HS
Honors Biology I
Curriculum Map
Revised 7/2011
Table of Contents
1. Preface
3–4
2. How to read the Benchmark, Big Ideas Key, Differentiated Instruction Strategies
5
3. Big Ideas by Grade Level K – 12
6
4. Reading, Writing, and Discussion in the Science Classroom
7–9
5. Foreword for Middle and High Schools – Basic course requirements
10
6. Pacing Guide for course
11
7. First Quarter
12 – 26
8. Second Quarter
27 – 37
9. Third Quarter
38 – 46
10. Fourth Quarter
47 - 55
11. Appendix A – Labs Correlated to the Textbook
56 – 57
12. Appendix B - Book List by Topic
58
13. Appendix C – Web Sites by topic
59
14. Appendix D - Labs and Activities From Within the Map – By Quarters (to be added)
60
2
Revised 7/2011
Preface
Teams of Lake County teachers created the curriculum maps in order to ensure that all students throughout the
district receive a common curriculum. The maps help ensure that all state requirements are taught and that the
content is divided into teachable segments with appropriate pacing. The curriculum maps will guide your
instruction but provide flexibility based on the individual needs of students. The maps are living documents and
feedback is requested of teachers to ensure continuous improvement.
All teachers are expected to use the curriculum maps, in conjunction with data, to drive instruction. The maps
were designed for the instruction to take place by quarter. There is some flexibility within the quarters for
mastery and re-teaching. The expectation is that teachers will finish the content within each quarter in its
entirety. The maps have been structured in such a way as to scaffold student learning.
Listed below are a few of the new or updated features common to all curriculum maps:
Essential Question(s):
o Provide application of the skills/concepts
o Have more than one right answer which promotes student discourse
o Increase the rigor in the classroom, by changing from teacher-centered to student-centered learning
o Are referred to at the beginning, middle, and end of the lesson
o Require you to make a decision
o Promote critical thinking and problem solving
o Encourage interdependence
o Are open-ended
Academic Vocabulary are:
o
o
o
o
Unfamiliar vocabulary that are essential to understanding new content within explicit instruction
Not necessarily the bold words in the chapter.
Cumulative and continuously used throughout the year.
Integrated into word walls, a research-based strategy that will facilitate vocabulary acquisition.
3
Revised 7/2011
Preface
Common Board Configuration Elements (specific layouts may vary by sites, but must include each of these):
Purpose: For the student to know what is being taught and what the student will learn
o Date
o Benchmark
o Measurable, student-friendly objective
o Essential Question
o Bell work
o Agenda (Specific daily schedule)
o Homework
o Exit Strategy/Card
Lessons that infuse reading, writing, and discussion are imperative components of every subject area. There
should be daily:
o
o
o
o
Teacher to student and student to student discourse utilizing academic vocabulary.
Reading and authentic writing
Writing that includes higher-order thinking
Incorporation of effective reading and writing instructional strategies
Maps are organized to include the following:
o
o
o
o
Pacing
Objective
Essential questions, content and understanding, benchmarks, and assessment
Appendix/ resources
4
Revised 7/2011
Preface
Next Generation Sunshine State Standards
Science Benchmark Coding Scheme
SC.
5.
A.
1.
1
Subject
Grade Level
Body of Knowledge
Big Idea / Supporting Idea
Benchmark
Body of Knowledge Key
N ~ Nature of Science
L ~ Life Science
E ~ Earth Space Science
P ~ Physical Science
Big Idea Key
#1 – The Practice of Science
#2 – The Characteristics of Scientific Knowledge
#3 – The Role of Theories, Laws, Hypotheses, and Models
#4 – Science and Society
#5 – Earth in Space and Time
#6 – Earth Structures
#7 – Earth Systems and Patterns
#8 – Properties of Matter
# 9 – Changes in Matter
#10 – Forms of Energy
#11 – Energy Transfer and Transformation
#12 – Moon Objects
#13 – Forces and Changes in Motion
#14 – Organization and Development of Living Organisms
#15 – Diversity and Evolution of Living Organisms
#16 – heredity and Reproduction
#17 – Interdependence
#18 – Matter and Energy Transformations
Language Arts and Mathematic Benchmarks
The Language Arts and Mathematic benchmarks are in the course description. These benchmarks have been integrated throughout the
curriculum map.
Differentiated Instruction Strategies
The following differentiated instruction strategies should be incorporated throughout the entire course:
Cooperative Groups
Computer Assisted Instruction
Tiered Assignments
Centers
Flexible Grouping
Curriculum Compacting/Contracts Learning Stations
Scaffolding
Hands-on Instruction
Leveled Texts/Resources
Teacher Led Small Groups Web Quest
5
Revised 7/2011
Preface
This chart is to show where the Big Ideas are located by grade level.
This will help to give an understanding as to why complete coverage of the NGSSS at each grade level is essential!
Big Idea #1
The Practice
of Science
K
1st
2nd
3rd
4th
5th
6th
7th
8th
HS
#7 Earth Systems
and Patterns
2
nd
th
5
th
6
HS
#13 Forces
and Changes
in Motion
K
1st
2nd
Big Idea #2 The
Characteristics of
Scientific Knowledge
Big Idea #3 The Role
of Theories, Laws,
Hypotheses, and
Models
Big Idea #4 Science
and
Society
K
1st
3rd
4th
3rd
4th
5th
4th
5th
6th
7th
8th
HS
#8 Properties
of Matter
K
6th
7th
8th
HS
#9 Changes
in Matter
K
8th
HS
#10 Forms
of Energy
K
2nd
3rd
4th
5th
2nd
3rd
4th
5th
2nd
3rd
4th
5th
7th
7th
3rd
4th
5th
6th
7th
HS
#15 Diversity
and Evolution of
Living Organisms
HS
#16 Heredity
and Reproduction
HS
#17
Interdependence
1st
2nd
1st
2nd
3rd
4th
5th
8th
HS
#14 Organization
and Development
of Living Organisms
K
1st
2nd
3rd
HS
5th
6th
HS
Big Idea #6
Earth
Structures
1st
2nd
3rd
4th
6th
7th
3rd
4th
5th
6th
Big Idea #5 Earth
in
Space and Time
5th
6th
7th
7th
HS
HS
6
Revised 7/2011
8th
HS
#11 Energy Transfer
and Transformations
HS
#12 Motion
of Objects
K
1st
4th
6th
HS
#18 Matter
and Energy
Transformations
7th
HS
8th
HS
FOREWORD for Middle and High School Science
 Reading Writing Discussion in the classroom everyday (33% R, W, and D)
This means that during each class period the students should be reading, writing, and/or talking about Science.
Many of these overlap in a combination of Reading, Writing, and Discussion.
Reading Writing Discussion in the Science Classroom:
What do these look like in the Science classroom?
What DOES the reading process look like?
Modeling - reading and thinking out loud
Students in small groups or pairs
Whole group when referring to a specific portion of the text
Use of graphic organizers
Reading and following lab instructions
Reading a section for homework at home
What DOES the writing process look like?
Lab report
Small group or pairs jotting down important points
Journal writing
Answering selected questions from the textbook in complete sentences
Completing graphic organizer
Entry or Exit card
Taking notes
Writing prompt
Responding to open ended questions
What DOES the discussion process look like?
Student discourse – discussion among and between the students about the topic (Could
be in small group, pair, pair share, lecture ({should involve two way communication})
7
Revised 7/2011
FOREWORD for Middle and High School Science
About labs, reading, current events, responses to open ended questions, essential
questions, etc.
Imbedding vocabulary terms/word wall, academic vocabulary, into the discussion
 The county approved textbook is a resource.
How to best use of the textbook to aid student comprehension:

At the beginning of each term have the students participate in a “preview” of the textbook.
o
o
o
o
o
o
o

Table of contents
Chapter titles
Headings/subheadings
Graphics on the page, i.e. charts, graphs, pictures, maps tables,
Bold, italic, highlighted words
Glossary
Appendices
Incorporate the following for each chapter:
By doing the following you will enhance a student’s comprehension:



Before reading – preview, skim for new vocabulary, look at headings and
subheadings, graphics,
During reading – Review the reading column of the chart for suggested activities.
After reading – Review writing and discussion columns of the chart for suggested
activities.
8
Revised 7/2011
Reading Writing Discussion in the Science Classroom
Reading
Writing
Discussion
Silent reading
Essential Question
Paired reading
At home reading
Cornell notes
Jig Saw
Oral
Small group notes
Think Pair Share
Read Aloud
Entry or Exit Card
Share out/Group presentations
Think Aloud
Graphic Organizers
Lab instructions (pre, during, post)
Writing Prompt
*Lectures (should involve two way
communication)
Silently Sustained Reading – student
choice
Selected textbook questions
(Answered with complete
sentences)
Read Aloud
Worksheet
Lab Write up
3-2-1Strategy
Lab instructions (pre, during, post)
Lab Write up
Research paper
Research paper
*Reading could be from textbook,
current event, supplemental texts,
websites, etc.
Think aloud
3-2-1Strategy
Journal writing
Responding to open ended
questions
Research paper
The above chart contains a sampling of suggestions and is not intended to be comprehensive.
9
Revised 7/2011
FOREWORD for Middle and High School Science
 Lab requirements:
 Teachers will complete the “List of labs” form and a copy of the form will be given to the department chair
at the end of each quarter for both middle and high schools.
 For ALL middle school Science courses:
 a minimum of 8 labs per nine weeks
 For high school Science course:
 For Regular courses – 1 per week
 For Honors courses – 2 per week
 Research paper requirements:
 All Science courses in Lake County will complete a Science research paper for the content area of the
course. APA format required.
 Science Fair or Competition:
 All middle and high school have the traditional Science Fair option for all grade levels to participate. Each
school has a Science Fair Coordinator to help with the process for the students and the teachers.
 There are additional types of “Science” competitions, different from the traditional Science Fair at some
schools, that students are encouraged to participate.
 Board Approved Programs: At high School this is through the HOPE course.
 Human Growth and Development
 Mendez Drug Program
10
Revised 7/2011
H. S. Biology Honors Pacing Guide
1st Quarter (4.5 weeks)
2nd Quarter (4.5 weeks)
3rd Quarter (4.5 weeks)
4th Quarter (4.5 weeks)
FCIM/ Focus Calendar
FCIM/ Focus Calendar
FCIM/ Focus Calendar
FCIM/ Focus Calendar
I. Science is…….
A. Why study science?
B. Safety
C. Tools & Technology
D. Scientific Method
II. Birth of Earth
A. Origins & Atmosphere
1. Chemical Reactions
2. Bond Energy
B. Arrival of Water
1. Properties
2. Solutions & pH
C. Molecules of Life
D. Enzymes
III. Life Begins
A. Cell Theory & Diversity
B. Cell Structure & Function
C. Cell Membrane
D. Material Transport
11
IV. Cells & Energy
A. Chemical Energy & ATP
B. Photosynthesis
1. Plant Parts
2. Process
C. Respiration
D. Fermentation
V. Cell Division
A. Asexual Prokaryotes
1. Binary fission
2. Bacterial diseases
B. Mitosis & Cytokinesis
C. Cell size & Regulation
D. Systems & Specialization
E. Meiosis
VI. Reproduction & Development
A. Anatomy & Process
B. Development & Birth
C. STD’s & Immune System
D. Drugs & Their Effects
VII. Genetics
A. Mendel's Work
B. Probability & Punnet Square
C. Chromosomes & Linkage
D. Human Genetics & Pedigrees
XI. Classification
A. Linneaus' System
B. Modern Classification
C. 3 Domains
D. 6 Kingdoms
VIII. DNA & Protein Synthesis
A. Structure & Replication
B. Transcription & Translation
C. Gene Expression
D. Regulation & Mutation
XII. Principles of Ecology
A. Interactions in ecosystems
B. Energy Flow & Pyramids
C. Cycles in ecosystems
1. Matter
2. Succession
D. Populations
1. Density & Distribution
2. Growth
E. Human Impact
1. Natural Resources
2. Pollution
3. Biodiversity
4. Conservation
F. The Biosphere
1. Terrestrial Biomes
2. Aquatic Ecosystems
IX. Biotechnology
A. Manipulating DNA
B. Engineering & Applications
X. Evolution
A. Darwin & Natural Selection
B. Evidence Past & Present
C. Populations & Patterns
D. Primate Evolution
Biology Honors
Time Frame: 1st Quarter (4.5 weeks)
Topics: Lab Safety, Introduction to Biology, Chemistry of Living Things, Cell Structure and Function, Photosynthesis and Cellular Respiration
Essential Questions
How is science a
way of thinking,
questioning and
gathering
evidence?
Essential Content & Understandings
Essential Skills & Benchmarks
Assessment
I. Science is…..
SC.912.N.1.2: Describe and explain what characterizes science
and its methods.
SC.912.N.2.1: Identify what is science, what clearly is not science,
and what superficially resembles science (but fails to meet the
criteria for science).
SC.912.N.2.2: Identify which questions can answered 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
SC.912.N.1.3: 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.N1.4: Identify sources of information and assess their
reliability according to the strict standards of scientific
investigation.
SC.912.N.3.1: 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.
SC.912.N.3.4: Recognize that theories do not become laws, nor do
laws become theories; theories are well supported explanations
and laws are well supported descriptions.
Please Note: Labs in
bold are suggested
prep labs and
activities for college
biology courses.
**see note
Why Study Science?
Discuss how science is
important to you as and
individual and to society as a
whole
Identify and give examples of
what is and is not the practice
of science.
Describe how technology has
changed the study of biology
and other sciences in the 21st
century
Make clear distinctions
between, observations,
inferences, and predictions.
Give examples of each
Discuss the reliability of
resources and that material on
the internet is not always the
truth.
Core vocabulary is
that which is listed for
this course by the
state.
Word Walls are
suggested bulletin
board activities used
for reinforcement of
basic unit concepts.
Word Wall:
Safety Symbols
Scientific Method
Prefixes / Suffixes &
Common Roots
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4,
LA.910.2.2.3, 4.2.2,
MA.912.S.1.2, 3.2
Please note: Annually assessed bench marks are bold.
Labs noted with an asterisk are in the Appendix
Revised 7/2011
12
Biology Honors
Time Frame: 1st Quarter (4.5 weeks)
Topics: Lab Safety, Introduction to Biology, Chemistry of Living Things, Cell Structure and Function, Photosynthesis and Cellular Respiration
Essential Questions
Essential Content & Understandings
Compare and contrast
hypotheses, theories and laws
Essential Skills & Benchmarks
SC.912.N.1.6: Describe how scientific inferences are drawn from
scientific observations and provide examples from the content
being studied.
** suggestion: introduce fossil
evidence and geological time as
part of the first week’s lessons on
inquiry labs and discussions about
real science, scientific law,
theories etc.
Why are safety
and proper
procedures an
important aspect
of all science
courses?
Safety
Discuss the need for proper
procedures in the science lab.
Review lab safety symbols,
rules and procedures
HE.912.C.l.3 Evaluate how environment and personal health are
interrelated.
Tools & Technology
Identify common equipment
and procedures used in a
biology lab
Assessment
Core Vocabulary:
Area
Bar graph
Chart
Circle graph
Histogram
Inference
Investigation
Law
Line
Line graph
Observation
Plot
Rate
Scatter plot
Set
Science
Technology
Theory
SC.912.L.14.4 Compare and contrast structure and function of
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4,
LA.910.2.2.3, 4.2.2,
MA.912.S.1.2, 3.2
Please note: Annually assessed bench marks are bold.
Labs noted with an asterisk are in the Appendix
Revised 7/2011
13
Biology Honors
Time Frame: 1st Quarter (4.5 weeks)
Topics: Lab Safety, Introduction to Biology, Chemistry of Living Things, Cell Structure and Function, Photosynthesis and Cellular Respiration
Essential Questions
Essential Content & Understandings
Understand the role that
computers hold to support data
analysis.
Review metric system units
and metric measurement
equipment.
Identify and use the different
types of microscopes
Why use the
scientific
method?
Scientific Method
Describe the steps of the
scientific method.
Incorporate the use of the
scientific method in the design
and performance of an inquiry
based lab.
Formulate hypotheses based on
cause-and-effect relationships.
Justify hypotheses based on
both preliminary observations
and scientific research.
Essential Skills & Benchmarks
Assessment
various types of microscopes.
Activities:
Tools of the Biologist
Safety Skits
How to write a lab
report.
SC.912.N.1.7: Recognize the role of creativity in constructing
scientific questions, methods, and explanations.
MA.912.S.1.2: Determine appropriate and consistent standards of
measurement for the data to be collected in a survey or
experiment.
Labs:
Metric Measurement
Proper Use of the
Microscope
Inquiry based:
Scientific Method
SC.912.N.1.1: 1) pose a question about the natural world, 2)
conduct systematic observations, 3) examine books and other
sources of information to see what is already known, 4) review
what is known in light of empirical evidence, 5) plan
investigations, 6) use tools to gather, analyze, and interpret
data(this includes the use of measurement in metric and other
systems, and also the generation and interpretation of
graphical representations of data, including data tables and
graphs), 7) pose answers, explanations, or descriptions of
events, 8) generate explanations that explicate or describe
natural phenomena (inferences), 9) use appropriate evidence
and reasoning to justify these explanations to others,
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4,
LA.910.2.2.3, 4.2.2,
MA.912.S.1.2, 3.2
Please note: Annually assessed bench marks are bold.
Labs noted with an asterisk are in the Appendix
Revised 7/2011
14
Biology Honors
Time Frame: 1st Quarter (4.5 weeks)
Topics: Lab Safety, Introduction to Biology, Chemistry of Living Things, Cell Structure and Function, Photosynthesis and Cellular Respiration
Essential Questions
Essential Content & Understandings
Collect preliminary
observations, both qualitative
and quantitative.
Identify the independent
variable (test) and the values of
the IV that will be used in the
experiment.
Select dependent (outcome)
variables that allow collection
of quantitative data
Discuss data collection and
methods of organizing
experimental data
Describe the importance of
data analysis summaries and
demonstrate the best methods
for doing so.
Where did all of
the chemicals on
Earth come from?
Essential Skills & Benchmarks
Assessment
10)communicate results of scientific investigations, and 11)
evaluate the merits of the explanations produced by others.
Scenarios will be placed in the context of experimental design,
experiment(s), scientific investigation(s), or scientific
observation(s) in the field of biology.
MA.912.S. 3.2: Collect, organize, and analyze data sets, determine
the best format for the data and present visual summaries from the
following: bar graphs, line graphs, stem and leaf plots, circle
graphs, histograms, box and whisker plots, scatter plot, and
cumulative frequency (ogive) graphs
SC.912.N.1.6 Describe how scientific inferences are drawn from
scientific observations and provide examples from the content
being studied.
Word Wall
Types of Fossils
Geological Timeline
Periodic table
II. Birth of Earth
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4,
LA.910.2.2.3, 4.2.2,
MA.912.S.1.2, 3.2
Please note: Annually assessed bench marks are bold.
Labs noted with an asterisk are in the Appendix
Revised 7/2011
15
Biology Honors
Time Frame: 1st Quarter (4.5 weeks)
Topics: Lab Safety, Introduction to Biology, Chemistry of Living Things, Cell Structure and Function, Photosynthesis and Cellular Respiration
Essential Questions
Essential Content & Understandings
Essential Skills & Benchmarks
Element symbols
Origins & Atmosphere
Describe the different types of
fossils, how each is formed and
what they might tell us
Understand how isotopes are
used in radiometric dating to
determine the age of fossils or
rock layers.
Discuss the nebular hypothesis
of Earth’s origin and relate its
construction and early
atmosphere to basic chemistry
Assessment
SC.912.L.15.1: Explain how the scientific theory of evolution is
supported by the fossil record, comparative anatomy,
comparative embryology, biogeography, molecular biology,
and observed evolutionary change.
Content Limits:
Items assessing evolution will focus on a conceptual
understanding of the supporting scientific evidence.
Items assessing the fossil record must focus on the fossil rather
than geologic formations in isolation.
Compare and contrast atoms,
elements, molecules,
compounds and mixtures.
Describe the basic organization
of the periodic table with
respect to atomic structure,
element classes and reactivity
Identify the components of a
chemical formula in terms of
composition and structure
Core Vocabulary
Acid
Activation energy
Amino acid
Atom
Carbohydrate
Catalyst
Compound
Disaccharide
Core Vocabulary cont.
Energy
Enzyme
Fatty acid
Freeze
Molecule
Monosaccharide
pH
Phospholipid
Polysaccharide
Steroid
Triglyceride
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4,
LA.910.2.2.3, 4.2.2,
MA.912.S.1.2, 3.2
Please note: Annually assessed bench marks are bold.
Labs noted with an asterisk are in the Appendix
Revised 7/2011
16
Biology Honors
Time Frame: 1st Quarter (4.5 weeks)
Topics: Lab Safety, Introduction to Biology, Chemistry of Living Things, Cell Structure and Function, Photosynthesis and Cellular Respiration
Essential Questions
Essential Content & Understandings
Review and relate atomic
structure when describing how
ions form
Essential Skills & Benchmarks
Assessment
SC.912.P.8.7: Interpret formula representations of molecules and
compounds in terms of composition and structure.
Labs:
Fossil Evidence
Radiometric Dating
Characteristics of
Matter
Chemical Reactions
Conservation of Energy
Properties of Water
Solutions
pH /Acids & Bases
(neutralization)
Creating Coacervates
Macromolecules in
Food
Enzymes
Compare ionic and covalent
bonding.
How did our
atmosphere form?
Describe the formation of
Earth’s layers and their
subsequent release of heat.
Suggest the origins of elements
and the formation of
compounds.
Identify the reactants and
products of a chemical
reaction.
Relate concentration to
equilibrium in chemical
reactions.
Explain why energy is released
or absorbed in chemical
reactions (breaking and
forming of new bonds)
SC.912.P.10.1: Differentiate among the various forms of energy
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4,
LA.910.2.2.3, 4.2.2,
MA.912.S.1.2, 3.2
Please note: Annually assessed bench marks are bold.
Labs noted with an asterisk are in the Appendix
Revised 7/2011
17
Biology Honors
Time Frame: 1st Quarter (4.5 weeks)
Topics: Lab Safety, Introduction to Biology, Chemistry of Living Things, Cell Structure and Function, Photosynthesis and Cellular Respiration
Essential Questions
Essential Content & Understandings
Analyze how activation energy
is related to bond energy.
What properties
of water make it
unique and so
necessary for life?
Essential Skills & Benchmarks
Assessment
and recognize they can be transformed form one form to another
List chemical compounds
found in the early atmosphere
of our planet.
The Arrival of Water
Describe the events that
probably produced the first
molecules of water.
Describe the polarity of a water
molecule and how it relates to
water’s ability to form
hydrogen bonds
Use examples to explain that
water molecules are both
cohesive and adhesive due to
their bonds
Infer why water is often called
the universal solvent.
SC.912.L.18.12: 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.
Content Limits:
Items referring to the properties of water are limited to hydrogen
bonding, polarity, cohesive behavior, ability to moderate
temperature, expansion upon freezing, and versatility as a solvent.
Items may address adhesion but will not assess adhesion.
Stimulus Attribute Scenarios must have a biological context.
In a given solution, identify the
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4,
LA.910.2.2.3, 4.2.2,
MA.912.S.1.2, 3.2
Please note: Annually assessed bench marks are bold.
Labs noted with an asterisk are in the Appendix
Revised 7/2011
18
Biology Honors
Time Frame: 1st Quarter (4.5 weeks)
Topics: Lab Safety, Introduction to Biology, Chemistry of Living Things, Cell Structure and Function, Photosynthesis and Cellular Respiration
Essential Questions
Essential Content & Understandings
Essential Skills & Benchmarks
Assessment
solute and solvent
Explain why nonpolar
molecules will not dissolve in
water.
Diagram and describe the pH
scale with respect to H+
concentration and the terms
acid, base and neutral.
Describe how a change in pH
can disrupt cell processes
Did the formation
of Planet earth
create the
building blocks of
life?
Molecules of Life
Explain how the presence of
water, enabled organic
molecules to be formed from
inorganic molecules.
Diagram and describe the
unique bonding properties of
carbon.
Explain how monomers form
polymers
SC.912.P.8.12: Describe the properties of the carbon atom that
make the diversity of carbon compounds possible.
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4,
LA.910.2.2.3, 4.2.2,
MA.912.S.1.2, 3.2
Please note: Annually assessed bench marks are bold.
Labs noted with an asterisk are in the Appendix
Revised 7/2011
19
Biology Honors
Time Frame: 1st Quarter (4.5 weeks)
Topics: Lab Safety, Introduction to Biology, Chemistry of Living Things, Cell Structure and Function, Photosynthesis and Cellular Respiration
Essential Questions
Essential Content & Understandings
Identify the four carbon based
macromolecules found in all
living things.
Describe how cells can make a
variety of macromolecules
from a relatively small set of
monomers.
Are you what you
eat?
Know that the primary
functions of carbohydrate
macromolecules are to provide
and store energy.
The primary functions of lipid
macromolecules are to insulate,
store energy, and make up cell
membranes.
Understand that Nucleic acids
(DNA and RNA) control cell
activities by directing protein
synthesis.
Essential Skills & Benchmarks
Assessment
SC.912.L.18.1: Describe the basic molecular structures and
functions of the four major categories of biological
macromolecules.
Content Limits:
Items will not refer to intermolecular forces found in the four types
of macromolecules.
Items referring to the role of enzymes as catalysts will use a
biological context and not require knowledge of specific enzymes.
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.
SC.912.L.18.2: Describe the important structural characteristics of
monosaccharides, disaccharides, and polysaccharides and explain
the functions of carbohydrates in living things.
Describe what determines a
protein’s structure & functions.
Identify the structure of a
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4,
LA.910.2.2.3, 4.2.2,
MA.912.S.1.2, 3.2
Please note: Annually assessed bench marks are bold.
Labs noted with an asterisk are in the Appendix
Revised 7/2011
20
Biology Honors
Time Frame: 1st Quarter (4.5 weeks)
Topics: Lab Safety, Introduction to Biology, Chemistry of Living Things, Cell Structure and Function, Photosynthesis and Cellular Respiration
Essential Questions
Essential Content & Understandings
protein molecule as a polymer
made by linking together
amino acid monomers.
Be able to identify diagrams of
the chemical structure of each
of the macromolecules of life.
What are
enzymes and why
are they important
to life on Earth?
Enzymes & pH
Essential Skills & Benchmarks
Assessment
SC.912.L.18.3: Describe the structures of fatty acids, triglycerides,
phospholipids, and steroids. Explain the function 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: Describe the structures of proteins and amino
acids. Explain the functions of proteins in living organisms. Relate
the structure and function of enzymes.
Identify enzymes as biological
catalysts
Explain the “lock and Key”
model as it relates to enzyme
activity.
Explain the effect of a catalyst
on activation energy
Describe how pH and
temperature may affect an
enzymes ability to regulate
chemical reactions
SC.912.L.18.11: Explain the role of enzymes as catalysts that
lower the activation energy of biochemical reactions. Identify
factors, such as pH and temperature, and their effect on the
enzyme activity
What was
probably the first
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4,
LA.910.2.2.3, 4.2.2,
MA.912.S.1.2, 3.2
Please note: Annually assessed bench marks are bold.
Labs noted with an asterisk are in the Appendix
Revised 7/2011
21
Biology Honors
Time Frame: 1st Quarter (4.5 weeks)
Topics: Lab Safety, Introduction to Biology, Chemistry of Living Things, Cell Structure and Function, Photosynthesis and Cellular Respiration
Essential Questions
life on Earth?
Essential Content & Understandings
Essential Skills & Benchmarks
Assessment
III. Life Begins
Hypotheses
Summarize the main
hypotheses of how life began
-
Organic molecule
hypothesis
-
Early cell structure
hypothesis
-
RNA not DNA
Discuss what scientists believe
were probably the first life
forms and where they probably
developed. (archae bacteria –
hydrothermal vents)
Recognize the role of early
microbes in the shaping of life
on earth through their
production of oxygen through
chemosynthesis.
SC.912.L.15.1
SC.912.L.15.6 Discuss distinguishing characteristics of the
domains and kingdoms of living organisms.
SC.912.L.15.8 Describe the scientific explanations for the
origin of life on Earth.
Word Wall:
Cell Parts & Functions
Microscope Parts
Domains
Core Vocabulary:
all cell parts
active transport
diffusion
passive transport
osmosis
Content Limits
Items assessing the origin of organic molecules, chemical
evolution, and/or eukaryotic cells should be conceptual.
Activities:
Edible models cells
Items may refer to the endosymbiotic theory but may not assess the Petri Dish Cell Models
term in isolation.
Membrane Model
Items assessing a scientific claim are limited to the scientific
explanations of the origins of life on Earth
SC.912.L.14.5: Explain the evidence supporting the scientific
theory of the origin of eukaryotic cells.
Infer that cyanobacteria
Labs:
Microscopes:
Prokaryotes vs
Eukaryotes
Plant vs Animal cells
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4,
LA.910.2.2.3, 4.2.2,
MA.912.S.1.2, 3.2
Please note: Annually assessed bench marks are bold.
Labs noted with an asterisk are in the Appendix
Revised 7/2011
22
Biology Honors
Time Frame: 1st Quarter (4.5 weeks)
Topics: Lab Safety, Introduction to Biology, Chemistry of Living Things, Cell Structure and Function, Photosynthesis and Cellular Respiration
Essential Questions
Essential Content & Understandings
Essential Skills & Benchmarks
evolved to produce oxygen
through photosynthesis.
Infer how eukaryotes may
have evolved from prokaryotes
through endosymbiosis
Diagram and describe the
general structure of prokaryotic
and eukaryotic cells.
What is the Cell
theory?
Assessment
Movement Through
Membranes
SC.912.L.14.3: Compare and contrast the general structures of
plant and animal cells. Compare and contrast the general
structures of prokaryotic and eukaryotic cells.
Content Limits: Items referring to the role of the cell membrane
may address hypotonic, hypertonic, and/or isotonic solutions;
however, the assessment should be on processes and not
terminology.
Cell Theory & Diversity
Describe the developments that
led to the cell theory.
List and explain the 3 major
principles of the cell theory
Identify and relate structure to
function in plant and animal
cells.
What makes cells
tick?
Cell Structure & Function
SC.912.L.14.1: Describe the scientific theory of cells (cell
theory) and relate the history of its discovery to the process of
science
Content Limits:
Items assessing a scientific claim, the development of a theory, or
the differences between theories and laws are limited to the cell
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4,
LA.910.2.2.3, 4.2.2,
MA.912.S.1.2, 3.2
Please note: Annually assessed bench marks are bold.
Labs noted with an asterisk are in the Appendix
Revised 7/2011
23
Biology Honors
Time Frame: 1st Quarter (4.5 weeks)
Topics: Lab Safety, Introduction to Biology, Chemistry of Living Things, Cell Structure and Function, Photosynthesis and Cellular Respiration
Essential Questions
Essential Content & Understandings
Describe essential cell
structures and their functions
include:
- the nucleus (contains DNA;
site where RNA is made)
- ribosome (protein synthesis)
- mitochondria (cell
respiration)
- chloroplast (photosynthesis)
- endoplasmic reticulum
(transports materials in the
cell)
- Golgi (site where cell
products are packaged for
export)
- lysosome (digestive
enzymes)
- cell membrane (controls
what enters and leaves the
cell)
- cell wall (provides support).
Compare and contrast the
general structures of plant and
animal cell
Essential Skills & Benchmarks
Assessment
theory
SC.912.L.14.7 Relate the structure of each of the major plant
organs and tissues to physiological processes.
Content Limits: ( most go with classification not cells)
Items assessing plant organs are limited to roots, stems, leaves,
flowers, fruits, and cones.
Items referring to physiological processes are limited to
photosynthesis, cellular respiration, transpiration,& reproduction.
Items assessing plant tissues are limited to meristematic, ground,
dermal, and vascular tissues.
Items referring to plant structures are limited to cambium, guard
cells, phloem, seed, stomata, and xylem.
SC.912.L.14.2: Relate structure to function for the components of
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4,
LA.910.2.2.3, 4.2.2,
MA.912.S.1.2, 3.2
Please note: Annually assessed bench marks are bold.
Labs noted with an asterisk are in the Appendix
Revised 7/2011
24
Biology Honors
Time Frame: 1st Quarter (4.5 weeks)
Topics: Lab Safety, Introduction to Biology, Chemistry of Living Things, Cell Structure and Function, Photosynthesis and Cellular Respiration
Essential Questions
Essential Content & Understandings
Describe the structure of the
cell membrane and how it
works to control what goes in
and out.
How is the cell
membrane like a
gate keeper?
Essential Skills & Benchmarks
Assessment
plant and animal cells. Explain the role of cell membranes as a
highly selective barrier (passive and active transport).
Material Transport
Compare and contrast passive
and active transport.
Explain why diffusion and
osmosis occur.
What is
homeostasis and
why is it
important to all
life?
Infer what would happen if
chemical signals were not
transmitted across the cell
membrane
SC.912.L.14.3
Relate the importance of water
to diffusion and the
maintenance of homeostasis.
Describe or diagram hypotonic,
isotonic and hypertonic
solutions. List examples
related to real life.
SC.912.L.14.2
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4,
LA.910.2.2.3, 4.2.2,
MA.912.S.1.2, 3.2
Please note: Annually assessed bench marks are bold.
Labs noted with an asterisk are in the Appendix
Revised 7/2011
25
Biology Honors
Time Frame: 1st Quarter (4.5 weeks)
Topics: Lab Safety, Introduction to Biology, Chemistry of Living Things, Cell Structure and Function, Photosynthesis and Cellular Respiration
Essential Questions
Essential Content & Understandings
Describe facilitated diffusion
and explain why it is another
example passive transport.
Essential Skills & Benchmarks
Assessment
End of First Quarter
Identify several substances that
move in and out of cells
through passive transport.
Describe how active transport
proteins are similar to
enzymes.
Explain: endocytosis,
phagocytosis & exocytosis.
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4,
LA.910.2.2.3, 4.2.2,
MA.912.S.1.2, 3.2
Please note: Annually assessed bench marks are bold.
Labs noted with an asterisk are in the Appendix
Revised 7/2011
26
Biology Honors
Time Frame: 2nd Quarter (4.5 weeks)
Topics: Cells and Energy, Cell Division, Human Reproduction and Immune System
Essential Questions
How is energy
harnessed,
converted, and
utilized in living
systems?
Essential Content & Understandings
Essential Skills & Benchmarks
IV. Cells & Energy
Chemical Energy & ATP
SC.912.L.18.10: Connect the role of adenosine triphosphate (ATP)
to energy transfers within a cell.
Diagram and explain ADP
and ATP molecules
Describe where the energy
comes from to form ATP
from ADP.
Compare food types to their
energy levels.
What would happen
if there were no
plants on Earth?
Relate how the sun is the
main source of energy for
almost all life on Earth.
(except those who use
chemosynthesis)
Word Wall:
ATP diagram
Plant parts
Photosynthesis
Core Vocabulary
adenosine triphosphate
aerobic respiration
anaerobic respiration
energy
fermentation
light
membrane
photosynthesis
Identify ATP as the chemical
energy used by cells.
Photosynthesis
Assessment
Activities:
SC.912.L.18.7: Identify the reactants, products, and basic functions
of photosynthesis.
SC.912.L.14.7: Relate the structure of each of the major plant
organs and tissues to physiological processes.
Diagram or Model the
stages of
photosynthesis &
respiration
Identify the chemical
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4,
LA.910.2.2.3, 4.2.2,
MA.912.S.1.2, 3.2
Please note: Annually assessed bench marks are bold.
Labs noted with an asterisk are in the Appendix
Revised 7/2011
27
Biology Honors
Time Frame: 2nd Quarter (4.5 weeks)
Topics: Cells and Energy, Cell Division, Human Reproduction and Immune System
Essential Questions
Essential Content & Understandings
How do plants
supply us with
energy?
Essential Skills & Benchmarks
equation of photosynthesis,
including the reactants and
products.
Labs:
Diagram and describe the
stages of photosynthesis. Be
sure to include the locations
of the activity within the cell.
-Calories in Foods
-Plant Parts
(microscope)
-Leaf Chromatography
-Inquiry: Factors that
affect
Photosynthesis
-How does exercise
affect cellular
respiration?
On a diagram, trace the path
of the reactants in the plant
as they turn into the products.
Be able to calculate the
amount of products produced
by a specific amount of
reactants.
-What food does yeast
like best?
Identify several factors that
might affect the rate of
photosynthesis
How does cellular
respiration
synthesis energy for
use by living
things?
Cellular Respiration
Assessment
SC.912.L.18.8: Identify the reactants, products, and basic functions
of aerobic and anaerobic respiration.
Recognize that sugar is the
main source of energy for
cellular respiration
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4,
LA.910.2.2.3, 4.2.2,
MA.912.S.1.2, 3.2
Please note: Annually assessed bench marks are bold.
Labs noted with an asterisk are in the Appendix
Revised 7/2011
28
Biology Honors
Time Frame: 2nd Quarter (4.5 weeks)
Topics: Cells and Energy, Cell Division, Human Reproduction and Immune System
Essential Questions
Essential Content & Understandings
Identify the chemical
equation of cellular
respiration, including the
reactants and products.
Essential Skills & Benchmarks
Assessment
SC.912.L.18.6: Discuss the role of anaerobic respiration in living
things and in human society.
Describe the process of
glycolysis
Diagram and describe in
detail, the stages of cellular
respiration. Be sure to
include the locations of the
activity within the cell.
How does society
use anaerobic
respiration?
On a diagram, trace the path
of the reactants as they turn
into the products of
respiration. Be able to
explain the amount of ATP
produced within each stage.
Compare and contrast
aerobic and anerobic
respiration
SC.912.L.18.9 Explain the interrelated nature of photosynthesis
and cellular respiration. (Also assesses SC.912.L.18.7,
SC.912.L.18.8, and SC.912.L.18.10.)
Content Limits:
Items will not require the memorization of the stages, specific
events, or intermediate molecules produced during these processes.
Items will not require the balancing of equations.
Items will not assess plant structures in relation to photosynthesis.
Stimulus Attributes:
Scenarios may include chemical equations.
Scenarios referring to adenosine triphosphate should use the
abbreviation ATP
Describe the process of
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4,
LA.910.2.2.3, 4.2.2,
MA.912.S.1.2, 3.2
Please note: Annually assessed bench marks are bold.
Labs noted with an asterisk are in the Appendix
Revised 7/2011
29
Biology Honors
Time Frame: 2nd Quarter (4.5 weeks)
Topics: Cells and Energy, Cell Division, Human Reproduction and Immune System
Essential Questions
Essential Content & Understandings
Essential Skills & Benchmarks
Assessment
SC.912.L.16.5: Compare and contrast binary fission and mitotic
cell division.
Word Wall:
Stages of Mitosis &
Meiosis
Examples of asexual
reproduction
fermentation.
Compare lactic acid
fermentation to alcohol
fermentation. Be sure to
identify in which organisms
they occur.
Infer how the availability of
oxygen relates to the amount
of energy produced by an
organism.
List several products
produced by mold, yeast and
bacteria.
Explain how photosynthesis
and cellular respiration form
a cycle of energy storage and
use.
V. Cell Division
How do cells
divide?
Asexual Prokaryotes
Explain the process of binary
fission
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4,
LA.910.2.2.3, 4.2.2,
MA.912.S.1.2, 3.2
Please note: Annually assessed bench marks are bold.
Labs noted with an asterisk are in the Appendix
Revised 7/2011
30
Biology Honors
Time Frame: 2nd Quarter (4.5 weeks)
Topics: Cells and Energy, Cell Division, Human Reproduction and Immune System
Essential Questions
Essential Content & Understandings
Essential Skills & Benchmarks
Assessment
Compare binary fission to
mitosis
List advantages and
disadvantages of asexual
reproduction
How do antibiotics
help cure disease?
Core Vocabulary:
Asexual reproduction
Cell
Fission
Gamete
Haploid
Meiosis
Mitosis
Organ
Organism
Organ System
Reproduction
Tissue
List an example of a
eukaryote that reproduces
through fission
Describe how the rapid
reproduction in bacteria aids
it in survival and can
sometimes cause disease.
List several diseases caused
by bacteria.
Describe how antibiotics aid
in the control of bacterial
disease
Cell Cycle & Mitosis
What is the cell
cycle?
Identify and describe the
phases of the cell cycle.
Activities:
SC.912.L.16.14: Describe the cell cycle, including the process of
mitosis. Explain the role of mitosis in the formation of new cells
and its importance in maintaining chromosome number during
asexual reproduction.
Classification of
Bacteria
Modeling of Fission
Model/Draw Cell
Cycle
Stem Cell Debate
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4,
LA.910.2.2.3, 4.2.2,
MA.912.S.1.2, 3.2
Please note: Annually assessed bench marks are bold.
Labs noted with an asterisk are in the Appendix
Revised 7/2011
31
Biology Honors
Time Frame: 2nd Quarter (4.5 weeks)
Topics: Cells and Energy, Cell Division, Human Reproduction and Immune System
Essential Questions
Essential Content & Understandings
Essential Skills & Benchmarks
Know that mitosis produces
two genetically identical cells
Labs:
Compare the rates of division
in different cell types
Why do cells
divide?
Cell Size and Regulation
Identify internal and external
factors that regulate cell
division
Know why there are limits to
cell size and how
uncontrolled growth can
potentially cause illness.
Assessment
SC.912.L.16.8: Explain the relationship between mutation, cell
cycle, and uncontrolled cell growth potentially resulting in cancer.
- Time Spent in
Mitosis (online or
microscope)
- Spread of the Glow
Germ
- Cell Size & Diffusion
- Meiosis
HE.912.C.1.4: Analyze how heredity and family history can
impact human health.
Explain Cancer in terms of
the cell cycle
Describe the difference
between binary fission and
mitosis
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4,
LA.910.2.2.3, 4.2.2,
MA.912.S.1.2, 3.2
Please note: Annually assessed bench marks are bold.
Labs noted with an asterisk are in the Appendix
Revised 7/2011
32
Biology Honors
Time Frame: 2nd Quarter (4.5 weeks)
Topics: Cells and Energy, Cell Division, Human Reproduction and Immune System
Essential Questions
Essential Content & Understandings
What makes stem
cells special?
Systems and Specialization
Describe the process by
which cells differentiate and
why it is an important part of
the development of a
multicellular organism
Identify different types of
stem cells
Essential Skills & Benchmarks
Assessment
SC.912.L.16.10: Evaluate the impact of biotechnology on the
individual, society and the environment, including medical and
ethical issues.
Content Limits:
Item smay assess current issues but will not require knowledge of
specific biotechnologies or specific medical issues.
Items addressing the possible impacts of biotechnology will not
assess monetary impacts
Meiosis
Why must gametes
go through a
different type of
cell division than
somatic body cells?
Differentiate between body
cells and gametes
Understand the body cells are
diploid and sex cells are
haploid.
Model, diagram and describe
the process of meiosis
Describe how haploid cells
develop into mature gametes
Compare and contrast mitosis
and meiosis with respect to
SC.912.L.16.16: Describe the process of meiosis, including
independent assortment and crossing over. Explain how reduction
division results in haploid gametes or spores.
SC.912.L.16.17: Compare and contrast mitosis and meiosis and
relate to the processes of sexual and asexual reproduction and
their consequences for genetic variation
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4,
LA.910.2.2.3, 4.2.2,
MA.912.S.1.2, 3.2
Please note: Annually assessed bench marks are bold.
Labs noted with an asterisk are in the Appendix
Revised 7/2011
33
Biology Honors
Time Frame: 2nd Quarter (4.5 weeks)
Topics: Cells and Energy, Cell Division, Human Reproduction and Immune System
Essential Questions
Essential Content & Understandings
number of cell divisions, the
pairing of homologous
chromosomes, the separation
of sister chromatids and the
final number or
chromosomes in each
daughter cell.
VI. Reproduction &
Development
Essential Skills & Benchmarks
Content Limits:
Items will focus on the relationship between mutations and
uncontrolled cell growth, rather than a specific mutation that may
result in uncontrolled cell growth.
Items may address the presence and location of centrioles but may
not require knowledge of the function of centrioles.
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.
Anatomy & Process
How are gametes
formed?
Explain the role of hormones
in the reproductive process
Understand the basics of the
menstrual cycle
Word Wall:
Endocrine system
Fetal Development
Hormones
STD's
Activities:
Describe the structure and
function of the female
reproductive system
Describe the structure and
function of the male
reproductive system
Assessment
SC.912.L.16.13 Describe the basic anatomy and physiology of
the human reproductive system. Describe the process of human
development from fertilization to birth and major changes that
occur in each trimester of pregnancy.
Content Limits:
Items referring to the male human reproductive system are limited
to seminal vesicle, prostate gland, vas deferens, urethra,
epididymis, scrotum, penis, and testes.
Label diagrams and
I.D. functions of
human reproductive
systems
Video: Discovery: The
Miracle of Life
Label the major parts
of the brain and
identify their functions.
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4,
LA.910.2.2.3, 4.2.2,
MA.912.S.1.2, 3.2
Please note: Annually assessed bench marks are bold.
Labs noted with an asterisk are in the Appendix
Revised 7/2011
34
Biology Honors
Time Frame: 2nd Quarter (4.5 weeks)
Topics: Cells and Energy, Cell Division, Human Reproduction and Immune System
Essential Questions
Essential Content & Understandings
sequence the events of
fertilization, cleavage, and
implantation
Development and Birth
summarize the development
of the embryo during each
trimester of pregnancy
What are the major
developments of an
embryo during each
trimester of
pregnancy?
describe the stages of the
birth process.
STD's and the Immune
System
Identify STD's by agent and
the way they enter the body.
How does your
immune system
fight disease?
Differentiate between
bacterial disease and viral
Essential Skills & Benchmarks
Assessment
Items referring to the female human reproductive system are
limited to the ovaries, oviduct (fallopian tube), uterus, cervix, and
vagina.
Labs:
Items assessing the function of the placenta, umbilical cord,
amniotic sac, and amniotic fluid are limited to how these structures
relate to the development of the fetus.
Items assessing the production of hormones in the context of the
physiology of the human reproductive system are limited to a
conceptual understanding of the production of hormones.
Charting Fetal
Development
Dissection - fetal pig
Virus Outbreak!
Affects of drugs on the
nervous system
(simulations).
SC.912.L.14.52 Explain the basic functions of the human
immune system, including specific and nonspecific immune
response, vaccines, and antibiotics. (Also assesses
SC.912.L.14.6, HE.912.C.1.4, and HE.912.C.1.8.)
Content Limits:
Items assessing the significance of genetic factors, environmental
factors, and pathogenic agents to health are limited to a conceptual
understanding.
Identify body systems that
protect the body from
pathogens and summarize
how cells and proteins that
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4,
LA.910.2.2.3, 4.2.2,
MA.912.S.1.2, 3.2
Please note: Annually assessed bench marks are bold.
Labs noted with an asterisk are in the Appendix
Revised 7/2011
35
Biology Honors
Time Frame: 2nd Quarter (4.5 weeks)
Topics: Cells and Energy, Cell Division, Human Reproduction and Immune System
Essential Questions
Essential Content & Understandings
fight infection
Compare and contrast active
and passive immunity
Essential Skills & Benchmarks
Assessment
Stimulus Attribute:
Scenarios are limited to those commonly included in a biology
course.
Describe both specific and
non specific immune
responses
Explain how vaccines help
build immunity and why
antibiotics have no effect on
viruses.
Explain how HIV and
Leukemia affect the immune
system.
What effects do
drugs have on body
systems?
Drugs and Their Effects
Identify common drugs as
being stimulants or
depressants.
Describe how the body is
affected by drugs in each
class.
SC.912.L.14.26. Identify the major parts of the brain on
diagrams or models
Content Limits Items are limited to the cerebrum, cerebellum, pons,
medulla oblongata, brain stem, frontal lobe, parietal lobe, occipital
lobe, and temporal lobe.
Items will not assess the function of the major parts of the brain
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4,
LA.910.2.2.3, 4.2.2,
MA.912.S.1.2, 3.2
Please note: Annually assessed bench marks are bold.
Labs noted with an asterisk are in the Appendix
Revised 7/2011
36
Biology Honors
Time Frame: 2nd Quarter (4.5 weeks)
Topics: Cells and Energy, Cell Division, Human Reproduction and Immune System
Essential Questions
Essential Content & Understandings
Identify the parts of the brain
on a diagram and list the
major functions of each part.
Describe how drugs affect
the nervous and
cardiovascular systems.
Essential Skills & Benchmarks
Assessment
SC.912.L.14.36: Describe the factors affecting blood flow
through the cardiovascular system.
Content Limits Items may address factors such as blood pressure,
blood volume, resistance, disease, and exercise.
End of Second Quarter
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4,
LA.910.2.2.3, 4.2.2,
MA.912.S.1.2, 3.2
Please note: Annually assessed bench marks are bold.
Labs noted with an asterisk are in the Appendix
Revised 7/2011
37
Biology Honors
Time Frame: 3rd Quarter (4.5 weeks)
Topics: Genetics, DNA & Protein Synthesis, Biotechnology, and Evolution
Identify Essential
Questions
How did Mendel’s
experiments shape
the science of
genetics?
Essential Content & Understandings
Essential Skills & Benchmarks
VII. Genetics
Mendel's Work
Describe how Mendel
experimented and developed
his laws of heredity
Know that the laws of
probability govern simple
genetic recombination.
Have a working knowledge
of basic genetic vocabulary.
Explain Mendel’s law of
independent assortment and
apply that knowledge to test
crosses
How are probability
and genetics
related?
Probability and Punnet
Square
Be able to use punnet square
to predict the outcome of
SC.912.L.16.1: Use Mendel’s laws of segregation and
independent assortment to analyze patterns of inheritance.
(Also assesses SC.912.L.16.2.)
Word Wall:
Examples of
Phenotypes and
Genotypes
Mendel's Peas
Punnet square
Core Vocabulary:
Content Limits:
Items referring to general dominant and recessive traits may address Allele
but will not assess the P and F1 generations.
Codominant
DNA
Items addressing dihybrid crosses or patterns that include
Dominant
codominance, incomplete dominance, multiple alleles, sex-linkage, or Genetics
polygenic inheritance may assess the P and F1 generations.
Genotype
Offspring
Stimulus Attributes:
Phenotype
Inheritance outcomes may be expressed in percent, ratios, or
Polygenic
fractions.
Recessive
Scenarios may refer to codominance or incomplete dominance but
not both
Punnett squares may be used to predict outcomes of a cross.
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4,
LA.910.2.2.3, 4.2.2,
MA.912.S.1.2, 3.2
Please note: Annually assessed bench marks are bold.
Labs noted with an asterisk are in the Appendix
Revised 6/2011
Assessment
38
Biology Honors
Time Frame: 3rd Quarter (4.5 weeks)
Topics: Genetics, DNA & Protein Synthesis, Biotechnology, and Evolution
Identify Essential
Questions
Essential Content & Understandings
Essential Skills & Benchmarks
genetic test crosses of
monohybrid and dihybrid
traits.
Activities:
Writing genotypes &
Compare and contrast
dominant, incomplete
dominance, and codominance
phenotypes
Punnet square
practice
Use a punnet square and
pedigree to trace the
inheritance of a sex linked
trait.
Labs:
-Probability
-Genetics:
Predicting
Outcomes of
Genetic Crosses
Predict the phenotype from a
genotype with polygenic or
multilple allele traits.
What makes us
different from each
other while
retaining all the
traits that make us
human?
Chromosomes & Gene
Linkage
SC.912.L.16.2: Discuss observed inheritance patterns caused by
various modes of inheritance, including dominant, recessive,
codominant, sex-linked, polygenic, and multiple alleles.
Dragon Genetics
Describe how sexual
reproduction creates unique
gene combinations
Explain how the process of
independent assortment,
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4,
LA.910.2.2.3, 4.2.2,
MA.912.S.1.2, 3.2
Please note: Annually assessed bench marks are bold.
Labs noted with an asterisk are in the Appendix
Revised 6/2011
Assessment
39
Biology Honors
Time Frame: 3rd Quarter (4.5 weeks)
Topics: Genetics, DNA & Protein Synthesis, Biotechnology, and Evolution
Identify Essential
Questions
Essential Content & Understandings
Essential Skills & Benchmarks
Assessment
mutations and crossing over
increase genetic diversity.
On a molecular
basis, why is DNA
the key to life?
VIII. DNA & Protein
Synthesis
Structure and Replication
Know that the genetic code is
a sequence of DNA
nucleotides in the nucleus of
eukaryotic cells.
Diagram and describe the
structure of a DNA molecule.
Know that the double strands
of DNA are connected by
complementary nucleotide
pairs (A-T and C-G)
Model the process of DNA
replication. Explain how
replication conserves genetic
information
Word Wall:
SC.912.L.16.3: Describe the basic process of DNA replication and
how it relates to the transmission and conservation of the genetic
information (Also assesses SC.912.L.16.4, SC.912.L.16.5,
and SC.912.L.16.9.)
Content Limits:
Items requiring the analysis of base pairs for gene mutations are
limited to changes in a single gene.
Items may refer to the process of meiosis in the context of mutations
but will not assess meiosis in isolation.
Items addressing transcription or translation will not require specific
knowledge of initiation, elongation, or termination.
Core Vocabulary:
DNA
Chromosome
Mutation
Replication
Transcription
Translation
Stimulus Attribute Scenarios requiring the use of a codon table must
include the codon table.
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4,
LA.910.2.2.3, 4.2.2,
MA.912.S.1.2, 3.2
Please note: Annually assessed bench marks are bold.
Labs noted with an asterisk are in the Appendix
Revised 6/2011
Model of DNA
Base Pair Matching
Replication
Protein Synthesis
Codons
40
Biology Honors
Time Frame: 3rd Quarter (4.5 weeks)
Topics: Genetics, DNA & Protein Synthesis, Biotechnology, and Evolution
Identify Essential
Questions
Essential Content & Understandings
Essential Skills & Benchmarks
Assessment
Activities:
Draw DNA
Transcription &
Translation
How is genetic
information passed
on to future
generations?
Describe how mRNA copies
and then carries the code
from the nucleus to the
ribosomes in the cytoplasm.
(transcription)
Explain what happens when
mRNA reaches the
ribosomes and translates the
information into amino acid
sequences that produce
proteins.
SC.912.L.15.15: Describe how mutation and genetic recombination
increase genetic variation.
Labs:
SC.912.L.16.9: Explain how and why the genetic code is universal
and is common to almost all organism
Have Your DNA
and Eat It Too!
Modeling
Replication
Modeling Protein
Synthesis
Gene Expression
How do mutations
in DNA affect
offspring?
Describe how gene
expression is regulated in
prokaryotes and eukaryotes.
SC.912.L.16.5: Explain the basic processes of transcription and
translation, and how they result in the expression of genes.
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4,
LA.910.2.2.3, 4.2.2,
MA.912.S.1.2, 3.2
Please note: Annually assessed bench marks are bold.
Labs noted with an asterisk are in the Appendix
Revised 6/2011
41
Biology Honors
Time Frame: 3rd Quarter (4.5 weeks)
Topics: Genetics, DNA & Protein Synthesis, Biotechnology, and Evolution
Identify Essential
Questions
Essential Content & Understandings
Essential Skills & Benchmarks
Assessment
Regulation and Mutation
Explain what would happen
if there was a mutation in the
DNA sequence but that it
may not affect the
appearance of an individual.
Infer that a mutation in the
DNA of a gamete may result
in a change in offspring.
SC.912.L.16.4: 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.
SC.912.L.14.6: Explain the significance of genetic factors,
environmental factors, and pathogenic agents to health from the
perspectives of both individual and public health.
IX. Biotechnology
What types of
biotechnology are
used today?
Manipulating DNA
Describe techniques use to
manipulate DNA
Explain how restriction
enzymes cut DNA into
fragments that can then be
mapped.
SC.912.L.16.10: Evaluate the impact of biotechnology on the
individual, society and the environment, including medical and
ethical issues.
Content Limits:
Items may assess current issues but will not require knowledge of
specific biotechnologies or specific medical issues.
Items assessing the possible impacts of biotechnology will not assess
monetary impacts.
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4,
LA.910.2.2.3, 4.2.2,
MA.912.S.1.2, 3.2
Please note: Annually assessed bench marks are bold.
Labs noted with an asterisk are in the Appendix
Revised 6/2011
Word Wall:
Mutations
Forensic Science
Bioengineering
Dolly
Karyotyping
Pedigrees
42
Biology Honors
Time Frame: 3rd Quarter (4.5 weeks)
Topics: Genetics, DNA & Protein Synthesis, Biotechnology, and Evolution
Identify Essential
Questions
Essential Content & Understandings
Essential Skills & Benchmarks
Identify and describe the
application of DNA
technology. (forensics,
bioengineering, genetic
screening and gene therapy)
Engineering and
Applications
How might genetic
engineering affect
your life?
Understand the great
potential for the development
of useful products through
genetic engineering
Explain what the Human
Genome Project is and how it
could be useful in detection,
prevention, and treatment of
many genetic diseases.
Assessment
Activities:
DNA Fingerprinting
Research Genetic
Diseases
Debate: Ethics of
Cloning
Video: Clone Age
Labs:
DNA Fingerprinting
Karyotyping
Pedigrees
Cloning Plants
Know that the potential for
identifying and altering
genomes raises practical and
ethical questions.
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4,
LA.910.2.2.3, 4.2.2,
MA.912.S.1.2, 3.2
Please note: Annually assessed bench marks are bold.
Labs noted with an asterisk are in the Appendix
Revised 6/2011
43
Biology Honors
Time Frame: 3rd Quarter (4.5 weeks)
Topics: Genetics, DNA & Protein Synthesis, Biotechnology, and Evolution
Identify Essential
Questions
Essential Content & Understandings
Essential Skills & Benchmarks
Assessment
Define and describe how a
clone is made.
X. Evolution
Darwin and Natural Selection
Describe how Charles
Darwin’s observations on the
Galapagos Islands led him to
his theory of Natural
Selection
How do the
hypotheses of
evolution explain
the diversity of life?
How does the
evidence of
evolution unite all
fields of biology?
Explain how the process of
natural section works by
describing the conditions
required for it to occur.
SC.912.L.15.13: Describe the conditions required for natural
selection, including: overproduction of offspring, inherited
variation, and the struggle to survive, which result in differential
reproductive success.
Content Limits Items will not address descent with modification or
common descent.
Items addressing mutation and genetic recombination in relation to
increasing genetic variation must be assessed in the context of
evolution.
Items may address how meiosis contributes to genetic variation but
not the stages of meiosis.
Evidence of Evolution
Compare and contrast the
evidence of evolution from
Darwin’s time to present day.
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4,
LA.910.2.2.3, 4.2.2,
MA.912.S.1.2, 3.2
Please note: Annually assessed bench marks are bold.
Labs noted with an asterisk are in the Appendix
Revised 6/2011
Word Wall:
Darwin's Voyage
Galapagos Island
Critters
Origin of the Species
Finch Beaks &
Tortoise Shells
Core Vocabulary:
Embryology
Evolution
Fossil
Hominid
Mutation
Natural selection
44
Biology Honors
Time Frame: 3rd Quarter (4.5 weeks)
Topics: Genetics, DNA & Protein Synthesis, Biotechnology, and Evolution
Identify Essential
Questions
Essential Content & Understandings
Understand that today’s
molecular and genetic
evidence supports fossil and
anatomical evidence.
Explain how evolution unites
all fields of biology
Essential Skills & Benchmarks
SC.912.L.15.1 Explain how the scientific theory of evolution is
supported by the fossil record, comparative anatomy,
comparative embryology, biogeography, molecular biology, and
observed evolutionary change. (Also assesses 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, and SC.912.N.3.4.)
Content Limits:
Items assessing evolution will focus on a conceptual understanding of
the supporting scientific evidence.
Populations and Patterns
How might
populations change
over time?
Explain how natural selection
can change the distribution of
traits in a population.
Items assessing the fossil record must focus on the fossil rather than
geologic formations in isolation.
Understand that populations
evolve, not individuals
Items referring to adaptive radiation, convergent evolution,
coevolution, or punctuated equilibrium should focus on the concepts
rather than on the definition of the terms.
Explain how the Hardy
Weinberg Equilibrium
equation describes a
population that is not
evolving.
Items may assess how the overall contributions of scientists such as
Darwin, Lamarck, Lyell, Malthus, Mendel, or Wallace aided in the
development of the scientific theory of evolution.
Explain how genetic drift and
gene flow are other possible
mechanisms of evolution
Activities:
Evidence of
Evolution
Labs:
Natural Selection
Evolution of
Primates
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.
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4,
LA.910.2.2.3, 4.2.2,
MA.912.S.1.2, 3.2
Please note: Annually assessed bench marks are bold.
Labs noted with an asterisk are in the Appendix
Revised 6/2011
Assessment
45
Biology Honors
Time Frame: 3rd Quarter (4.5 weeks)
Topics: Genetics, DNA & Protein Synthesis, Biotechnology, and Evolution
Identify Essential
Questions
Essential Content & Understandings
Explain how isolation of a
population can lead to
speciation and how isolation
can occur.
Primate Evolution
How are hominids
and humans alike?
Examine evolutionary
relationships between
humans and other primates
Compare and contrast the
structure of the jaw, skull,
pelvis and teeth of modern
humans to that of their early
ancestors.
Describe how the
manufacture of tools and the
use of language fit into our
evolutionary path.
Essential Skills & Benchmarks
Assessment
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.
Items referring to the development of language or the manufacturing
of tools will relate this development to changes in the skull or brain
size.
Stimulus Attributes: Scenarios referring to specific species will
include a description of the species in relation to context of the item.
The scenarios addressing scientific inferences are limited to the
scientific theory of evolution and trends in hominid evolution.
SC.912.L.15.10: 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.
End of 3rd Quarter
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4,
LA.910.2.2.3, 4.2.2,
MA.912.S.1.2, 3.2
Please note: Annually assessed bench marks are bold.
Labs noted with an asterisk are in the Appendix
Revised 6/2011
46
Biology Honors
Time Frame: 4th Quarter (4.5 weeks)
Topics: Classification and Ecology
Essential Questions
How do scientists
organize the
diversity of life?
Essential Content & Understandings
XI. Classification
Linneaus' System
Examine and identify the
limitations of the Linnaean
system of classification
List the taxonomical categories
from general to most specific
Identify the two taxa that make
up a scientific name
Modern Classification
What’s DNA got
to do with it?
Describe the process of
classification by cladistics.
Explain how molecular
evidence show species
relatedness
Explain how molecular clocks
work to determine when
organisms diverged
Essential Skills & Benchmarks
Assessment
SC.912.L.15.6 Discuss distinguishing characteristics of the
domains and kingdoms of living organisms. (Also assesses
SC.912.L.15.4, SC.912.L.15.5, SC.912.N.1.3, and SC.912.N.1.6.)
Content Limits:
Items referring to distinguishing characteristics of living organisms
are limited to the domains of Archea, Bacteria, and Eukarya and the
kingdoms of Protista, Fungi, Plantae, and Animalia.
Word Wall:
Items will not require specific knowledge of organisms classified in
any domain or kingdom; items should describe the characteristics of
an organism and assess its classification.
Core Vocabulary:
Angiosperm
Diversity
Bryophyte
Gymnosperm
Pteridophyte
Items referring to changes in classification systems should be
conceptual and will not require specific knowledge of those
changes.
Items may address evolutionary classification, phylogeny, and the
use of cladograms, but they may not assess the definition of those
terms.
SC.912.L.15.4: Describe how and why organisms are hierarchically
classified and based on evolutionary change.
Activities:
Webquest
Molecular Clocks
Critter Cards
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.
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4,
LA.910.2.2.3, 4.2.2,
MA.912.S.1.2, 3.2
Please note: Annually assessed bench marks are bold.
Labs noted with an asterisk are in the Appendix
Revised 7/2011
Domains
Kingdoms
Taxonomical Key
Scientific Names
47
Biology Honors
Time Frame: 4th Quarter (4.5 weeks)
Topics: Classification and Ecology
Essential Questions
Essential Content & Understandings
Domains
Essential Skills & Benchmarks
Assessment
SC.912.L.15.5: Explain the reasons for changes in how organisms
are classified.
Labs:
Classification of
Quozes
Know that classification is
always a work in process and
that new discoveries often
change how organisms are
classified.
Why did we have
to change the way
organisms are
classified?
Identify and list the general
characteristics of the three
domains.
Biodiversity in
Plants
SC.912.L.15.6: Discuss distinguishing characteristics of the
domains and kingdoms of living organisms.
Content Limits: see previous listing
Design a
Taxonomical Key for
Plants
Be able to match organisms
with the correct domain.
6 Kingdoms
How is a
dichotomous key
used to identify
unknown
organisms?
Identify and list the general
characteristics of the
kingdoms.
Be able to match organisms
with their appropriate
kingdoms and the kingdoms
with their domains.
SC.912.L.14.53: Discuss basic classification and characteristics of
plants. Identify bryophytes, pteridophytes, gymnosperms, and
angiosperms.
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4,
LA.910.2.2.3, 4.2.2,
MA.912.S.1.2, 3.2
Please note: Annually assessed bench marks are bold.
Labs noted with an asterisk are in the Appendix
Revised 7/2011
48
Biology Honors
Time Frame: 4th Quarter (4.5 weeks)
Topics: Classification and Ecology
Essential Questions
Essential Content & Understandings
Essential Skills & Benchmarks
Assessment
SC.912.L.17.2. Explain the general distribution of life in aquatic
systems as a function of chemistry, geography, light, depth, salinity
and temperature.
Word Wall:
Biochemical Cycles
Biomes
Biotic & Abiotic
Factors
Food Chains & Webs
Resources
Pollution sources
Use a taxonomical key
Develop a dichotomous key for
the main groups of plants
XII. Principles of
Ecology
Interactions in Ecosystems
Describe biotic and abiotic
factors and give examples.
What defines the
environment we
live in?
Diagram and describe the
zones of the ocean and explain
the biotic and abiotic factors
that would affect live in each
zone
Explain how two organisms
that share the same habitat,
cannot share the same niche.
Explain how resources give a
SC.912.L.17.5 Analyze how population size is determined by
births, deaths, immigration, emigration, and limiting factors
(biotic and abiotic) that determine carrying capacity. (Also
assesses SC.912.L.17.2, SC.912.L.17.4, SC.912.L.17.8, and
SC.912.N.1.4.)
Content Limits
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.
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4,
LA.910.2.2.3, 4.2.2,
MA.912.S.1.2, 3.2
Please note: Annually assessed bench marks are bold.
Labs noted with an asterisk are in the Appendix
Revised 7/2011
Activities:
Video: The Lorax
Tech Lesson:
Food Web
Abiotic & Biotic
Factors in the
Classroom
Endangered Species
Project / Paper
Biome Project /Model
49
Biology Honors
Time Frame: 4th Quarter (4.5 weeks)
Topics: Classification and Ecology
Essential Questions
Essential Content & Understandings
Essential Skills & Benchmarks
Assessment
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.
Labs:
community its structure.
Explain how competition is a
way in which species interact
Describe and give examples of
the 3 types of symbiosis
Energy Flow and Pyramids
Describe the roles of producers
and consumers in an
ecosystem.
What is the
source for energy
and how does it
flow through the
trophic levels of
an ecosystem?
Explain chemosynthesis and
describe where it might occur
instead of photosynthesis
Trace the path of energy
through a food chain and a
food web.
Diagram the trophic levels of a
food chain and explain what
happens to energy as you move
up a pyramid model.
Inquiry: How does
Items referring to reduction in biodiversity will focus on the
acid rain affect plant
consequence and not require knowledge of the specific event that led growth?
to the reduction.
Water testing
Items addressing climate change are limited to biodiversity and
population dynamics contexts
Inquiry: Does the type
of soil affect its
porosity and
SC.912.L.17.9 Use a food web to identify and distinguish
permeability?
producers, consumers, and decomposers. Explain the pathway
of energy transfer through trophic levels and the reduction
Greenhouse Effect
ofavailable energy at successive trophic levels. (Also assesses
SC.912.E.7.1.)
Content Limits:
Population Sampling
Items referring to organisms in food webs are limited to the impact
of changes in matter or energy in trophic levels.
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
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4,
LA.910.2.2.3, 4.2.2,
MA.912.S.1.2, 3.2
Please note: Annually assessed bench marks are bold.
Labs noted with an asterisk are in the Appendix
Revised 7/2011
Survival Island
50
Biology Honors
Time Frame: 4th Quarter (4.5 weeks)
Topics: Classification and Ecology
Essential Questions
Essential Content & Understandings
How do matter
and energy move
through
ecosystems?
Cycles in Ecosystems
Essential Skills & Benchmarks
(primary, secondary, tertiary), and decomposers.
Diagram and describe how
water cycles through the
environment
Items will not require knowledge of specific organisms or their
feeding habits.
List and describe the four
elements that cycle through an
ecosystem. Explain the
importance of each.
Items assessing biogeochemical cycles are limited to the water cycle
and the carbon cycle.
Explain the difference between
primary and secondary
succession.
Items referring to the biogeochemical cycles may address but will
not assess photosynthesis and cellular respiration in isolation.
Stimulus Attribute Scenarios will express energy in joules (J)
Predict changes in ecosystems
related to seasons, climate
change and natural succession
SC.912.L.17.10: Diagram and explain the biogeochemical cycles of
an ecosystem, including water, carbon, and nitrogen cycles.
Populations
SC.912.L.17.5: Analyze how population size is determined by
births, deaths, immigration, emigration, and limiting
factors(biotic and abiotic) that determine carrying capacity.
SC.912.L.17.4: Describe changes in ecosystems resulting from
seasonal variations, climate change, and succession.
Identify methods of
determining population of
organisms with different
See previous listing for content limits and stimulus attributes
geographical dispersion
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4,
LA.910.2.2.3, 4.2.2,
MA.912.S.1.2, 3.2
Please note: Annually assessed bench marks are bold.
Labs noted with an asterisk are in the Appendix
Revised 7/2011
Assessment
51
Biology Honors
Time Frame: 4th Quarter (4.5 weeks)
Topics: Classification and Ecology
Essential Questions
Essential Content & Understandings
Why is it
necessary to keep
track of
population
growth?
Determine how limiting factors
might affect population
density.
Human Impact
Explain the effects of the
increasing human population
on the environment and
available resources
Compare and contrast
renewable and nonrenewable
resources. Evaluate the cost
benefits for our sustainable
future.
SC.912.L.15.3: Describe how biological diversity is increased by the
origin of new species and how it is decreased by the natural process
of extinction.
SC.912.L.17.20 Predict the impact of individuals on
environmental systems and examine how human lifestyles affect
sustainability. (Also assesses SC.912.L.17.11, SC.912.L.17.13,
SC.912.N.1.3, and HE.912.C.1.3.)
Content Limits:
Items referring to renewable and nonrenewable resources will
focus on the environmental costs and benefits of using those
resources and not on identifying examples
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.
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4,
LA.910.2.2.3, 4.2.2,
MA.912.S.1.2, 3.2
Please note: Annually assessed bench marks are bold.
Labs noted with an asterisk are in the Appendix
Revised 7/2011
Assessment
patterns.
Relate population growth to
carrying capacity and factors
such as immigration,
emigration, births, deaths and
limiting factors.
What impact does
the human
population have
on an ecosystem?
Essential Skills & Benchmarks
52
Biology Honors
Time Frame: 4th Quarter (4.5 weeks)
Topics: Classification and Ecology
Essential Questions
Essential Content & Understandings
Essential Skills & Benchmarks
Assessment
Describe the concept of an
ecological footprint and list
several ways to lessen your
own.
Describe ways that human
activities, such as reducing the
amount of forest cover,
increasing the amount and
variety of chemicals released
into the atmosphere, and
intensive farming, have
changed the Earth’s land,
oceans, and atmosphere.
Why is
conserving
biodiversity
something we
should be
concerned about?
Describe some of the changes
that have decreased the
environment’s capacity to
support some life forms.
Explain why preserving
biodiversity is important to the
future of the biosphere
Define sustainable
development and describe
SC.912.L.17.11: Evaluate the costs and benefits of renewable and
nonrenewable resources, such as water, energy, fossil fuels, wildlife,
and forests.
SC.912.L.17.8: Recognize the consequences of loss of biodiversity
due to catastrophic events, climate changes, human activity, and the
introduction of invasive, non-native species.
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4,
LA.910.2.2.3, 4.2.2,
MA.912.S.1.2, 3.2
Please note: Annually assessed bench marks are bold.
Labs noted with an asterisk are in the Appendix
Revised 7/2011
53
Biology Honors
Time Frame: 4th Quarter (4.5 weeks)
Topics: Classification and Ecology
Essential Questions
Essential Content & Understandings
Essential Skills & Benchmarks
Assessment
some of its methods
Explain how protecting an
umbrella species can protect an
entire ecosystem
Realize that protecting Earth's
resources is protecting the
future.
The Biosphere
What partitions
Earth into
different climate
zones and how do
these zones relate
to biomes?
Identify and describe Earth’s
interconnected systems
(biosphere, hydrosphere,
atmosphere & geosphere)
Review how the properties of
water make our planet unique
in its ability to sustain life.
Identify Earth’s 3 main climate
zones and factors that
determine climate.
End of Benchmarks for EOC Exam
Suggested units of study.
Biomes
Invasive or Endangered Species
Botany
Zoology
Forensics
Human Anatomy
Identify and describe Earth’s
six terrestrial biomes as to
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4,
LA.910.2.2.3, 4.2.2,
MA.912.S.1.2, 3.2
Please note: Annually assessed bench marks are bold.
Labs noted with an asterisk are in the Appendix
Revised 7/2011
54
Biology Honors
Time Frame: 4th Quarter (4.5 weeks)
Topics: Classification and Ecology
Essential Questions
Essential Content & Understandings
Essential Skills & Benchmarks
Assessment
climate, flora and fauna
Summarize the characteristics
of estuaries and the organisms
that inhabit them
Describe moving and standing
fresh water ecosystems and
adaptations of organisms that
inhabit them.
Identify the 4 major ocean
zones and organisms unique to
each
Describe the unique habitats of
coastal waters
End of 4th Quarter
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4,
LA.910.2.2.3, 4.2.2,
MA.912.S.1.2, 3.2
Please note: Annually assessed bench marks are bold.
Labs noted with an asterisk are in the Appendix
Revised 7/2011
55
Appendix A - Honors Biology
Lab Correlation to the current Textbook
Holt McDougal: Biology
I. Science is....... (Skills of the Scientist)
1.
2.
3.
4.
Manipulating Independent Variables
Manipulating Plant Growth
Understanding Geologic Time
Heating and Cooling Rates of Water and Soil
p. 18
p. 28
p. 385
p. 477
II. Birth of Earth (Chemistry of Life)
1. Enzymatic Activity
2. Testing pH
3. Radioactive Decay
p. 57
p. 58
p. 364
III. Life Begins (Cell Structure and Function)
1. Diffusion Across a Membrane
2. Comparing Cells
3. Modeling the Cell
p. 88
p. 92
p. 93
IV. Cells and Energy
1.
2.
3.
4.
5.
Rates of Photosynthesis
Cellular Respiration
Investigate Fermentation in Foods
Density of Stomata
Carbon Dioxide and Exercise
p. 106
p. 126
p. 127
p. 647
p. 745
V. Cell Division
1.
2.
3.
4.
5.
Mitosis in Onion Root Cells
Modeling Meiosis
Modeling Surface Area-to-Volume Ratio
UV Light and Skin Cancer
Observing Normal and Diseased Tissue
p. 143
p. 192
p. 156
p. 256
p. 761
VI. Reproduction and Development
1. The Stroop Effect
2. Modeling Viruses
3. Hormones in the Human Menstrual Cycle
p. 724
p. 567
p. 797
VII. Genetics
1.
2.
3.
4.
Allele Combinations and Punnett Squares
Probability Practice
Codominance
Incomplete Dominance
Revised 7/2011
p. 188
p. 193
p. 208
p. 219
56
Appendix A - Honors Biology
Lab Correlation to the current Textbook
Holt McDougal: Biology
VIII. DNA & Protein Synthesis
1. Modeling Transcription
2. Modeling DNA Hybridization
p. 257
p. 536
IX. Biotechnology
1.
2.
3.
4.
Extracting DNA
Modeling Forensics
Modeling Genetic Engineering
Genetic Screening
p. 229
p. 268
p. 286
p. 287
X. Evolution
1.
2.
3.
4.
5.
Using Patterns to Make Predictions
Adaptations in Beaks
Investigating an Anole Lizard Population
Exploring Adaptations
Stride Inferences
p. 320
p. 321
p. 352
p. 353
p. 384
XI. Classification
1.
2.
3.
4.
Creating a Dichotomous Key for Limpet Shells
Leaf Print Bacteria
Exploring Mushroom Anatomy
Habitat Clues
p. 522
p. 562
p. 595
p. 623
XII. Ecology
1. Predator- Prey Pursuit
2. Abiotic Factors and Plant Growth
3. Random Sampling
4. Modeling Predation
5. Limiting Nutrients for Algae
6. Winter Water Chemistry
7. Modeling Biomes
8. Acid Rain
9. Water Quality Testing
10. Contamination of Ground Water
11. Seed Germination
Revised 7/2011
p. 315
p. 405
p. 420
p. 435
p. 448
p. 475
p. 476
p. 493
p. 506
p. 507
p. 676
57
Appendix B - Honors Biology
Book List
The Demon in the Freezer
Richard Preston
The Hot Zone
Richard Preston
Prey
Michael Crichton
Mars Trilogy
Kim Stanley Robinson
Brave New World
Aldox Huxley
Darwins Radio
George Bear
Neanderthal
John Darnton
Jurassic Park
Michael Crichton
Andromeda Strain
Michael Crichton
Silent Spring
Rachel Carson
Twenty Thousand Leagues Under the Sea
Jules Verne
Black Star, Bright Dawn
Scott O'Dell
Jaguar
Roland Smith
Island of the Blue Dolphins
Scott O’Dell
Zia (sequel to the above)
Scott O’Dell
Revised 7/2011
58
Appendix D - Honors Biology
Lab Activities
http://www.biologycorner.com
https://www.lessonplansinc.com
http://www.nclark.net
http://www.concord.org/activities/subject/biology
http://www.phschool.com/science/biology_place/labbench/index.html
http://www.pbs.org
http://serc.carleton.edu/eslabs/TopicsAndLabs.html
http://www.toolsforeducators.com/
http://moviesheets.com/site/science-movie-sheets.php
http://quizlet.com/189677/taxonomic-classification-of-common-marine-organismsflash-cards/
http://www.acornnaturalists.com/store/index.aspx
http://serendip.brynmawr.edu/sci_edu/waldron
http://www.pppst.com/science.html
http://www.umanitoba.ca/Biology/
http://teachers.net
http://tea.armadaproject.org/index.html
http://www.innerbody.com/htm/body.html
Revised 7/2011
59
Appendix D - Honors Biology
Lab Activities
Revised 7/2011
60