
Connecting Photosynthesis
and Cellular Respiration
https://www.ck12.org/lifescience/Connecting-CellularRespiration-andPhotosynthesis-in-LifeScience/lesson/ConnectingCellular-Respiration-andPhotosynthesis/?referrer=featu
red_content
up an experiment and collect
data to compare the cellular
respiration rates between
dormant and germinated
seeds.
Investigation: Investigate
Fermentation in Foods –
Biology textbook page 127
Change an independent
variable to change the rate of
fermentation.
require the memorization of the stages,
specific events, or intermediate molecules
produced during these processes.
2. Items will not require the balancing of
equations.
Virtual Lab: Carbon Transfer
though Snails and Elodea
www.classzone.com choose
chapter 4 from pull-down
menu; select Virtual Lab:
Carbon Transfer though Snails
and Elodea
*Cell Energy Cycle
*Photosynthesis Lab
*Plants and Snails
KEY TERMS: (This list is not limited to all possible vocabulary within a specific unit): ATP, Photosynthesis , Product, Reactants, Aerobic, Anaerobic,
cellular respiration, fermentation, glycolysis, Product, Reactants, cellular respiration
Revised 8/18/15
17
Biology: Regular & Honors Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
BIOLOGY I
BIOLOGY I Honors
Unit#: V
Unit Title: CELL DIVISION
Body of Knowledge: GENETICS & REPRODUCTION OF
LIFE
Standard: 16 Heredity and Reproduction
Essential Questions
1. Illustrate the stages of the cell cycle.
2. Follow chromosomes through the processes of mitosis and cytokinesis.
3. Identify internal and external factors that regulate cell division.
4. Explain cancer in terms of the cell cycle.
5. Explain how chromosome number is maintained during asexual
reproduction.
6. Classify the stages of meiosis.
7. Describe how haploid cells develop into gametes.
8. Differentiate between body cells and gametes.
9. How are the processes of mitosis and meiosis similar?
10. How are the processes of mitosis and meiosis different?
11. Identify different types of stem cells.
Essential
Content
Cell Cycle
Mitosis
Asexual
reproduction
Based on Total contact Days (1 Day equals approximately 1 class
period)
Pacing: 12/150 (8%)
Schedule Type
Pacing (Days)
Traditional
12
Block
6
Teacher Notes:
 Nature of Science Benchmarks should be taught ALL year
 The following standards below are included in the Honors Biology Course
Description, but are not assessed on the Biology 1 End-of Course
Assessment.
SC.912.L.16.15 (2): compare and contrast binary fission and mitotic cell
division.
Benchmarks (DOK):
Objectives and Skills
Instructional Resources:
(Select benchmark specific
resource)
Instructional Strategies:
(recommended activities
and labs)
Benchmark Clarifications/Learning goals
(BC) and Content Limits (CL)
SC.912.L.16.17 (3)
compare and contrast
mitosis and meiosis and
relate to the processes of
sexual and asexual
reproduction and their
consequences for genetic
variation.
Textbook UNIT 2
Chapter 5: Cell Growth and
Division
5.1 The cell cycle
5.2 Mitosis and cytokinesis
5.4 Asexual reproduction
5.3 Regulation of the cell
Chapter 6: Meiosis and Mendel
6.1 Chromosomes & Meiosis
6.2 Process of Meiosis
Investigation: Mitosis in
Onion Root Cells – Data is
collected to determine the
percentage of mitotic
stages in an onion root.
Biology textbook page 143
Clarifications (SC.912.L.16.8, SC.912.L.16.14,
SC.912.L.16.16, SC.912.L.16.17) Students will
differentiate the process of mitosis.
2. Students will describe the role of mitosis in
asexual reproduction, including how this process
may contribute to or limit genetic variation.
3. Students will describe specific events
occurring in each of the stages of the cell cycle
and/or phases of mitosis including cytokinesis
4. Students will explain how mitosis forms new
cells and its role in maintaining chromosome
number during asexual reproduction.
5. Students will explain how cancer
Cancer
Cell
regulation
2001010
2000320
SC.912.L.16.14 (2)
describe the cell cycle,
including the process of
mitosis explain the role
Revised 8/18/15
Animation: Mitosis Use to show
students what happens during
WebQuest: Skin Cancer
Research
www.classzone.com ,
choose chapter 5 from pulldown menu; select
WebQuest: Skin Cancer
18
Biology: Regular & Honors Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
Meiosis
Compare/
Contrast
mitosis and
meiosis
of mitosis in the
formation of new cells
and its importance in
maintaining chromosome
number during asexual
reproduction.
SC.912.L.16.8 (2)
explain the relationship
between mutation, cell
cycle, and uncontrolled
cell growth potentially
resulting in cancer.
SC.912.L.16.16 (2)
describe the process of
meiosis, including
independent assortment
and crossing over.
Explain how reduction
division results in the
formation of haploid
gametes or spores.
each stage of mitosis.
www.classzone.com choose
Chapter 5 from pull-down menu;
select animated biology, choose
Mitosis
Animation: Meiosis
http://www.classzone.com/cz/boo
ks/bio_12_fl/resources/htmls/ani
mated_biology/unit3/bio_ch06_0
175_ab_meiosis.html
Compare/Contrast Mitosis and
Meiosis Animation
http://highered.mheducation.com/
sites/9834092339/student_view0/
chapter11/comparison_of_meiosi
s_and_mitosis.html
4 Videos Related to the Cell
Cycle and Cancer
http://science.education.nih.gov/s
upplements/nih1/Cancer/activities
/activity2_videos.html
Investigation: Modeling
Meiosis – Biology
textbook page 192 Make a
model and demonstrate
how a diploid cell divides
to form a haploid cell.
CPalms Activity
Mitosis Meiosis Pipe
Cleaner Simulation:
Crossing Over and
Independent Assortment
http://www.cpalms.org/Pub
lic/PreviewResource/Previ
ew/63364
Reading Strategy:
Comparing Mitosis and
Meiosis Chart (see link
below) Venn diagram or
other compare/contrast
graphic organizer
http://img.docstoccdn.com/
thumb/orig/120845539.png
(uncontrolled cell growth) may result from
mutations that affect the proteins that regulate
the cell cycle.
Content Limits - (SC.912.L.16.8,
SC.912.L.16.14, SC.912.L.16.16,
SC.912.L.16.17) 1. Items will focus on the
relationship between mutations and uncontrolled
cell growth, rather than a specific mutation that
may result in uncontrolled cell growth.
2. Items may address the presence and location
of centrioles but may not require knowledge of
the function of centrioles.
3. Items referring to mutation will focus on the
general concepts of uncontrolled cell growth and
not require specific knowledge of cancers or
diseases resulting from that growth.
4. Items will not assess the specific proteins
associated with regulating the cell cycle.
5. Items addressing mitosis are limited to
identification of phases, structures, and major
events of each phase.
CPalms Resources
SC.912.L.16.14
http://www.cpalms.org/Public/Pre
viewStandard/Preview/2025
SC.912.L.16.8
http://www.cpalms.org/Public/Pre
viewStandard/Preview/2020
CPalms Resources
SC.912.L.16.17
http://www.cpalms.org/Public/Pre
viewStandard/Preview/2027
KEY TERMS: (This list is not limited to all possible vocabulary within a specific unit): Cell Cycle, Mitosis, Chromosome, Diploid, cytokinesis, Cell Cycle,
Mutation, cancer, meiosis, independent assortment, crossing over, reduction division, Haploid, gamete, mitosis,
Revised 8/18/15
19
Biology: Regular & Honors Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
Ethics of
biotechnology
SC.912.L.16.10 (3)
evaluate the impact of
biotechnology on the
individual, society and
the environment,
including medical and
ethical issues.
Biology Textbook UNIT 2
Chapter 5: Cell Growth and
Division
5.5 Multicellular Life pages 153155
Stem Cell Basics NIH,
http://stemcells.nih.gov/inf
o/basics/pages/basics6.asp
x Suggested Strategies:
Free form mapping, Think
pair share, student written
reports, Q&A charts.
CPalms Resources
SC.912.L.16.10
Cell Division
http://www.cpalms.org/Public/Pre
viewStandard/Preview/2021
KEY TERMS: (This list is not limited to all possible vocabulary within a specific unit): biotechnology, ethics
Revised 8/18/15
Clarifications (SC.912.L.16.10) - 1. Students
will evaluate examples and/or explain the
possible impact of biotechnology on the
individual, society, and/or the environment.
Content Limits (SC.912.L.16.10) - 1. Items
may assess current issues but will not require
knowledge of specific biotechnologies or
specific medical issues.
2. Items assessing the possible impacts of
biotechnology will not assess monetary impacts.
20
Biology: Regular & Honors Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
BIOLOGY I
2001010
BIOLOGY I Honors
2000320
Unit#:
VI Unit Title: GENETICS: GENES AND TRAITS Based on Total contact Days (1 Day equals approximately 1 class
period)
Body of Knowledge: GENETICS & REPRODUCTION OF
Pacing: 12/150 (8%)
LIFE
Schedule Type
Pacing (Days)
Standard: 16 Heredity and Reproduction
Essential Questions
1. Compare and contrast autosomes and sex chromosomes.
2. Investigate patterns of inheritance.
3. Summarize Mendel’s law of segregation.
4. Describe different versions of genes and how genes influence traits
5. Predict how sexual reproduction creates unique gene combinations.
6. Analyze how crossing over during meiosis increases genetic diversity.
7. Relate dominant-recessive patterns of inheritance in autosomal
chromosomes to genetic disorders.
8. Assess patterns of inheritance in sex-linked traits.
9. Cite evidence of different types of allele interactions.
10. Evaluate polygenic traits and the effect of environmental factors on
phenotype.
11. Examine patterns of inheritance in humans.
12. Summarize how a pedigree is used.
Essential
Content
Law of
segregation
Law of
independent
assortment
Dominant and
recessive traits
Revised 8/18/15
Benchmarks (DOK):
Objectives and Skills
SC.912.L.16.1 (3) use
Mendel's Laws of
segregation and
independent assortment to
analyze patterns of
inheritance.
SC.912.L.16.2 (3) discuss
observed inheritance
patterns caused by various
modes of inheritance,
Traditional
12
Block
6
Teacher Notes:
 Nature of Science Benchmarks should be taught ALL year
 It is suggest that students be assessed on their knowledge of probability
and ratios before they begin using Punnett squares.
 The following standards below are included in the Honors Biology Course
Description, but are not assessed on the Biology 1 End-of Course
Assessment.
SC.912.L.15.12: list the conditions for Hardy-Weinberg equilibrium in a
population and why these conditions are not likely to appear in nature. Use
Hardy-Weinberg equation to predict genotypes in a population from observed
phenotypes.
Instructional Resources:
(Select benchmark specific
resource)
Instructional Strategies:
(recommended activities
and labs)
Benchmark Clarifications/Learning goals
(BC) and Content Limits (CL)
Textbook UNIT 3
Chapter 6: Meiosis and
Mendel
6.3 Mendel & Heredity
6.4 Traits, Genes & Alleles
6.5 Traits & Probability
6.6 Meiosis & Genetic
Variation
Chapter 7: Extending
Mendelian Genetics
7.1 Chromosomes &
Baby Lab: Build a baby
using genotypes to
determine phenotypes.
www.biorules.org/Biology/
Labs/make_baby/make_ba
by.pdf
Clarifications (SC.912.L16.1, SC.912.L.16.2) 1. Students will use Mendel’s laws of
segregation and independent assortment to
analyze patterns of inheritance.
2. Students will identify, analyze, and/or predict
inheritance patterns caused by various modes of
inheritance.
Content Limits (SC.912.L16.1, SC.912.L.16.2)
- 1. Items referring to general dominant and
recessive traits may address but will not assess
the P and F1 generations.
WebQuest: Selective
Breeding
www.classzone.com
choose chapter 6 from pull-
21
Biology: Regular & Honors Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
Codominance
Sex-linked
traits
Polygenic traits
including dominant,
recessive, codominant, sexlinked, polygenic, and
multiple alleles.
Phenotype
7.2 Complex Patterns of
Inheritance
7.4 Human Genetics &
Pedigrees
Genetics
http://learn.genetics.utah.edu/
Multiple alleles
Monohybrid
and dihybrid
crosses
Pedigrees
What are the different ways
in which a genetic condition
can be inherited?
http://ghr.nlm.nih.gov/handbo
ok/inheritance/inheritancepatte
rns
Sex Link Traits animated
tutorial
http://wps.prenhall.com/wps/
media/objects/1552/1589799/
web_tut/20_03/nav/20_03.htm
l
Virtual Lesson: Dihybrid
Cross
http://www.siskiyous.edu/clas
s/bio1/genetics/dihybrid_v2.ht
ml
Genetics: Information
http://learn.genetics.utah.edu/
CPalms Resources
SC.912.L.16.1
http://www.cpalms.org/Public/
PreviewStandard/Preview/202
6
SC.912.L.16.2
http://www.cpalms.org/Public/
PreviewStandard/Preview/201
Revised 8/18/15
down menu; select
WebQuest: Selective
Breeding
Quick Lab: Predicting Sex
Linked Inheritance –
Biology textbook page 202
Using probability to
explain sex linked traits.
Investigation:
Codominance – Biology
textbook page 208 Using
Sickle Cell disease.
Investigation: Pedigree
Analysis – Biology
textbook page 218
Complete a pedigree chart.
Investigation: Incomplete
Dominance – Biology
textbook page 219 Answer
questions based on data
provided.
Human Chromosomes
virtual activity for
karyotyping
www.classzone.com ,
choose chapter 7 from pulldown menu; select
animated biology, choose
simulation Human
Chromosomes – karyotype
Polygenic Traits Activity
Click at bottom left to
2. Items addressing dihybrid crosses or patterns
that include codominance, incomplete
dominance, multiple alleles, sex-linkage, or
polygenic inheritance may assess the P and F1
generations.
22
Biology: Regular & Honors Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
1
access links to Activity and
Skin Color Worksheet.
http://tle.westone.wa.gov.a
u/content/file/ea6e15c5fe5e-78a3-fd7983474fe5d808/1/hum_bio_
Science_3a.zip/content/005
_gene_expression/page_04
.htm
Guinea Pig Dihybrid
Cross Practice Print
worksheet
http://biologycorner.com/w
orksheets/dihybrid_guinea
_pigs.pdf
*Inheritance
*Chicken Genetics
*Mouse Genetics (One
trait)
*Mouse Genetics (Two
traits)
*Hardy-Weinberg
Equilibrium
*Human Karyotyping
KEY TERMS: (This list is not limited to all possible vocabulary within a specific unit): Independent Assortment, Segregation, Genotype, Heredity,
Heterozygous, Homozygous, Phenotype, Punnett Square, Carrier, Sex-linked gene, Incomplete Dominance, Codominance, Polygenic trait, Pedigree, Karyotype
Revised 8/18/15
23
Biology: Regular & Honors Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
BIOLOGY I
BIOLOGY I Honors
Unit#: VIII
Unit Title: GENETICS: DNA
Body of Knowledge: GENETICS & REPRODUCTION OF
LIFE
Standard: 16 Heredity and Reproduction
Essential Questions
1. Summarize the experiments that confirmed DNA is the genetic material.
2. Examine the structure of DNA.
3. Summarize the process of DNA replication and the role of enzymes in the
process.
6. Distinguish between different types of mutations and how mutations may or
may not affect phenotype.
7. List some factors that cause mutations.
8. Describe the relationship between RNA & DNA.
9. Summarize the process of protein synthesis.
Essential
Content
DNA
Replication
Commonality
of DNA
Transcription
Translation
Mutations
Benchmarks (DOK):
Objectives and Skills
SC.912.L.16.3 (3) describe
the basic process of DNA
replication and how it
relates to the transmission
and conservation of the
genetic material.
SC.912.L.16.9 (2) explain
how and why the genetic
code is universal and is
common to almost all
organisms.
SC.912.L.16.5 (3) explain
the basic processes of
transcription and
Revised 8/18/15
Instructional Resources:
(Select benchmark specific
resource)
Textbook UNIT 3
Chapter 8: From DNA to
Proteins
8.2 Structure of DNA
8.3 DNA replication
8.4 Transcription
8.5 Translation
8.6 Gene expression &
regulation
8.7 Mutations
DNA from the Beginning: List
of links of genetics tutorials,
videos, animations and problem
solving.
http://www.dnaftb.org/
2001010
2000320
Based on Total contact Days (1 Day equals approximately 1 class
period)
Pacing: 10/150 (6%)
Schedule Type
Pacing (Days)
Traditional
10
Block
5
Teacher Notes:
 Nature of Science Benchmarks should be taught ALL year
 The following standards below are included in the Honors Biology Course
Description, but are not assessed on the Biology 1 End-of Course
Assessment. N/A
Instructional Strategies:
(recommended activities
and labs)
Investigation: Extracting
DNA – Biology textbook
page 229
DNA from the Beginning
Select Classical Genetics
http://www.dnaftb.org/#cla
ssical Suggested
Strategies: chunk sections
for a Think Pair Share,
Free Form Mapping or
write a research report
Coloring Transcription
and Translation
http://biologycorner.com/w
Benchmark Clarifications/Learning goals
(BC) and Content Limits (CL)
Clarifications (SC.912.L.16.3, SC.912.L.16.4,
SC.912.L.16.5, SC.912.L.16.9) - 1. Students
will describe the process of DNA replication
and/or its role in the transmission and
conservation of genetic information.
2. Students will describe gene and chromosomal
mutations in the DNA sequence.
3. Students will explain how gene and
chromosomal mutations may or may not result
in a phenotypic change.
4. Students will explain the basic processes of
transcription and/or translation, and their roles in
the expression of genes.
5. Students will explain how or why the genetic
code (mRNA codon chart) is common to almost
all organisms.
24
Biology: Regular & Honors Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
translation, and how they
result in the expression of
genes.
SC.912.L.16.4 (3) explain
how mutations in the DNA
sequence may or may not
result in phenotypic
change. Explain how
mutations in gametes may
result in phenotypic
changes in offspring.
Animation: DNA Replication
http://www.classzone.com/cz/b
ooks/bio_12_fl/resources/htmls
/animated_biology/unit3/bio_ch
08_0237_ab_dnarep.html
Genes can be moved between
species: Informative
http://www.dnaftb.org/34/
Living things share common
genes: Informative
http://www.dnaftb.org/40/
The Connection between
Transcription and
Translation video tutorial
http://www.pbslearningmedia.o
rg/asset/lsps07_int_celltrans/
orksheets/transcription_tra
nslation_coloring.html
Virtual Activity: Build a
Protein
www.classzone.com
choose chapter 8 from pulldown menu; select
animated biology, choose
Build a Protein
Virtual Lab: Breeding
Mutations in Fruit Flies
www.classzone.com
choose Chapter 6 from
pull-down menu; select
Virtual Lab: Breeding
Mutations in Fruit Flies
6. Students will explain how similarities in the
genetic codes of organisms are due to common
ancestry and the process of inheritance.
Content Limits (SC.912.L.16.3,
SC.912.L.16.4, SC.912.L.16.5, SC.912.L.16.9)
- 1. Items requiring the analysis of base pairs for
gene mutations are limited to changes in a single
gene.
2. Items may refer to but will not assess the cell
cycle, mitosis, and/or meiosis.
3. Items will not require memorization of
specific conditions resulting from chromosomal
mutations.
4. Items may refer to the process of meiosis in
the context of mutations but will not assess
meiosis in isolation.
5. Items addressing transcription or translation
will not require specific knowledge of initiation,
elongation, or termination.
*Building DNA
CPalms Resources
*RNA and Protein
SC.912.L.16.3
Synthesis
http://www.cpalms.org/Public/
*DNA Fingerprint analysis
PreviewStandard/Preview/201
SC.912.L.16.4
http://www.cpalms.org/Public/
PreviewStandard/Preview/2015
SC.912.L.16.5
http://www.cpalms.org/Public/
PreviewStandard/Preview/2017
SC.912.L.16.9
http://www.cpalms.org/Public/
PreviewStandard/Preview/2012
KEY TERMS: (This list is not limited to all possible vocabulary within a specific unit): Allele, Codon, DNA, Genetic Code, Protein Synthesis Ribosomes,
RNA, Transcription, Translation
Revised 8/18/15
25
Biology: Regular & Honors Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
BIOLOGY I
BIOLOGY I Honors
Unit# IX : EVOLUTION: NATURAL SELECTION
Body of Knowledge: DIVERSITY & EVOLUTION OF LIVING
ORGANISMS
Standard: 15 Diversity and Evolution of Living Organisms
Essential Questions
1. Describe how Darwin arrived at his idea about species variation and how his
discoveries supports previous theories.
2. Examine the factors Darwin considered in forming his theory of natural
selection.
3. Summarize the four principles of natural selection.
Essential
Content
Darwin
Natural
Selection
Genetic Drift
Gene Flow
2001010
2000320
Based on Total contact Days (1 Day equals approximately 1 class
period)
Pacing: 12/150 (8%)
Schedule Type
Pacing (Days)
Traditional
12
Block
6
Teacher Notes:
 Nature of Science Benchmarks should be taught ALL year.
 Teacher lesson pre-reading suggestion: Evolution Misconceptions link
locate in the Instructional Resources column, will provide teachers with
a better understanding as to how to address misconceptions made by the
students.
 Quick Lab: Piecing together evidence also assesses SC.912.N.1.6
 The following standards below are included in the Honors Biology Course
Description, but are not assessed on the Biology 1 End-of Course
Assessment. N/A
Benchmarks (DOK):
Objectives and Skills
Instructional Resources:
(Select benchmark specific
resource)
Instructional Strategies:
(recommended activities
and labs)
Benchmark Clarifications/Learning goals
(BC) and Content Limits (CL)
SC.912.L.15.13 (2)
describe the conditions
required for natural
selection including:
overproduction of
offspring, inherited
variation, and the struggle
to survive, which result in
differential reproductive
success.
Textbook UNIT 4
Chapter 10: Principals of
Evolution
10.2 Darwin’s observations
10.3 Theory of natural selection
10.4 Evidence of evolution
10.5 Evolutionary Biology
Chapter 11: The Evolution of
Populations
11.1 Genetic variations within
populations
11.2 Natural selection in
populations
11.3 Other mechanisms of
evolution
11.5 Speciation through isolation
Investigation: PredatorPrey Pursuit – Biology
textbook page 315
Changes in population due
to natural selection.
Clarifications (SC.912.L.15.13,
SC.912.L.15.14, SC.912.L15.15, SC.912.N.1.3)
- 1. Students will explain and/or describe the
conditions required for natural selection that
result in differential reproductive success.
2. Students will explain and/or describe the
scientific mechanisms, such as genetic drift,
gene flow, and nonrandom mating, resulting in
evolutionary change.
3. Students will explain and/or describe how
mutation and genetic recombination increase
genetic variation.
4. Students will identify the criteria that
differentiate science from non-science and
pseudoscience.
5. Students will identify ways in which a
SC.912.L.15.15 (2)
describe how mutation
and genetic recombination
increase genetic variation.
Revised 8/18/15
Investigation: Adaptations
in Beaks – Biology
textbook page 321 Bird
beaks characteristics’
impact on survival.
3.
Investigation: Natural
Selection in African
Swallowtails – page 334
26
Biology: Regular & Honors Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
SC.912.L.15.14 (2)
discuss mechanisms of
evolutionary change other
than natural selection such
as genetic drift and gene
flow
SC.912.N.1.3 (1) Assessed
as SC.912.L.15.13
Recognize that the
strength or usefulness of a
scientific claim is
evaluated through
scientific argumentation
which depends on critical
and logical thinking and
the active consideration of
alternative scientific
explanations to explain the
data presented.
Evolution Misconceptions: Preteaching resource
file:///Users/lanadmin/Desktop/P
BL%20and%20CASE%20STU
DIES/case%20studies/Misconce
ptions%20about%20evolution:e
nv%20sc.webarchive
Video Darwin’s Theory Guiding
Question: “Why were Darwin’s
contributions to science so
important?”
http://www.allaboutscience.org/
darwins-theory-of-evolutionvideo.htm
Animation: Natural Selection
http://www.classzone.com/cz/bo
oks/bio_12_fl/resources/htmls/a
nimated_biology/unit4/bio_ch10
_0321_ab_natrlsel.html
Animation: Founders Effect
http://www.classzone.com/cz/bo
oks/bio_12_fl/resources/htmls/a
nimated_biology/unit4/bio_ch11
_0337_ab_founder.html
Animation: Mechanisms of
evolution
http://www.classzone.com/cz/bo
oks/bio_12_fl/resources/htmls/a
nimated_biology/unit4/bio_ch11
_0342_ab_popevolv.html
Understanding Gene Flow
Tutorial
http://evolution.berkeley.edu/evo
library/article/evo_21
Revised 8/18/15
Quick Lab: Modeling
Genetic Drift – Biology
textbook page 337
Dunker Example of
Genetic Drift
http://anthro.palomar.edu/s
ynthetic/Dunkers.htm
Suggested Strategy: Write
an answer, citing support,
to the guiding question:
How does the group in the
passage represent genetic
drift?
*Evolution: Natural and
*Artificial Selection
*Evolution: Mutation and
Selection
*Natural Selection
*Rainfall and Bird Beaks
*Microevolution
scientific claim is evaluated (e.g., through
scientific argumentation, critical and logical
thinking, and consideration of alternative
explanations).
Content Limits - (SC.912.L.15.13,
SC.912.L.15.14, SC.912.L15.15, SC.912.N.1.3)
1. Items will not address descent with
modification or common descent.
2. Items addressing mutation and genetic
recombination in relation to increasing genetic
variation must be assessed in the context of
evolution.
3. Items will not assess the Hardy-Weinberg
principle or genetic equilibrium.
4. Items may address how meiosis contributes to
genetic variation but may not assess the steps or
stages of meiosis.
27
Biology: Regular & Honors Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
Real life examples of Gene
Flow
1.http://anthro.palomar.edu/synt
hetic/synth_6.ht
2.http://news.discovery.com/ani
mals/polar-bear-gene-flowshows-move-to-icier-regions150106.htm
CPalms Resources
SC.912.L.15.13
http://www.cpalms.org/Public/Pr
eviewStandard/Preview/2007
SC.912.L.15.14
http://www.cpalms.org/Public/Pr
eviewStandard/Preview/2008
SC.912.L.15.15
http://www.cpalms.org/Public/Pr
eviewStandard/Preview/2009
KEY TERMS: (This list is not limited to all possible vocabulary within a specific unit: Evolution, Natural Selection, Extinction, Gene Flow, Genetic Drift,
Speciation, Non-random Mating
Revised 8/18/15
28
Biology: Regular & Honors Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
BIOLOGY I
BIOLOGY I Honors
Unit# IX : EVOLUTION: NATURAL SELECTION
Body of Knowledge: DIVERSITY & EVOLUTION OF LIVING
ORGANISMS
Standard: 15 Diversity and Evolution of Living Organisms
Essential Questions
1. Recognize the major sources of evidence for evolution.
2. Examine the pattern of features that reveal the history of a species.
3. Summarize different types of evidence that support evolution.
4. Explain how gene flow, genetic drift, and sexual selection can lead to the
evolution of populations.
5. Explain how isolation of populations can lead to speciation.
Essential
Content
Evidence for
evolution
Hominid
Evolution
Revised 8/18/15
Benchmarks (DOK):
Objectives and Skills
Instructional Resources:
(Select benchmark
specific resource)
SC.912.L.15.1 (3) explain
how the scientific theory
of evolution is supported
by the fossil record,
comparative anatomy,
comparative embryology,
biogeography, molecular
biology, and observed
evolutionary change.
Textbook UNIT 4
Chapter 10: Principals of
Evolution
10.4 Evidence of evolution
10.5 Evolutionary Biology
Chapter 12: The History of
Life
12.6 Primate Evolution
(p.380-383)
SC.912.L.15.10 (2)
identify basic trends in
hominid evolution from
early ancestors six million
years ago to modern
humans, including brain
size, jaw size, language,
and manufacture of tools.
CPalms Resources
SC.912.L.15.1
http://www.cpalms.org/Public/
PreviewStandard/Preview/199
2
SC.912.L.15.10
2001010
2000320
Based on Total contact Days (1 Day equals approximately 1 class
period)
Pacing: 12/150 (8%)
Schedule Type
Pacing (Days)
Traditional
12
Block
6
Standards Notes:
 Nature of Science Benchmarks should be taught ALL year.
 The following standards below are included in the Honors Biology Course
Description, but are not assessed on the Biology 1 End-of Course
Assessment.
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.
Chapter 11-4: Hardy Weinberg Equilibrium
Instructional Strategies:
(recommended activities
and labs)
Benchmark Clarifications/Learning
goals (BC) and Content Limits (CL)
Activity Evidence for
Evolution:
http://necsi.edu/projects/evolut
ion/evidence/evidence_intro.ht
ml Suggested strategy:
Student presentation, format
of choice.
Clarifications (SC.912.L.15.1,
SC.912.L.15.10, SC.912.N.1.3,
SC.912.N.1.4, SC.912.N.1.6, SC.912.N.2.1,
SC.912.N.3.1, SC.912.N.3.4) - 1. Students
will identify evidence and/or explain how the
scientific theory of evolution is supported by
the fossil record, comparative anatomy,
comparative embryology, biogeography,
molecular biology, and observable
evolutionary change.
2. Students will identify examples of and
basic trend in hominid evolution from early
ancestors to modern humans.
3. Students will identify ways in which a
scientific claim is evaluated (e.g., through
scientific argumentation, critical and logical
thinking, and consideration of alternative
explanations).
WebQuest: Dinosaur
Descendants
http://www.classzone.com/cz/
ot/bio_webquest/10/intro.jsp
Quick Lab: Piecing together
evidence Biology textbook
page 313 Inference from
observations
29
Biology: Regular & Honors Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
SC.912.N.1.3 (1)
Assessed as
SC.912.L.15.1 Recognize
that the strength or
usefulness of a scientific
claim is evaluated through
scientific argumentation
which depends on critical
and logical thinking and
the active consideration of
alternative scientific
explanations to explain
the data presented.
SC.912.N.1.4 (3)
Assessed as
SC.912.L.15.1 identify
sources of information
and assess their reliability
according to the strict
standards of scientific
investigation
SC.912.N.1.6 (2)
Assessed as
SC.912.L.15.1 Describe
how scientific inferences
are drawn from scientific
observations and provide
examples from the
content being studied.
SC.912.N.2.1 (3)
Assessed as
SC.912.L.15.1 Identify
what is science, what
clearly not science is, and
what superficially
Revised 8/18/15
http://www.cpalms.org/Public/
PreviewStandard/Preview/200
2
Virtual Lab: Comparing
Hominoid Skulls
http://www.classzone.com/cz/
books/bio_12_fl/resources/ht
mls/virtual_labs/bio_ca_ch12_
0385_vl.html
Suggested Strategy
Timeline: Draw a timeline
which indicates changes
during hominid evolution and
includes brain size, jaw size,
language, and manufacture of
tools.
Human Evolution-Skull
Analysis
4. Students will assess the reliability of
sources of information according to scientific
standards.
5. Students will describe how scientific
inferences are made from observations
6. Students will identify the criteria that
differentiates science from non-science and
pseudoscience.
7. Students will explain the development of a
theory.
8. Students will recognize the differences
between theories and laws.
Content Limits (SC.912.L.15.1,
SC.912.L.15.10, SC.912.N.1.3,
SC.912.N.1.4, SC.912.N.1.6, SC.912.N.2.1,
SC.912.N.3.1, SC.912.N.3.4) - 1. Items
assessing evolution will focus on a
conceptual understanding of the supporting
scientific evidence.
2. Items will not require memorization of the
names of specific human fossils or the names
of the different hominid species.
3. Items assessing the fossil record must
focus on the fossil rather than geologic
formations in isolation.
4. Items assessing the fossil record will not
require understanding of the specific
mechanisms used for relative dating and
radioactive dating.
5. Items will not require the memorization of
the geologic time scale, including era, period,
and/or epoch.
6. Items will not assess the origin of Earth.
7. Items will not assess specific knowledge
of the formation of microspheres or the
evolution of RNA and DNA.
8. Items will not address or assess the
endosymbiotic theory.
9. Items referring to adaptive radiation,
30
Biology: Regular & Honors Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
resembles science (but
fails to meet the criteria
for science.)
SC.912.N.3.1 (3)
Assessed as
SC.912.L.15.1 Explain
that a scientific theory is
the culmination of many
scientific investigations
drawing together all the
current evidence
concerning a substantial
range of phenomena; thus,
a scientific theory
represents the most
powerful explanation
scientists have to offer.
convergent evolution, coevolution, or
punctuated equilibrium should focus on the
concepts rather than on the definition of the
terms.
10. Items referring to the development of
language or the manufacturing of tools will
relate this development to changes in the
skull or brain size.
11. Items will not assess types of genetic
mutation or how these mutations occur.
12. Items referring to comparative anatomy
and comparative embryology will assess
anatomical similarities such as homologous
structures and vestigial organs but will not
require specific knowledge of embryologic
stages or structures
13. Items will not require knowledge of
changes to specific species or geographic
location of those species.
SC.912.N.3.4 (2)
14. Items will not assess genes, alleles,
Assessed as
genetic drift, or gene flow.
SC.912.L.15.1 Recognize
15. Items may assess how the overall
that theories do not
contributions of scientists such as Darwin,
become laws, nor do laws
Lamarck, Lyell, Malthus, Mendel, or
become theories; theories
Wallace aided in the development of the
are well supported
scientific theory of evolution.
explanations and laws are
16. Items will not assess the differences
well supported
among intelligent design, creationism, and
descriptions.
the scientific theory of evolution.
17. Items assessing a scientific claim, the
development of a theory, or the differences
between theories and laws are limited to the
scientific theory of evolution.
KEY TERMS: (This list is not limited to all possible vocabulary within a specific unit: Scientific Explanation, Scientific Evidence, Pseudoscience vs. NonScience, hominid, bi-pedal
BIOLOGY I
BIOLOGY I Honors
Revised 8/18/15
2001010
2000320
31
Biology: Regular & Honors Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
Unit# XI: EVOLUTION: ORIGINS OF LIFE
Body of Knowledge: DIVERSITY & EVOLUTION OF LIVING
ORGANISMS
Standard: 15 Diversity and Evolution of Living Organisms
Essential Questions
1. Discuss the conditions on Earth billions of years ago.
2. Summarize the main hypotheses of how life began on Earth.
3. Recognize the role microbes played in shaping life on Earth.
4. Summarize the theory of endosymbiosis.
5. Relate increased biodiversity to sexual reproduction.
6. Examine the evolutionary relationships between humans and other primates.
Essential
Content
Origin of
Life
Benchmarks (DOK):
Objectives and Skills
SC.912.L.15.8 (2) describe
the scientific explanation of
the origin of life on Earth.
SC.912.N.1.3 (1) Assessed
as SC.912.L.15.8 Recognize
that the strength or
usefulness of a scientific
claim is evaluated through
scientific argumentation
which depends on critical
and logical thinking and the
active consideration of
alternative scientific
explanations to explain the
data presented.
SC.912.N.2.1 (3) Assessed
as SC.912.L.15.8 Identify
what is science, what clearly
not science is, and what
Revised 8/18/15
Based on Total contact Days (1 Day equals approximately 1 class
period)
Pacing: 5/150 (3%)
Schedule Type
Pacing (Days)
Traditional
5
Block
2.5
Teacher Notes:
 Nature of Science Benchmarks should be taught ALL year.
 The following standards below are included in the Honors Biology Course
Description, but are not assessed on the Biology 1 End-of Course
Assessment.
SC.912.L.14.5: explain the evidence supporting the scientific theory of the
origin of eukaryotic cells (endosymbiosis).
Instructional Resources:
(Select benchmark specific
resource)
Instructional Strategies:
(recommended activities
and labs)
Benchmark Clarifications/Learning goals
(BC) and Content Limits (CL)
Textbook UNIT 4
Chapter 12: The History of
Life
12.3 Origin of Life
12.4 Early Single-Celled
Organisms
Video: Origins: How Life
Began
http://video.pbs.org/video/
1978170520/ (50:52 min)
Suggested Strategy:
Question/Answer T-Chart.
Stop the video as necessary
to discuss and answer
questions.
Clarifications (SC.912.L.15.8, SC.912.N.1.3,
SC.912.N.1.4, SC.912.N.2.1) - 1. Students will
describe scientific explanations of the origin of
life on Earth.
2. Students will identify situations or conditions
contributing to the origin of life on Earth.
3. Students will identify ways in which a
scientific claim is evaluated (e.g., through
scientific argumentation, critical and logical
thinking, and consideration of alternative
explanations).
4. Students will assess the reliability of sources
of information according to scientific standards.
5. Students will identify the criteria that
differentiate science from non-science and
pseudoscience
Content Limits (SC.912.L.15.8, SC.912.N.1.3,
SC.912.N.1.4, SC.912.N.2.1) - 1. Items may
address the conditions required for the origin of
life on Earth but may not require specific
knowledge of the age of Earth or its eras,
CPalms Resources
SC.912.L.15.8
http://www.cpalms.org/Public/
PreviewStandard/Preview/200
2
32
Biology: Regular & Honors Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
superficially resembles
science (but fails to meet the
criteria for science.)
periods, or epochs.
2. Items may assess how contributions of
scientists such as Pasteur, Oparin, Miller and
Urey, Margulis, or Fox aided in the development
of the scientific explanation of the origin of life
but will not assess what each scientist
contributed.
3. Items assessing the origin of organic
molecules, chemical evolution, and/or
eukaryotic cells should be conceptual.
SC.912.N.1.4 (3) Assessed
as SC.912.L.15.8 identify
sources of information and
assess their reliability
according to the strict
standards of scientific
investigation.
KEY TERMS: (This list is not limited to all possible vocabulary within a specific unit) Endosymbiosis, cyanobacteria, pseudoscience, non-science
Revised 8/18/15
33
Biology: Regular & Honors Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
BIOLOGY I
BIOLOGY I Honors
Unit# XII: CLASSIFICATION & DIVERSITY
Body of Knowledge: DIVERSITY & EVOLUTION OF LIVING
ORGANISMS
Standard: 15 Diversity and Evolution of Living Organisms
Essential Questions
1. Examine the scientific naming system developed by Linnaeus and identify
the limitations of it.
2. Illustrate classification by cladistics.
3. Summarize how molecular evidence reveals species’ relatedness.
4. Describe classification as a work in progress.
5. Identify the three domains in the tree of life as Bacteria, Archaea, and
Eukarya.
Essential
Content
Classification
2001010
2000320
Based on Total contact Days (1 Day equals approximately 1 class
period)
Pacing: 8/150 (5%)
Schedule Type
Pacing (Days)
Traditional
8
Block
4
Teacher Notes:
 Nature of Science Benchmarks should be taught ALL year.
 The following standards below are included in the Honors Biology Course
Description, but are not assessed on the Biology 1 End-of Course
Assessment.
SC.912.L.15.2: discuss the use of molecular clocks to estimate how long ago
various groups of organisms diverged evolutionarily from one another.
SC.912.L.14.53: discuss basic classification and characteristics of plants.
Identify bryophytes, pteridophytes, gymnosperms, and angiosperms.
Benchmarks (DOK):
Objectives and Skills
Instructional Resources:
(Select benchmark specific
resource)
Instructional Strategies:
(recommended activities
and labs)
Benchmark Clarifications/Learning goals
(BC) and Content Limits (CL)
SC.912.L.15.6 (2) discuss
distinguishing characteristics
of the domains and
kingdoms of living
organisms.
Textbook UNIT 6
Chapter 17: The Tree of Life
17.1 Linnaean System of
Classification
17.2 Classification based on
evolutionary relationships
17.4 Domains & Kingdoms
Quick Lab: Classifying –
Constructing a Cladogram
Biology textbook page 525
Clarifications (SC.912.L.15.4, SC.912.L.15.5,
SC.912.L.15.6, SC.912.N.1.3, SC.912.N.1.6) 1. Students will classify organisms based on the
distinguishing characteristics of the domains
and/or kingdoms of living organisms.
2. Students will identify and/or describe how
and/or why organisms are hierarchically
classified based on evolutionary relationships.
3. Students will identify and/or explain the
reasons for changes in how organisms are
classified.
4. Students will identify ways in which a
scientific claim is evaluated (e.g., through
scientific argumentation, critical and logical
thinking, and consideration of alternative
explanations).
5. Students will describe how scientific
SC.912.L.15.4 (3) describe
how and why organisms are
hierarchically classified and
based on evolutionary
relationships.
SC.912.L.15.5 (3) explain
the reasons for changes in
how organisms are
classified.
Revised 8/18/15
SC.912.L.15.6
Kingdoms of Living Things
in Linnaean Classification
http://anthro.palomar.edu/ani
mal/table_kingdoms.htm
Note: Monera no longer
considered a kingdom.
Simulation: Build a
Cladogram
www.classzone.com ,
choose chapter 17 from
pull-down menu; select
animated biology, choose
simulation Build a
Cladogram
Suggested strategies:
Domains and Kingdoms
attribute grid/semantic
feature analysis.
34
Biology: Regular & Honors Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
inferences are made from observations
Content Limits (SC.912.L.15.4,
SC.912.L.15.5, SC.912.L.15.6, SC.912.N.1.3,
SC.912.N.1.6) - 1. Items referring to
distinguishing characteristics of living
organisms are limited to the domains of
Archaea, Bacteria, and Eukarya and the
CPalms Resources
kingdoms of Protista, Fungi, Plantae, and
SC.912.L.15.4
Animalia.
http://www.cpalms.org/Public/
2. Items will not require specific knowledge of
PreviewStandard/Preview/199
organisms classified in any domain or kingdom;
8
items should describe the characteristics of an
SC.912.L.15.5
organism and assess its classification.
http://www.cpalms.org/Public/
SC.912.N.1.6 (2) Describe
3. Items may refer to prokaryotic, eukaryotic,
how scientific inferences are PreviewStandard/Preview/199
unicellular and/or multicellular organisms,
9
drawn from scientific
autotrophs, and/or heterotrophs, but they will not
SC.912.L.15.6
observations and provide
assess the definition of those terms.
http://www.cpalms.org/Public/
examples from the content
4. Items referring to changes in classification
PreviewStandard/Preview/200
being studied.
systems should be conceptual and will not
0
require specific knowledge of those changes.
5. Items may address evolutionary classification,
phylogeny, and the use of cladograms, but they
may not assess the definition of those terms.
6. Items assessing a scientific claim are limited
to the classification of organisms.
KEY TERMS: (This list is not limited to all possible vocabulary within a specific unit) Binomial Nomenclature, Cladistics , Domain, Hierarchy, Kingdom
SC.912.N.1.3 (1) Recognize
that the strength or
usefulness of a scientific
claim is evaluated through
scientific argumentation
which depends on critical
and logical thinking and the
active consideration of
alternative scientific
explanations to explain the
data presented.
Revised 8/18/15
Domains
http://www.usc.edu/org/coseewest/Nov30_2011/Three%20d
omains%20of%20life.pdf
2. Sorting activity to match
organism descriptions to
the domain and/or
kingdom.
35
Biology: Regular & Honors Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
BIOLOGY I
BIOLOGY I Honors
Unit# XIII : HUMAN BIOLOGY
Body of Knowledge: ORGANIZATION & DEVELOPMENT
OF LIVING THINGS
Standard: 14 Organization and Development of Living
Organisms
Essential Questions
1. Identify the major parts of the brain.
2. Describe the relationship between lifestyle and factors affecting blood flow.
3. Describe the different mechanisms the body uses to fight foreign invaders.
4. Explain how vaccines artificially produce acquired immunity.
5. Describe the structure and function of the female and male reproductive
systems.
6. Connect the development of a human embryo from fertilization to birth
respective to each trimester of development.
Essential
Content
Benchmarks (DOK):
Objectives and Skills
Instructional Resources:
(Select benchmark specific
resource)
2001010
2000320
Based on Total contact Days (1 Day equals approximately 1 class
period)
Pacing: 16/150 (11%)
Schedule Type
Pacing (Days)
Traditional
16
Block
8
Teacher Notes:
 Nature of Science Benchmarks should be taught ALL year.
 The following standards below are included in the Honors Biology Course
Description, but are not assessed on the Biology 1 End-of Course
Assessment. N/A
Instructional Strategies:
(recommended activities
and labs)
Benchmark Clarifications/Learning goals
(BC) and Content Limits (CL)
Clarifications (SC.912.L.14.26) - 1. Students
Labeling Parts of the
Brain.
will identify the major parts of the brain on
http://highered.mheducatio diagrams.
n.com/sites/0072943696/st Content Limits (SC.912.L.14.26) - 1. Items are
udent_view0/chapter8/labe limited to the cerebrum, cerebellum, pons,
ling_exercises.html#
medulla oblongata, brain stem, frontal lobe,
CPalms Resources
http://www.cpalms.org/Public/ Suggested Strategy: Access parietal lobe, occipital lobe, and temporal lobe.
2. Items will not assess the function of the major
PreviewStandard/Preview/196 website then click on all
Four
Views
of
the
Brain.
parts of the brain.
4
Draw labeled images of
each view in a science
notebook.
KEY TERMS: (This list is not limited to all possible vocabulary within a specific unit) Cerebrum, Cerebellum, Pons, Medulla Oblongata, Brain Stem, Frontal
Lobe, Parietal Lobe, Occipital Lobe, Temporal Lobe,
Effects of
SC.912.L.14.36 (2) describe Biology Textbook
Data Analysis: Age Group Clarifications (SC.912.L.14.36) Students will
circulatory
the factors affecting blood
and Disease – Biology
identify factors that affect blood flow and/or
UNIT 9
problems
flow through the
Chapter 30: Respiratory and
textbook page749
describe how these factors affect blood flow
Parts of the
brain
SC.912.L.14.26 (1) identify
the major parts of the brain
on diagrams or models.
Revised 8/18/15
Textbook UNIT 9
Chapter 29: Nervous and
Endocrine system
29.4 Central Nervous System
36
Biology: Regular & Honors Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
cardiovascular system.
Circulatory system
Suggested Strategy:
through the cardiovascular system.
30.3 The heart and circulation
Complete a research
Content Limits (SC.912.L.14.36) - Items may
30.4 Blood vessels and
organizer and report over
address factors such as blood pressure, blood
transport
cardiovascular diseases.
volume, resistance, disease, and exercise
CPalms Resources
http://www.cpalms.org/Public/
PreviewStandard/Preview/197
4
KEY TERMS: (This list is not limited to all possible vocabulary within a specific unit) Blood Pressure, Blood Volume, Blood, Viscosity, Cardiovascular
System
Functions of
SC.912.L.14.52 (2) explain
Simulation:
Clarifications (SC.912.L.14.52,
Textbook UNIT 9
the immune
the basic functions of the
Destroy the Invaders
SC.912.L.14.6) 1. Students will identify and/or
Chapter 31: Immune system
system
human immune system,
explain the basic functions of the human
and Disease
www.classzone.com
including specific and
immune system, including specific and
31.1 Pathogens & Human
choose chapter 31 from
Effect of
nonspecific immune
nonspecific immune responses.
illness
pull-down menu; select
genetics, the
response, vaccines, and
2. Students will describe how the human
31.2 Immune system
animated biology, choose
environment
antibiotics.
immune system responds to vaccines and/or
31.3 Immune Responses
Destroy the Invaders
and pathogens
antibiotics.
31.4 Immunity & Technology
on public
SC.912.L.14.6 (3) explain
3. Students will explain the significance of
31.5 Overreaction of the
Suggested Strategy:
health
the significance of genetic
genetic factors, environmental factors, and
Immune system
Complete a chart with
factors, environmental
pathogenic agents to health from the perspective
31.6 Diseases that weaken the pathogen, type of immune
factors, and pathogenic
of both individual and public health.
immune system
cell, summary
agents to health from the
Content Limits (SC.912.L.14.52,
perspective of both
Suggested Strategy: Write SC.912.L.14.6) - 1. Items assessing the
individual and public health.
a story, flow chart, cartoon, significance of genetic factors, environmental
CPalms Resources
factors, and pathogenic agents to health are
etc. of how the immune
SC.912.L.14.52
limited to a conceptual understanding.
system works.
http://www.cpalms.org/Public/
PreviewStandard/Preview/199 Quick Lab: How
0
Pathogens Spread –
SC.912.L.14.6
Biology textbook page 755
http://www.cpalms.org/Public/
PreviewStandard/Preview/194 WebQuest: HIV and
8
AIDShttp://www.classzone.
com/cz/ot/bio_webquest/31
/intro.jsp
Revised 8/18/15
37
Biology: Regular & Honors Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
GIZMOS
Disease Spread
KEY TERMS: (This list is not limited to all possible vocabulary within a specific unit): Antibiotic, Specific Immune Response, Nonspecific Immune Response,
Pathogen, Vaccine, Communicable, allergy
SC.912.l.16.13 (3) describe
Investigation: Effects of
Clarifications (SC.912.L.16.13) - 1. Students
Textbook UNIT 9
the basic anatomy and
Chapter 34: Reproductive and Chemicals on Reproductive will identify and/or describe the basic anatomy
Reproductive
physiology of the human
Organs – Biology textbook and physiology of the human reproductive
Development
system
reproductive system.
page 809
system.
34.1 Reproductive anatomy
Describe the process of
2. Students will describe the process of human
34.2 Reproductive Processes
human development from
development from the zygotic stage to the end of
Animation:
34.3 Fetal Development
Stages of
fertilization to birth and
Developmental
Timeline
the third trimester and birth.
34.4 Birth
human
major changes that occur in
Strategy: Complete a
Content Limits (SC.912.L.16.13) - 1. Items
development
each trimester of pregnancy. Informative resource
timeline
referring to the male human reproductive system
are limited to the seminal vesicle, prostate gland,
www.classzone.com
Stages of embryonic
vas deferens, urethra, epididymis, scrotum,
development
choose chapter 34 from
penis, and testes.
www.biology.iupui.edu/bioco
pull-down menu; select
2. Items referring to the female human
urses/N100/2k4ch39repronote animated biology, choose
reproductive system are limited to the ovaries,
s.html
simulation
oviduct (fallopian tube), uterus, cervix, and
vagina.
Animation:
3. Items assessing the function of the placenta,
Embryo development
umbilical cord, amniotic sac, and amniotic fluid
http://www.classzone.com/cz/
are limited to how these structures relate to the
books/bio_12_fl/resources/ht
development of the fetus.
mls/animated_biology/unit9/bi
4. Items will not assess physiological or
o_ch34_1037_ab_embryo.htm
hormonal changes of the mother during
l (Use FireFox to open)
pregnancy.
5. Items assessing the production of hormones in
the context of the physiology of the human
CPalms Resources
reproductive system are limited to a conceptual
SC.912.L.16.13
understanding of the production of hormones.
http://www.cpalms.org/Public/
6. Items will not assess hormonal control during
PreviewStandard/Preview/202
pregnancy.
4
7. Items may refer to the early stages of
development (implantation, morula, blastocyst,
gastrulation, neurulation) but will not assess the
definition of these terms.
8. Items referring to changes in each trimester
Revised 8/18/15
38
Biology: Regular & Honors Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
are limited to normal human development.
9. Items will not assess specific knowledge of
malformations in the human fetus, miscarriages,
maternal preexisting conditions, genetic
conditions, or the impact of exposure to
environmental conditions.
10. Items will not assess the utilization of
technology to assist in or prevent fertilization or
monitor development of the fetus.
11. Items will not address or assess the
menstrual cycle
KEY TERMS: (This list is not limited to all possible vocabulary within a specific unit) Embryo, Fetus, Fertilization, Human Reproduction, Trimester, Zygote
Revised 8/18/15
39
Biology: Regular & Honors Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
BIOLOGY I
BIOLOGY I Honors
Unit# XIV: ECOLOGY CYCLES
Body of Knowledge: INTERDEPENDENCE
Standard: 17 Interdependence
Essential Questions
1. Identify biotic and abiotic factors in an ecosystem.
2. Describe how a change in one factor in an ecosystem can affect others.
3. Describe the roles of producers and consumers in ecosystems.
4. Describe the structure of a food chain.
5. Explain how food chains and trophic levels are related.
6. Analyze feeding relationships in a food web.
7. Summarize Earth’s hydrologic and carbon cycles.
8. Trace the flow of energy through an ecosystem, using an energy pyramid.
9. Relate energy pyramids to food chains and trophic levels.
Essential
Content
Food webs
Trophic levels
Movement of
matter through
the Carbon
cycle and
Water cycle
2001010
2000320
Based on Total contact Days (1 Day equals approximately 1 class
period)
Pacing: 5/150 (3%)
Schedule Type
Pacing (Days)
Traditional
5
Block
2.5
Teacher Notes:
 Nature of Science Benchmarks should be taught ALL year.
 POE (predict, observe, explain) directions
http://post.queensu.ca/~russellt/howteach/p-o-e.htm
 The following standards below are included in the Honors Biology Course
Description, but are not assessed on the Biology 1 End-of Course
Assessment.
SC.912.L.17.10: diagram and explain the biogeochemical cycles of an
ecosystem, including water, carbon, and nitrogen cycles
Benchmarks (DOK):
Objectives and Skills
Instructional Resources:
(Select benchmark specific
resource)
Instructional Strategies:
(recommended activities
and labs)
Benchmark Clarifications/Learning goals
(BC) and Content Limits (CL)
SC.912.L.17.9 (2) use a
food web to identify and
distinguish producers,
consumers, and
decomposers, and explain
the pathway of energy
transfer through trophic
levels and the reduction of
available energy at
successive trophic levels.
Textbook UNIT 5
Chapter 13: Principles of
Ecology
13.3 Energy in ecosystems
13.4 Food chains and food
webs
13.7 Pyramid models
13.5 Cycling of matter (pages
412- 414)
Animation: Build a Food
Web www.classzone.com
, choose chapter 13 from
pull-down menu; select
animated biology, choose
simulation Build a Food
Web
Clarifications (SC.912.L.17.9, SC.912.E.7.1)
1. Students will describe the energy pathways
through the different trophic levels of a food
web or energy pyramid.
2. Students will analyze the movement of matter
through different biogeochemical cycles.
Content Limits (SC.912.L.17.9, SC.912.E.7.1)
- 1. Items referring to organisms in food webs
are limited to the impact of changes in matter or
energy in trophic levels.
2. Items addressing food webs will require
application of the knowledge of roles of
organisms in a food web to describe energy
pathways rather than the identification of
producers, consumers (primary, secondary,
tertiary), and decomposers.
SC.912.E.7.1 (3) Analyze
the movement of matter and
energy through the different
biogeochemical cycles,
including water and carbon
Revised 8/18/15
Video: Krill and their role in
ocean food webs. (1:52 min)
http://video.nationalgeographi
c.com/video/krill
Video: Everglades Food Web
Interactive Food web
http://www.eduweb.com/p
ortfolio/earthsystems/food/
foodweb4.html
Suggested Strategy: Food
Web POE: (Predict,
Observe, Explain) (See
Teachers Notes)
40
Biology: Regular & Honors Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
(3:07 min)
https://www.youtube.com/wat
ch?v=MGODmyXkkPU
CPalms Resources
SC.912.L.17.9
http://www.cpalms.org/Public/
PreviewStandard/Preview/203
7
SC.912.E.7.1
http://www.cpalms.org/Public/
PreviewStandard/Preview/189
3
Suggested Strategy:
Research and build a food
web using animal cards
provided by the website
http://www.exploringnatur
e.org/graphics/teaching_ai
ds/classroom_foodweb_tifs
.pdf
3. Items will not require knowledge of specific
organisms or their feeding habits.
4. Items assessing biogeochemical cycles are
limited to the water cycle and the carbon cycle.
5. Items referring to the biogeochemical cycles
may address but will not assess photosynthesis
and cellular respiration in isolation.
*Forest Ecosystem
*Pond Ecosystem
*Prairie Ecosystem
*Food Chain
*Water cycle
KEY TERMS: (This list is not limited to all possible vocabulary within a specific unit): Consumers, Decomposers, Food Chain vs. Food Web, Producers,
Trophic Levels, biomass, Biogeochemical Cycles
Revised 8/18/15
41
Biology: Regular & Honors Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
BIOLOGY
Unit# XV: ECOLOGY & INTERDEPENDENCE
Body of Knowledge: INTERDEPENDENCE
Standard: 17 Interdependence
Essential Questions
1. Describe three basic types of survivorship curves in relation to reproductive
strategies.
2. Describe four factors that affect population size.
3. Compare exponential and logistic population growth.
4. Identify factors that limit population growth.
5. Explain the difference between primary and secondary succession.
1. Describe the interactions of biotic and abiotic factors in the biosphere.
2. Identify factors that determine Earth’s climate zones.
3. Describe biotic and abiotic features of Earth’s six major biomes.
4. Identify the four major ocean zones and organisms unique to each zone.
Essential
Content
Population
changes
Limiting
factors
2001010
Based on Total contact Days (1 Day equals approximately 1 class
period)
Pacing: 10/150 (6%)
Schedule Type
Pacing (Days)
Traditional
10
Block
5
Teacher notes:
 Nature of Science Benchmarks should be taught ALL year.
 To access information regarding how to download YouTube videos in a
Broward County Schools facility, go to the Biology EOC PD CAB
Conference, locate the “Staff Proxy instruction” for directions for
obtaining access to YouTube videos.
 The following standards below are included in the Honors Biology Course
Description, but are not assessed on the Biology 1 End-of Course
Assessment. N/A
Benchmarks (DOK):
Objectives and Skills
Instructional Resources:
(Select benchmark specific
resource)
Instructional Strategies:
(recommended activities
and labs)
Benchmark Clarifications/Learning goals
(BC) and Content Limits (CL)
SC.912.L.17.5 (3) analyze
how population size is
determined by births, deaths,
immigration, emigration,
and limiting factors (biotic
and abiotic) that determine
carrying capacity.
Textbook UNIT 5
Chapter 13: Principles of
Ecology
13.2 Biotic and abiotic factors
Chapter 14: Interactions in
Ecosystems
14.3 Population density and
distribution
14.4 Population growth
patterns
14.5 Ecological succession
Chapter 15: The Biosphere
15.4 Marine Ecosystems
Chapter 16: Human Impact
on the Ecosystem
16.4 Threats to Biodiversity
WebQuest: Environmental

Stress Effect of Hurricane
on parrot population
http://www.classzone.com/
cz/ot/bio_webquest/14/intr
o.jsp
Clarifications (SC.912.L.17.5, SC.912.L.17.2,
SC.912.L.17.4, SC.912.L.17.8, SC.912.N.1.4)
Students will use data and information about
population dynamics, abiotic factors, and/or
biotic factors to explain and/or analyze a change
in carrying capacity and its effect on population
size in an ecosystem.
Students will explain that different types of
organisms exist within aquatic systems due to
chemistry, geography, light, depth, salinity,
and/or temperature.
Students will describe the potential changes to
an ecosystem resulting from seasonal variations,
climate changes, and/or succession.
Students will identify positive and/or negative
consequences that result from a reduction in
Primary and
secondary
succession
SC.912.L.17.4 (2) describe
changes in ecosystems
resulting from seasonal
variations, climate change
and succession.
Distribution of
aquatic life
SC.912.L.17.2 (3) explain
the general distribution of
Revised 8/18/15
Virtual Lab: Population
Biology Follow Direction
provided
http://www.biologycorner.
com/worksheets/virtual_la
b_population.html
Virtual Lab: Investigating
Bacterial Growth
42
Biology: Regular & Honors Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
Consequences
of the loss of
biodiversity
life in aquatic systems as a
function of chemistry,
geography, light, depth,
salinity, and temperature.
SC.912.L.17.8 (3) recognize
the consequences of the
losses of biodiversity due to
catastrophic events, climate
changes, human activity, and
the introduction of invasive,
nonnative species.
SC.912.N.1.4 (3) Assessed
as SC.912.L.17.5 identify
sources of information and
assess their reliability
according to the strict
standards of scientific
investigation.
Video: Primary Vs. Secondary
Succession video (See Teacher
Notes)
https://www.youtube.com/wat
ch?v=YxuttSOtqNE
www.classzone.com ,
Animation: Limiting Factors
What Limits Population
Growth
http://www.classzone.com/cz/
books/bio_12_fl/resources/ht
mls/animated_biology/unit5/bi
o_ch14_0449_ab_popgrow.ht
ml
Carrying capacity
Raccoon Activity: Follow
directions given
http://www.biologyjunctio
n.com/how%20many%20r
accoons%20can%20live%
20in%20the%20woods.pdf
Camouflage in the Ocean
Lesson Plan
http://www.cpalms.org/Public/
PreviewResource/Preview/458
94
CPalms Resources
SC.912.L17.5
http://www.cpalms.org/Public/
PreviewStandard/Preview/203
3
SC.912.L.17.4
http://www.cpalms.org/Public/
PreviewStandard/Preview/203
2
SC.912.L.17.2
http://www.cpalms.org/Public/
PreviewStandard/Preview/203
0
SC.912.l.17.8
http://www.cpalms.org/Public/
PreviewStandard/Preview/203
Revised 8/18/15
choose chapter 5 from pulldown menu; select Virtual

Lab: Investigating
Bacterial Growth
Ocean Zones passages
from NOAA.
http://oceanexplorer.noaa.g
ov/edu/curriculum/section5
.pdf Suggested strategies:
Think/Pair/Share, Free
Form Mapping, Cornell
Notes,
Interactive animation:
Where Do They Live?
www.classzone.com
choose chapter 15 from
pull-down menu; select
animated biology, choose
simulation Where Do They
Live?
WebQuest: Invasive
Species
http://www.classzone.com/
cz/ot/bio_webquest/16/intr
o.jsp
biodiversity.
Students will assess the reliability of sources of
information according to scientific standards.
Content Limits (SC.912.L.17.5,
SC.912.L.17.2, SC.912.L.17.4, SC.912.L.17.8,
SC.912.N.1.4) - Items referring to chemical
factors in aquatic systems are limited to pH,
oxygen, carbon dioxide, nitrogen, phosphorous,
and salinity.
Items referring to geography in aquatic systems
are limited to water depth, latitude, temperature,
underwater topography, and proximity to land.
Items will not require the identification of
oceanic zones.
Items referring to reduction in biodiversity may
include examples of catastrophic events, climate
changes, human activities, and the introduction
of invasive and nonnative species, but they will
not assess specific knowledge of these.
Items referring to reduction in biodiversity will
focus on the consequence and not require
knowledge of the specific event that led to the
reduction.
Items addressing climate change are limited to
biodiversity and population dynamics contexts.
43
Biology: Regular & Honors Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
6
SC.912.L.17.13
Rabbit Population by
http://www.cpalms.org/Public/ Season
PreviewStandard/Preview/204
0
KEY TERMS: (This list is not limited to all possible vocabulary within a specific unit) Carrying Capacity, Immigration vs. Emigration, Population, Species,
primary succession, secondary succession, biodiversity
Revised 8/18/15
44
Biology: Regular & Honors Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
BIOLOGY I
BIOLOGY I Honors
Unit# XVII: ECOLOGY: RESOURCES
Body of Knowledge: INTERDEPENDENCE
Standard: 17 Interdependence
Essential Questions
1. Summarize the current state and effects of human population growth.
2. Explain the importance of effective resource management.
3. Describe the sources, types, and effects of air pollution.
4. Explain how air pollution contributes to acid rain.
5. Describe how water pollution affects ecosystems.
6. Explain how biomagnification causes accumulation of toxins in food chains.
7. Assess the consequences of loss of biodiversity.
8. Explain how loss of habitat and introduced species affect ecosystems and
biodiversity,
9. Define sustainable development and describe some of its methods.
10. Explain how protecting an umbrella species can protect an entire ecosystem
Essential
Content
Benchmarks (DOK):
Objectives and Skills
Human impact
on the
ecosystem
SC.912.L.17.20 (3) predict
the impact of individuals on
environmental systems and
examine how human
lifestyles affect
sustainability.
Cost and
benefit of
Renewable
and
nonrenewable
resources
Environmental
monitoring
SC.912.L.17.11 (3) evaluate
the costs and benefits of
renewable and
nonrenewable resources,
such as water, energy, fossil
fuels, wildlife, and forests.
Revised 8/18/15
2001010
2000320
Based on Total contact Days (1 Day equals approximately 1 class
period)
Pacing: 7/150 (4.5%)
Schedule Type
Pacing (Days)
Traditional
7
Block
3.5
Teacher Notes:
 Nature of Science Benchmarks should be taught ALL year.
 The following standards below are included in the Honors Biology Course
Description, but are not assessed on the Biology 1 End-of Course
Assessment. N/A
 REVIEW FOR EOC
Instructional Resources:
(Select benchmark specific
resource)
Instructional Strategies:
(recommended activities
and labs)
Benchmark Clarifications/Learning goals
(BC) and Content Limits (CL)
Textbook UNIT 5
Chapter 16: Human Impact
on the Ecosystem
16.1 Human population
growth and natural resources
16.2 Air Quality
16.3 Water Quality
16.5 Conservation
Lab: Acid Rain – Biology
textbook page 493
Clarifications (SC.912.L.17.20,
SC.912.L.17.11, SC.912.L.17.13,
SC.912.N.1.3) 1.Students will predict how the
actions of humans may impact environmental
systems and/or affect sustainability.
2. Students will evaluate possible environmental
impacts resulting from the use of renewable
and/or nonrenewable resources.
3. Students will identify ways in which a
scientific claim is evaluated (e.g., through
scientific argumentation, critical and logical
thinking, and/or consideration of alternative
explanations).
Content Limits (SC.912.L.17.20,
Animation: Human Effects on
a Food Web
http://www.classzone.com/cz/
books/bio_12_fl/resources/ht
mls/animated_biology/unit5/bi
Quick Lab: Modeling
Biomagnification –
Biology textbook page 496
Model how contaminants
magnify as they move up
the food chain.
Renewable and Nonrenewable energy
45
Biology: Regular & Honors Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
SC.912.L.17.13 (3) discuss
the need for adequate
monitoring of environmental
parameters when making
policy decisions.
SC.912.N.1.3 (1) Assessed
as SC.912.L.17.20
Recognize that the strength
or usefulness of a scientific
claim is evaluated through
scientific argumentation
which depends on critical
and logical thinking and the
active consideration of
alternative scientific
explanations to explain the
data presented.
o_ch16_0507_ab_foodwbfx.ht
ml
Video: Energy 101:BioFuels
http://education.nationalgeogr
aphic.com/education/video/ed
u-bio-fuels/?ar_a=1 (2:55
min)
resources
Suggested strategies:
PowerPoint, poster or
strategy of choice to share
the pros and cons for a type
of resource.
http://www.bbc.co.uk/scho
ols/gcsebitesize/geography/
energy_resources/energy_r
ev1.shtml
SC.912.L.17.11, SC.912.L.17.13,
SC.912.N.1.3) Items referring to renewable and
nonrenewable resources will focus on the
environmental costs and benefits of using those
resources and not on identifying examples of
renewable and nonrenewable resources.
Items will not require knowledge of specific
environmental regulations, pollution prevention
technologies or devices, or other mechanisms
used to prevent pollution.
Items assessing a scientific claim are limited to
impacts on the environment and renewable and
nonrenewable resources.
CPalms Resources
SC.912.l.17.20
*Water pollution
http://www.cpalms.org/Public/ *Greenhouse Effect
PreviewStandard/Preview/204 *Household Energy Usage
3
SC.912.l.17.11
http://www.cpalms.org/Public/
PreviewStandard/Preview/203
9
KEY TERMS: (This list is not limited to all possible vocabulary within a specific unit) , Indicator Species, Ecological Footprint, , Greenhouse Effect, Global
Warming, Biomagnification, Non-renewable, Resources, Renewable Resources, Native vs. Exotic (Non-native) Species, Sustainability
Revised 8/18/15
46
Biology: Regular & Honors Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
Literacy Standard
LAFS.910.SL.1.1:
LAFS.910.SL.1.2:
LAFS.910.SL.1.3
LAFS.910.SL.2.4
LAFS.910.SL.2.5
LAFS.910.RST.1.1
LAFS.910.RST.1.2
LAFS.910.RST.1.3
LAFS.910.RST.2.4
LAFS.910.RST.2.5
LAFS.910.RST.2.6
LAFS.910.RST.3.7
LAFS.910.RST.3.8
Revised 8/18/15
Description
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse
partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by
referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange
of ideas.
b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key
issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger
ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or
justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the
credibility and accuracy of each source.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated
or distorted evidence.
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of
reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add interest.
Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or
descriptions.
Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or
concept; provide an accurate summary of the text.
Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical
tasks, attending to special cases or exceptions defined in the text.
Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific
or technical context relevant to grades 9–10 texts and topics.
Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the
question the author seeks to address.
Analyze the author’s purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the
question the author seeks to address.
Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate
information expressed visually or mathematically (e.g., in an equation) into words.
Assess the extent to which the reasoning and evidence in a text support the author’s claim or a recommendation for solving a
47
Biology: Regular & Honors Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
LAFS.910.RST.3.9
LAFS.910.RST.4.10
LAFS.910.WHST.1.1
LAFS.910.WHST.1.2
LAFS.910.WHST.2.4
LAFS.910.WHST.2.5
LAFS.910.WHST.2.6
LAFS.910.WHST.3.7
Revised 8/18/15
scientific or technical problem.
Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the
findings support or contradict previous explanations or accounts.
By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and
proficiently.
Write arguments focused on discipline-specific content.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that
establishes clear relationships among the claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and
limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the
audience’s knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between
claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in
which they are writing.
Provide a concluding statement or section that follows from or supports the argument presented.
Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical
processes.
a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include
formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.
b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or
other information and examples appropriate to the audience’s knowledge of the topic.
c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the
relationships among ideas and concepts.
d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate
to the discipline and context as well as to the expertise of likely readers.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in
which they are writing.
Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating
implications or the significance of the topic).
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing
what is most significant for a specific purpose and audience.
Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of
technology’s capacity to link to other information and to display information flexibly and dynamically.
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a
problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding
of the subject under investigation.
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Biology: Regular & Honors Curriculum Map – Instructional Focus Calendar
School Board of Broward County Florida – Department of Math, Science, and Gifted
LAFS.910.WHST.3.8
LAFS.910.WHST.3.9
LAFS.910.WHST.4.10
Revised 8/18/15
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the
usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of
ideas, avoiding plagiarism and following a standard format for citation
Draw evidence from informational texts to support analysis, reflection, and research.
Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two)
for a range of discipline-specific tasks, purposes, and audiences.