2013-2014
HS
Access Biology 1
Pacing Timelines and Curriculum Maps
for Students Pursuing the Sunshine State
Standards Access Points
Access Biology 1 Estimated Pacing Timeline
2013-2014 School Year
Revised 08/5/13
The suggested timeframes listed on this calendar are estimates. As a classroom teacher, please adjust the times provided in order to
best meet the needs of your students.
**BE SURE TO INTEGRATE REAL-WORLD ISSUES/ACTIVITIES INTO THE FOLLOWING UNITS.
Grades 9-12
Estimated Timeframe for Instruction
and Assessment
Dates
Unit 1:
Scientific Method
14 days
August 19 - September 6
Unit 2:
Basic Units of Life
30 days
September 9 – October 18
(End of Quarter 1)
Unit 3:
Classification and Diversity of Living
Organisms
25 days
October 22 – November 26
Unit 4:
Evolution
15 days
December 2 – December 20
(End of Quarter 2)
Review
15 days
January 7 – January 28
Unit 5:
Interdependence
31 days
January 29 – March 13
(End of Quarter 3)
Unit 6:
Human Growth and Reproduction
21 days
March 24 – April 22
Unit 7:
Health and the Human Body
28 days
April 23 – June 3
(End of Quarter 4)
Course Name:
Unit Title:
Number of Days:
Revised 8/05/2013 Access Biology 1
(1) The Scientific Method
14
Know:
In:
There are steps to the Scientific Method.
Scientists use many different methods and
models in conducting their research.
Understand:
In, Su, Pa:
Problems are solved using consensus,
models, scientific laws and the Scientific
Method.
Do:
In:
List the steps of the Scientific Method.
Identify examples of scientific laws that
describe relationships in the natural world.
A Scientific Method is developed by
repeated investigations.
Identify how a model is used in the study of
science.
Scientific laws are descriptions of specific
relationships under given conditions in nature.
In, Su:
Read about the methods and consensus that
scientists use while developing scientific
theories.
Su:
The Scientific Method is used to solve
problems.
Su:
Recognize the steps of the Scientific method.
The basic processes used in scientific
investigations include: questioning, observing,
recording, determining and sharing results.
Recognize examples of scientific laws that
describe relationships in nature.
Scientific laws explain relationships in
nature.
Recognize ways models are used in the study
of science.
Models are used in the study of science.
Page 1 of 25 Pa:
Problems in science are solved using
observation, following procedures and
recognizing a solution.
Revised 8/05/2013 Pa:
Acknowledge the processes used in science to
solve a problem.
There is more than one-way to solve a
problem.
Recognize that people try different ways to
complete a task when the first one doesn’t
work.
There are cause and effect relationships in
science.
Acknowledge cause and effect
relationships in science.
Recognize that models are used in the study of
science.
Course Name:
Unit Title:
Number of Days:
Key Learning:
Unit Essential Question:
Access Biology 1
(1) The Scientific Method
14
In, Su, Pa: Problems are solved using consensus, models, scientific laws and the Scientific Method.
In, Su, Pa: How do we solve a problem based on our knowledge of science?
Concept:
Benchmark(s):
Processes and models SC.912.N.1.In.a
in investigations
SC.912.N.1.Su.a
SC.912.N.1.Pa.a
Lesson Essential Questions:
(In, Su, Pa) How do we identify a problem based on
a specific body of knowledge using the Scientific
Method?
SC.912.N.1.In.b
SC.912.N.1.Su.b
SC.912.N.1.Pa.b
(In, Su, Pa) What are the processes used in scientific
investigations?
SC.912.N.1.In.d
SC.912.N.1.Su.d
SC.912.N.1.Pa.d
Textbook:
In:
Pacemaker
General
Science Chapter 2
Su, Pa:
Content
Essentials for
(In, Su) What are some methods that scientists use in Science pgs.
conducting research?
204 -225
Vocabulary:
In: scientific, source,
hypothesis,
experiment, data,
measurement,
observation,
evaluate, sciences,
inference,
conclusion, analyze,
evidence, methods,
research, investigation,
agreement, explanation
Page 2 of 25 SC.912.N.3.In.a
SC.912.N.3.Su.a
SC.912.N.3.Pa.a
SC.912.N.3.In.b
SC.912.N.3.Su.b
SC.912.N.3.Pa.b
SC.912.N.3.In.c
SC.912.N.3.Su.c
(Pa) What can you do to complete a task when the
first
method doesn’t work?
(In, Su) What role does consensus play in
developing
scientific theories?
Su: pgs. 204205, 218, 219225,
Revised 8/05/2013 Su: scientific,
identify, explanation,
experiment,
observations,
results, conclusion,
questioning, recording,
methods, answers,
research, evidence,
agreement, models
(Pa) What is a cause- effect relationship in science?
(In, Su) What are the examples of scientific laws
that
describe relationships in the natural world?
Pa: problem,
observe, procedure,
solution, process,
results, cause,
(Pa) What is a model that you would use in science?
(In, Su) How are models used in the study of
science?
Additional Information:
Florida Department of Education – Lesson plans, games and resources specific to all Access Points: http://www.floridastandards.org
Websites:
http://science.howstuffworks.com
http://www.physics4kids.com
http://www.emints.org/ethemes/resources/S00000408.shtml
http://aspire.cosmic-ray.org/labs/scientific_method/sci_method_main.html
http://www.bbc.co.uk/schools/scienceclips/
http://www.internet4classrooms.com/science_elem.htm - Embedded Inquiry
http://www.proteacher.com -Teacher share site
http://kids.nationalgeographic.com/kids/
http://www.primaryresources.co.uk/science/science1.htm - Scientific Inquiry and other resources
Page 3 of 25 Revised 8/05/2013 http://www.education.com - Experiments by grade levels
http://www.enchantedlearning.com - Science dictionary
http://www.brainpopjr.com - Science skills
http://www.songsforteaching.com/index.html -Songs for teaching
Course Name:
Access Biology 1
Unit Title:
(2) The Basic Units of Life
Number of Days:
30 days
Know:
In, Su, Pa:
All living things are made of cells.
Cells function in similar ways (cell theory).
Plant and animal cells have parts.
Understand:
In, Su, Pa:
There are diverse characteristics and dynamic
relationships between the cells of plants and
animals.
Do:
In:
Identify that all living things are made of cells
and cells function in similar ways (cell
theory).
Identify the major parts of plant and animal
cells.
Cells can combine to work together.
There are differences between living and nonliving things.
Plants receive energy from the sun.
Animals receive energy from eating other
animals and plants.
Cells can only be seen through a microscope.
Pa:
Plants have roots, stems, leaves, and
sometimes flowers.
Identify that parts of cells (organelles) can
combine to work together.
Describe the general processes of food
production, support, water transport, and
reproduction of the major parts of plants.
Su:
Identify that the cell is the smallest basic unit
of life and that all living things are made of
cells.
Recognize that cells have different parts and
each has a function.
Page 4 of 25 Revised 8/05/2013 Relate parts of plants, such as leaf, stem, root,
seed, and flower, to the functions of food
production, support, water transport, and
reproduction.
Pa:
Match parts of common living things to their
functions.
Recognize that small parts of a living thing
can work together.
Recognize major plant parts, such as root,
stem, leaf, and flower.
Page 5 of 25 Course Name:
Unit Title:
Number of Days:
Key Learning:
Unit Essential Question:
Concept:
Living things are
made of cells.
Revised 8/05/2013 Access Biology 1
(2) The Basic Units of Life
30 days
In, Su, Pa: There are diverse characteristics and dynamic relationships between the cells of plants and animals.
In, Su, Pa: What are cells, how are they formed, and what are their functions?
Benchmark(s):
Lesson Essential Question:
SC.912.L.14.In.1 (In) What is a cell?
SC.912.L.14.Su.1 (In) What is an organism?
SC.912.L.14.Pa.1
(Su) What is the smallest basic unit of
life?
(Pa) What is a living thing?
Concept:
Parts and
functions of cells
Benchmark(s):
SC.912.L.14.In.2
SC.912.L.16.In.3
SC.912.L.14.Su.2
SC.912.L.14.Pa.1
Lesson Essential Question:
(In) How do cells function?
(Su) What are the different parts of a
cell?
(Su) What are the functions of cell
parts?
(Pa) How do living things work?
(fish:gills; wings:bees)
Textbook:
Vocabulary:
AGS Biology: Ch. 1, L1, 2; Ch. 2, L1 In: cell, function,
basic, unit, food
PCI Life Science
production, support,
Intro. & Chapter 1
water transport,
Teacher’s Guide: worksheets; demo; reproduction,
lab; review; test
photosynthesis,
Student Activity Journal: worksheet
oxygen, energy,
sec. 1, 2, demo, lab
nucleus, membrane,
organelle,
Content Essentials for Science pgs. cytoplasm, cell wall,
18, 50
nucleolus, ribosome,
mitochondria,
Textbook:
vacuole, lysosome,
AGS Biology: Ch. 1, L1
investigate,
hypothesis,
PCI Life Science
evidence, evaluate,
Chapter 2
inference,
conclusion,
Content Essentials:
experiment
pgs. 20-26, 50-51
Su: cell, root, stem,
leaf, seed, flower
part, whole,
function, basic, unit,
food production,
support, water
Page 6 of 25 Concept:
Cell structure
Concept:
Plants and
animals have
basic cell
functions.
Benchmark(s):
SC.912.L.14.In.2
SC.912.L.14.Su.2
SC.912.L.14.Pa.2
Benchmark(s):
SC.912.L.14.In.2
SC.912.L.14.Su.2
SC.912.L.14.Pa.4
Lesson Essential Question:
(In,Su) How are plant and animal cell
structures similar?
(In,Su) How are plant and animal cell
structures different?
Textbook:
AGS Biology: Ch. 1, L2
(Pa) What are the major parts of a plant?
Content Essentials:
Pgs. 34, 36-41, 44-45
Lesson Essential Question:
(In) How are plant and animal cell
functions similar?
(In) How are plant and animal cell
functions different?
(Su) What are the functions of the parts
of a plant?
PCI Life Science
Chapter 2
Textbook:
AGS Biology: Ch. 1, L2
PCI Life Science
Chapter 2
Student Activity Journal: worksheet
sec. 1
Revised 8/05/2013 transport,
reproduction,
photosynthesis,
oxygen, energy,
nucleus, membrane,
organelle, cytoplasm
Pa: living, work,
root, stem, leaf,
flower part, whole,
plant, major,
observe, problem,
procedure, result,
solution
(Pa) What are the major parts of the
plant?
Additional Information:
real-life objects, visuals
AGS Biology, PCI Life Science (Student Text, Student Activity Journal, Teacher’s Guide)
http://www.eol.org/
http://powerupthegame.org/home.html
http://Biology4kids
Make me genius videos
www.kidsinglish.com
Page 7 of 25 Course Name:
Unit Title:
Number of Days:
Revised 8/05/2013 Access Biology 1
(3) Classification and Diversity of Living Organisms
25 days
Know:
In, Su, Pa:
Plants have unique characteristics.
Animals have unique characteristics.
Understand:
In, Su, Pa:
Living organisms are classified into
kingdoms.
Do:
In:
Classify living organisms into their kingdoms.
Recognize that plants, animals, and fungi have
different characteristics.
Living and non-living things are different.
Su:
Match organisms to animal, plant, and fungi
kingdoms.
Pa:
Sort common living things into plant and
animal kingdoms.
Page 8 of 25 Course Name:
Unit Title:
Number of Days:
Key Learning:
Unit Essential Question:
Concept:
Classifications of
organisms are
based on the
features they
share.
Revised 8/05/2013 Access Biology 1
(3) Classification and Diversity of Living Organisms
25 days
In, Su, Pa: Living organisms are classified into kingdoms.
In, Su, Pa: What are the different kingdoms of living organisms and how are they classified?
Benchmark(s):
SC.912.L.15.In.2
SC.912.L.15.Su.2
SC.912.L.15.Pa.2
Lesson Essential Question:
(In) What is taxonomy?
(In) What are the seven divisions of
taxonomy?
(Su) What forms of life can be classified
as animals, plants and fungi?
(Pa) What forms of life can be classified
as plants?
Concept:
Kingdoms
(Pa) What forms of life can be classified
as animals?
Benchmark(s):
Lesson Essential Question:
SC.912.L.15.In.2 (In) What are the five major kingdoms
SC.912.L.15.Su.2 and their characteristics?
SC.912.L.15.Pa.2
(Su) What are three of the kingdoms and
their characteristics?
(Pa) What are two of the kingdoms and
their characteristics?
Textbook:
AGS Biology: Ch. 2, L2
PCI Life Science
Chapter 3
Content Essentials:
Pgs. 18-27, 36-39, 76, 208-209
Textbook:
AGS Biology: Ch. 2, L2
PCI Life Science
Chapter 3
Teacher’s Guide: worksheets, demo,
lab, review, test
Student Activity Journal: worksheets,
demo, lab
Content Essentials:
p.28; pg.32
Vocabulary:
In: kingdom,
taxonomy,
organism, classify,
vertebrate,
invertebrate,
vascular, nonvascular, protist,
microorganism,
algae, protozoans,
fungi, decompose,
bacteria, virus,
capsid, cilia, spore,
lichen, angiosperm,
gymnosperm,
gametophyte,
sporophyte,
carnivore, herbivore,
omnivore,
exoskeleton,
cartilage, cold
blooded, warm
blooded,
camouflage,
hibernate, innate
behavior, learned
Page 9 of 25 Concept:
Animal kingdom
Benchmark(s):
SC.912.L.15.In.2
SC.912.L.15.Su.2
SC.912.L.15.Pa.2
Lesson Essential Question:
(In) What are vertebrates?
(In) What are invertebrates?
(In) What are some characteristics of
animals?
(In) What are some animal behaviors?
(Su) What are the unique characteristics
of life in the animal kingdom?
Concept:
Plant kingdom
Concept:
Protist kingdom
Concept:
Fungi kingdom
Benchmark(s):
SC.912.L.14.In.5
SC.912.L.15.In.2
(Pa) What forms of life can be classified
as animal?
Lesson Essential Question:
(In) What is a plant?
(In) What is a non-vascular plant?
(In) What is a vascular plant?
(In) What are the plant life cycles?
(In) What are the parts of a plant?
Textbook:
AGS Biology: Ch. 3, L2; Ch. 6
PCI Life Science
Chapter 9
Teacher’s Guide: worksheets, demo,
lab, review, test
Student Activity Journal: worksheets,
demo, lab
Content Essentials:
Pgs. 18, 20-22, 36-39, 76
Textbook:
AGS Biology: Ch. 4, L1; Ch. 7
SC.912.L.14.Su.4 (Su) What are the unique characteristics
SC.912.L.15.Su.2 of life in the plant kingdom?
PCI Life Science
Chapter 8
Teacher’s Guide: worksheets, demo,
lab, review, test
Student Activity Journal: worksheets,
demo, lab
SC.912.L.14.Pa.4
SC.912.L.15.Pa.2
Benchmark(s):
SC.912.L.15.In.2
Content Essentials:
p.18; p. 20-22; p. 36-39; p. 76
Textbook:
AGS Biology: Ch. 2, L2
Benchmark(s):
SC.912.L.15.In.2
(Pa) What forms of life can be classified
as plants?
Lesson Essential Question:
(In) What is a protist?
(In) What is a microorganism?
(In) What are algae?
(In) What are protozoans?
Lesson Essential Question:
(In) What are fungi?
(In) What does it mean to decompose?
(In) What is lichen?
Revised 8/05/2013 behavior, migrate,
investigate,
hypothesis,
evidence, evaluate,
inference,
conclusion,
experiment
Su: kingdom, fungi,
classify,
characteristics,
organism, unique
Pa: plant, animal,
classify
PCI Life Science
Chapter 7, L1
Textbook:
AGS Biology: Ch. 2, L2
Page 10 of 25 SC.912.L.14.Su.4 (Su) What are the unique characteristics
SC.912.L.15.Su.2 of life in the fungi kingdom?
Concept:
Monera kingdom
(Archae bacteria
and Eu bacteria)
Benchmark(s):
SC.912.L.15.In.2
Lesson Essential Question:
(In) What are bacteria?
(In) What is a virus?
Revised 8/05/2013 PCI Life Science
Chapter 7, L2
Teacher’s Guide: worksheets, demo,
lab, review, test
Student Activity Journal: worksheets,
demo, lab
Su: Content Essentials for Science
Pgs. 20-22, 28, 32, 36-39, 76
Textbook:
AGS Biology: Ch. 2, L2
PCI Life Science
Chapter 6
Teacher’s Guide: worksheets, demo,
lab, review, test
Student Activity Journal: worksheets,
demo, lab
Page 11 of 25 Course Name:
Unit Title:
Number of Days:
Revised 8/05/2013 Access Biology 1
(4) Evolution
15 days
Know:
In, Su, Pa:
Evolution is a basic concept of biology.
All living things have an origin and have
changed over time as shown through fossils.
There are several different theories about the
origin of life.
All living things are different based on their
hereditary make up.
Animals produce offspring.
Understand:
In, Su, Pa:
Living things are diverse and have changed
over time.
Do:
In:
Recognize that the scientific theory of
evolution is a basic concept of biology.
Identify scientific evidence supporting the
theory of evolution.
Recognize that characteristics and traits of
offspring can change and be different from
their parents.
Su:
Match fossils related to species.
Recognize there are scientific explanations of
how life began.
Recognize that humans have changed in
appearance over a long period of time.
Recognize that some living things produce
large numbers of offspring.
Recognize that characteristics of the offspring
of living things are sometimes different from
their parents.
Page 12 of 25 Revised 8/05/2013 Pa:
Recognize that plants and animals change as
they age.
Recognize that animals produce offspring.
Recognize differences in physical
characteristics within a species of animals.
Course Name:
Unit Title:
Number of Days:
Key Learning:
Unit Essential Question:
Concept:
Prehistoric
animals and
plants change
Concept:
Origin of life
Access Biology 1
(4) Evolution
15 days
In, Su, Pa: Living things are diverse and have changed over time.
In, Su, Pa: How does time and evolution affect plants, animals, and humans?
Benchmark(s):
Lesson Essential Question:
SC.912.L.15.In.1 (In) What happened to prehistoric plants
SC.912.L.15.Su.1 and animals?
SC.912.L.15.Pa.1
(Su) How are fossils related to plants
and animals of today?
(Pa) How do plants and animals change
as they grow?
Benchmark(s):
Lesson Essential Question:
SC.912.L.15.In.3 (In) What are scientific theories on the
SC.912.L.15.Su.3 origin of life?
(Su) What are some scientific
explanations of how life began?
Textbook:
AGS Biology: Ch. 14, L1
PCI Life Science
Chapter 5, L1
Content Essentials:
(Su) pg. 100
Textbook:
AGS Biology: Ch. 14, L3
PCI Life Science
Chapter 5, L2
Student Activity Journal: worksheets,
lab
Vocabulary:
In: prehistoric,
natural selection,
evolve, extinct,
crustaceans, plants,
animals, fungus,
mollusks, moneran,
echinoderms,
arthropods, sponges,
chordates, archaea,
reproduce, heredity,
mutations, adapted,
species, genes, body
Su: fossils,
characteristics,
species, origin,
Page 13 of 25 SC.912.L.15.Pa.1
Concept:
Evolution
(Pa) How do plants and animals change
as they grow?
Benchmark(s):
Lesson Essential Question:
SC.912.L.15.In.4 (In) How has evolution changed
SC.912.L.15.Su.4 humans, their language, and their tools
SC.912.L.15.Pa.1 over time?
(Su) How have humans changed in
appearance over time?
(Pa) How do plants and animals change
as they grow?
Concept:
Offspring
Benchmark(s):
Lesson Essential Question:
SC.912.L.15.In.5 (In) What is a natural occurrence that
SC.912.L.15.Su.5 can assist in survival of a species?
SC.912.L.15.Pa.5
(Su) Why do some living things produce
a large number of off spring?
(Pa) Where do animal offspring come
from?
Concept:
Genes
Benchmark(s):
Lesson Essential Question:
SC.912.L.15.In.6 (In) What are the results of changes in
SC.912.L.15.Su.6 the genes of a species?
SC.912.L.15.Pa.4
(Su) How are the characteristics of
offspring the same as their parents?
(Pa) How are animals of the same
species different? (such as different
types of dogs)
Revised 8/05/2013 fungi, offspring
Textbook:
AGS Biology: Ch. 14, L4
PCI Life Science
Chapter 5
Student Activity Journal: worksheet
sec. 3, demo
Pa: plants, animals,
offspring, dogs, cats,
birds, fish, rabbits,
horses, cows,
flowers, trees,
bushes, species
Content Essentials:
p.46-49; 86-89
(Su) 86-89
Textbook:
AGS Biology: Ch. 14, L1
PCI Life Science
Chapter 5, L1
Student Activity Journal: worksheet
sec. 2
Content Essentials:
p. 30-31
Textbook:
AGS Biology: Ch. 14, L1
PCI Life Science
Chapter 5, L1
Teacher’s Guide: worksheets, demo,
lab, review, test
Student Activity Journal: worksheet
sec. 1
Page 14 of 25 Course Name:
Unit Title:
Number of Days:
Revised 8/05/2013 Access Biology 1
(5) Interdependence
31 days
Know:
In, Su, Pa:
Organisms include humans, plants, and
animals.
Understand:
In, Su, Pa:
Organisms interact with one another, nonliving things, and their environment through
physical, chemical, and biological processes.
Do:
In:
Identify that living things in an ecosystem are
affected by changes in the environment.
A basic food chain is the feeding order of
organisms in a community.
Recognize the hierarchy associated with
various food chains.
Changes in the ecosystem can be the result of
natural events, changes in climate, and human
activity.
Recognize possible changes in an ecosystem
that result from natural events and human
activity.
Food chains in a community are linked to one
another.
Identify the components of a food web for
plants and animals.
There are differences between renewable and
non-renewable resources.
List the differences between renewable and
non-renewable resources.
Human activity can help or damage the
environment.
Describe ways that individuals can help or
damage the environment.
Water is a source of life for all living things.
Su:
Recognize that living things in bodies of water
are affected by the locations and depth of the
water.
Page 15 of 25 Revised 8/05/2013 Recognize how animals and plants in an
ecosystem may be affected by changes to the
food supply or climate.
Recognize that organisms can interact with
other organisms in an ecosystem to help each
other.
Recognize changes in living things
(biodiversity) that can result from natural
catastrophic events and human activity.
Identify producers, consumers, and
decomposers in a simple food chain.
Identify that clean water and air are important
for supporting life in an ecosystem.
Identify a way to conserve a familiar, nonrenewable natural resource.
Recognize that the function of photosynthesis
is to produce food for plants.
Pa:
Recognize common living things in bodies of
water.
Recognize what happens to plants and animals
when they don’t get enough light, food, or
water.
Page 16 of 25 Revised 8/05/2013 Recognize examples of mutual relationships
between people and other living things.
Recognize that animals (consumers) eat
animals and plants for foods.
Recognize the importance of clean water for
living things.
Recognize a way to help the local
environment.
Identify that food is a source of energy.
Course Name:
Unit Title:
Number of Days:
Key Learning:
Unit Essential Question:
Concept:
Characteristics of
environment.
Access Biology 1
(5) Interdependence
31 days
In, Su, Pa: Organisms interact with one another and non-living things and their environment through physical,
chemical, and biological processes.
In, Su, Pa: How do organisms interact with one another and their environment?
Benchmark(s):
Lesson Essential Question:
SC.912.L.17.In.1 (In) What characteristics affect the
SC.912.L.17.Su.1 living things in bodies of water?
SC.912.L.17.Pa.1
(Su) How does depth and location affect
life in bodies of water?
(Pa) What living things are commonly
found in water?
Textbook:
AGS Biology: Ch.12, L1
Vocabulary:
In: renewable, nonrenewable, natural
resources,
conservation,
environment,
carbohydrates, fats,
acids,
macromolecules,
organisms,
Page 17 of 25 Concept:
Changes in the
environment
Benchmark(s):
Lesson Essential Question:
SC.912.L.17.In.2 (In) What changes in the environment
SC.912.L.17.Su.2 affect living things in an ecosystem?
SC.912.L.17.Pa.2
Concept:
Benchmark(s):
Relationships
SC.912.L.17.In.2
among organisms SC.912.L.17.Su.2
SC.912.L.17.Pa.2
SC.912.L.18.Pa.2
SC.912.L.18.Pa.3
SC.912.L.18.Pa.5
Lesson Essential Question:
(In) How do relationships among
organisms interact with regards to
helping each other, obtaining food,
benefiting with parasites, and competing
with each other?
Textbook:
AGS Biology: Ch.12, L1
Textbook:
AGS Biology: Ch.12, L3
Content Essentials:
p.84-87; p.80-81
Su: 84-87
(Su) How do changes in food supply
and climate affect an ecosystem?
Concept:
Catastrophic
events
(Pa) What happens to plants and
animals when they do not get enough
light, food, or water?
Benchmark(s):
Lesson Essential Question:
SC.912.L.17.In.4 (In) How do I identify changes in an
SC.912.L.17.Su.4 ecosystem that are the result of
SC.912.L.17.Pa.4 catastrophic events, changes in climate,
and human activity?
(Su) What changes in living things can
result from natural catastrophic events
and human activity?
Textbook:
AGS Biology: Ch.12
Content Essentials:
p.88-89
Su: 88-89
Revised 8/05/2013 photosynthesis,
cells, energy, food
web, ecosystem,
oxygen,
catastrophic,
organisms, climate,
producers,
consumers,
decomposers
Su: environment,
light, energy, natural
resources,
renewable, nonrenewable,
ecosystem, climate,
food chain,
decomposers,
consumers,
producers,
photosynthesis
Pa: environment,
light, energy, meat,
vegetables,
consumer, living
things, water,
harmful actions
(Pa) How are living things affected by
harmful actions?
Page 18 of 25 Concept:
Food web
Concept:
Non-living
elements in an
ecosystem.
Benchmark(s):
SC.912.L.17.In.5
SC.912.L.18.In.2
SC.912.L.18.In.4
SC.912.L.17.Su.2
SC.912.L.17.Su.5
SC.912.L.17.Pa.5
SC.912.L.18.Pa.1
Lesson Essential Question:
(In) What are the components of the
food web?
(Su) What are producers, consumers,
and decomposers in a simple food
chain?
(Pa) Why do animals (consumers) eat
animals and plants?
(Pa) How do I recognize healthy foods?
Benchmark(s):
Lesson Essential Question:
SC.912.L.18.In.4 (In) What are the contributions of nonSC.912.L.18.Su.4 living elements to maintenance of life in
SC.912.L.18.Pa.2 an ecosystem?
Revised 8/05/2013 Textbook:
AGS Biology: Ch.12, L2
Content Essentials:
pg. 72-73; pg.76-77
Textbook:
AGS Biology: Ch.12, L4
Content Essentials:
pgs.124-131
(Su) Why are clean water and air
important in an ecosystem?
Concept:
Renewable and
non-renewable
resources
(Pa) Why do living things need clean
water?
Benchmark(s):
Lesson Essential Question:
SC.912.L.17.In.7 (In) Name the types of renewable and
SC.912.L.17.Su.7 non-renewable resources?
SC.912.L.17.Pa.6 (In) Why do I need to conserve
resources?
Textbook:
AGS Biology: Ch.12, L1
Content Essentials:
pgs.120-123
(Su, Pa) How can I conserve nonrenewable natural resources?
Page 19 of 25 Concept:
Effects on the
environment
Benchmark(s):
Lesson Essential Question:
SC.912.L.17.In.8 (In) How do lifestyles help or hurt the
SC.912.L.17.Su.8 environment?
SC.912.L.17.Pa.7
(Su, Pa) How can I help my local
environment?
Revised 8/05/2013 Textbook:
AGS Biology: Ch.12, L1
Additional Information:
real-life objects, visuals
AGS Biology, PCI Life Science (Student Text, Student Activity Journal, Teacher’s Guide)
http://seasky.org/deep-sea/giant-tube-worm.html
http://www.eol.org/
http://polarhusky.com/explore/
http://sciencedaily.com/releases/2007/11/071123210103.htm
http://powerupthegame.org/home.html
Page 20 of 25 Course Name:
Unit Title:
Number of Days:
Revised 8/05/2013 Access Biology 1
(7) Health and the Human Body
28 days
Know:
In, Su:
Abnormal cells cause cancer.
New medicines and farming techniques are
developed through biotechnology.
Understand:
In, Su, Pa:
The human body has many parts and they
need to work together to maintain health.
Do:
In:
Identify the effects of cancer on human cells.
Identify the advancements of medical
treatments and farming techniques developed
through biotechnology.
The human body has organs.
The human body is comprised of different
systems.
Understand how the various body systems
work.
Identify the major organs.
The human body is susceptible to illness.
Understand how to keep our bodies healthy.
Su, Pa:
The body needs food to grow and stay healthy.
The body can get sick.
Su:
Recognize that cancer may result when cells
change or grow too fast.
Recognize that new medicines and foods can
be developed by science (biotechnology).
Recognize common human health issues.
Recognize that cells get energy from food.
Recognize that food is broken down in
digestion.
Page 21 of 25 Revised 8/05/2013 Pa:
Recognize illness can result when parts of our
bodies are not working properly.
Identify foods from a group of objects or
pictures.
Identify ways to prevent infection, such as
hand washing and first aid.
Recognize saliva helps people eat when we
chew.
Page 22 of 25 Course Name:
Unit Title:
Number of Days:
Key Learning:
Unit Essential Question:
Concept:
Combination of
cells
Concept:
Biotechnology
Revised 8/05/2013 Access Biology 1
(7) Health and the Human Body
28 days
In, Su, Pa: The human body has many parts and they need to work together to maintain health.
In, Su, Pa: What are the human body systems and how do they work together to maintain health?
Benchmark(s):
SC.912.L.14.In.1
SC.912.L.14.Su.1
SC.912.L.14.Pa.1
Lesson Essential Question:
(In) How do cells combine to create
tissues?
(In) How do tissues combine to create
systems?
(Su) What is the smallest basic unit of
human life?
Concept:
Cancer cells
(Pa) What are common parts of human
cells?
Lesson Essential Question:
(In) How are cancer cells different from
normal cells?
Benchmark(s):
SC.912.L.14.In.4
SC.912.L.16.In.4
SC.912.L.16.Su.3
SC.912.L.16.Pa.3 (Su) How are cancer cells different for
normal cells?
(Pa) What happens when our body does
not work properly?
Benchmark(s):
Lesson Essential Question:
SC.912.L.16.In.5 (In) How do I identify ways that
SC.912.L.16.Su.4 biotechnology has changed society and
the environment?
(Su) How do scientists develop new
medicines and foods?
Textbook:
AGS Biology: Ch. 1, L1
PCI Life Science
Chapter 10
Student Text: L1
Student Activity Journal: worksheet
sec. 1
Content Essentials:
p.58-59
Textbook:
AGS Biology:
PCI Life Science
Teacher’s Guide:
Student Text:
Student Activity Journal:
See websites and United Streaming
Textbook:
See websites and United Streaming
Vocabulary:
In: tissues,
systems, health,
drugs, prevention,
detection,
communicable,
lifestyle, chronic,
graph,
interrelationships,
contribute
Su: health, habit,
exercise, grooming,
energy, cell, protein,
carbohydrate, fat,
cancer,
biotechnology,
enzyme, digestion,
lifestyle, history,
contribute
Pa: sick, basic food
terms, healthy,
hands, wash, illness,
saliva, first aid,
hygiene, history,
dispose, contribute
Page 23 of 25 Concept:
Healthy living
SC.912.L.16.Pa.4
Benchmark(s):
HE.912.C.1.In.c
HE.912.C.1.In.d
HE.912.C.1.In.h
HE.912.C.1.Su.c
HE.912.C.1.Su.d
HE.912.C.1.Su.h
HE.912.C.1.Pa.c
HE.912.C.1.Pa.d
HE.912.C.1.Pa.h
MA.912.S.3.In.b
MA.912.S.3.Su.b
MA.912.S.3.Pa.a
SC.912.L.18.In.1
SC.912.L.18.In.3
SC.912.L.18.In.5
SC.912.L.18.Su.1
SC.912.L.18.Su.3
SC.912.L.18.Su.5
SC.912.L.14.Pa.3
SC.912.L.18.Pa.1
SC.912.L.18.Pa.3
SC.912.L.18.Pa.4
(Pa) How do I recognize food?
Lesson Essential Question:
(In) How does my lifestyle affect my
health?
(In) How does the food I eat affect my
health?
(In) Why is it important that I monitor
my health?
(In) How do I monitor my health?
(In) What are enzymes?
(In) How do enzymes break down the
foods I eat?
Revised 8/05/2013 Textbook:
AGS Biology: Ch. 10
See websites and United Streaming
Content Essentials:
Pgs .56-57
(Su) What eating habits will contribute
to better health?
(Su) What exercise habits will
contribute to better health?
(Su) What grooming habits will
contribute to better health?
(Su) What sleep habits will contribute to
better health?
(Su) How does my families’ health
history affect me?
(Su) How does my lifestyle affect my
health?
(Su) How can you organize data using
pictorial and bar graphs?
(Su) How can you organize data into
groups?
(Su) What do I need from food to give
my body energy?
(Su) How does my body break down
the food I eat?
Page 24 of 25 Revised 8/05/2013 (Pa) What happens to my body when I
get sick?
(Pa) How does my family’s health affect
me?
(Pa) When should I wash my hands to
keep healthy?
(Pa) How can quantity in data sets of 10
be identified?
(Pa) What is the purpose of saliva?
(Pa) What can I do when someone is
sick?
Additional Information:
real-life objects, visuals, Human Growth and Development from district
AGS Biology, PCI Life Science (Student Text, Student Activity Journal, Teacher’s Guide)
Medlineplus: http://www.nlm.nih.gov/medlineplus/tutorial.html
American Cancer Society: http://www.cancer.org/Cancer/index
WebMD: http://www.webmd.com/cancer/default.htm
http://seasky.org/deep-sea/giant-tube-worm.html
http://www.eol.org/
http://polarhusky.com/explore/
http://sciencedaily.com/releases/2007/11/071123210103.htm
http://powerupthegame.org/home.html
http://www.myplate.gov
Page 25 of 25 Revised 8/5/13
Course Name:
Access Biology - 7920015
Unit Title:
Human Growth and Development
Number of Days:
3 - 4 weeks
Know:
Understand:
In, Su, Pa:
In, Su, Pa:
Peer pressure and media images related to
Functions of the reproductive system and
sexual behavior can influence an individual.
genetic coding are an important part of
maintaining the survival of the human
There are differences in physical characteristics species.
from parents and off spring.
The menstrual cycle occurs in the female.
Some diseases are transmitted through sexual
contact.
In, Su:
Demonstrate personal communication skills to
evaluate areas of strengths and weaknesses.
DNA carries genetic information necessary for
reproduction.
Females and males have different body parts.
Human development begins when fertilization
occurs.
Do:
In, Su, Pa:
Use correct terms and names of body parts
when having conversations.
Identify the steps needed for making
decisions.
Identify how advertising and media influences
an individual in determining their own
identify.
Distinguish between healthy and unhealthy
relationships.
Identify and/or recognize that offspring will
have inherited charactistics from their parents.
Recognize that DNA carries genetic coding.
Understand why abstinence from sexual
activity is the best way to prevent STDs and
other sexually transmitted diseases.
Recognize that cells are responsible for
different type of cancers.
In:
Identify the various STD’s, their symptoms,
complications and treatment.
Page 1 of 7 Revised 8/5/13
Pa:
Males and females have different body parts.
Females have a menstrual cycle.
In, Su:
Identify and describe the function of the
different parts of the female and male
reproductive systems.
Females and males have body parts for the
purpose of reproduction.
Describe the process of human development
beginning with fertilization through birth.
Explain the function of the menstrual cycle.
Pa:
Recognize the basic human body parts that are
needed for reproduction.
Identify the stages of human development.
Identify the purpose of the menstrual cycle.
Page 2 of 7 Revised 8/5/13
Course Name:
Unit Title:
Number of Days:
Key Learning:
Unit Essential Question:
Concept:
Talking About Sex, Sexuality Influences Access Biology - 7920015
Human Growth and Development
3-4 weeks
In, Su, Pa: Functions of the reproductive system and genetic coding are an important part of maintaining the
survival of the human species.
In, Su, Pa: What are the processes of the human reproduction system?
Benchmark(s):
HE.912.C.1.In.b
HE.912.C.2.In.b
HE.912.C.2.In.e
HE.912.C.1.Su.b
HE.912.C.2.Su.b
HE.912.C.2.Su.e
Concept:
Assertiveness and Refusal Skills Lesson Essential Questions:
HE.912.C.1.Pa.b
HE.912.C.2.Pa.b
HE.912.C.2.Pa.e
(Pa) What are the differences between healthy and unhealthy
relationships?
Benchmark(s):
HE.912.C.1.In.b
HE.912.C.1.Su.b
HE.912.C.1.Pa.b
Lesson Essential Questions:
HE.912.C.2.In.b
HE.912.C.2.Su.b
HE.912.C.2.Pa.b
HE.912.C.2.In.e
HE.912.C.2.Su.e
HE.912.C.2.Pa.e
Textbook:
(In, Su) What are the sexual pressures among teen youths and what are some personal approaches towards addressing questions about sexual behavior? (In, Su) What are some strategies for opening dialogue between teen youths and their parents regarding sexuality issues? (In, Su, Pa) How does an individual evaluate their own personal communication skills and identify areas that they may personally need to strengthen? (In, Su, Pa) What are some strategies individuals can develop regarding decision-­‐making and refusal skills in developing relationships? (In, Su, Pa) What effect does the use of sexual imagery and appeal in advertising have on an individual’s formation of their own identity? Vocabulary:
In, Su: sexual pressure, touching, pregnancy, sexuality, dialogue, love and sex, peer pressure, gender, masculine, feminine Pa: touching,
sexual pressure,
pregnancy
Textbook:
Vocabulary:
In, Su, Pa:
masculine,
feminine,
touching, refusal
skills,
assertiveness,
relationship,
decision-making,
communication,
influence
Page 3 of 7 Revised 8/5/13
Concept:
Characteristics of
Offspring
Concept:
Characteristics of
Genetics
Benchmark(s):
Lesson Essential Questions:
SC.912.L.15.Su.6 (Su) What is the difference between offspring and their parents?
SC.912.L.15.Pa.6
(Pa) What are some differences in physical characteristics of
offspring and parent?
Benchmark(s):
SC.912.L.16.In.1
SC.912.L.16.In.2
Lesson Essential Questions:
(In) In what way do genes determine which characteristics are
passed from parent to offspring?
Textbook:
Vocabulary:
Su, Pa: physical,
offspring,
characteristics
Textbook:
Vocabulary:
In, Su, Pa: genes,
inherit, traits,
offspring
Textbook:
Vocabulary:
In, Su, Pa:
DNA, organism,
mutation, unique
Textbook:
Vocabulary:
In, Su: ovary,
reproduction,
fertilization,
ovum, sperm,
testes, scrotum,
urethra, uterus,
vagina, penis,
prostate,
epididymis, vas
deferens, seminal
SC.912.L.16.Su.1 (Su, Pa) How are traits inherited from parents?
SC.912.L.16.Pa.1
Concept:
Genetic Coding
Benchmark(s):
SC.912.L.16.In.3
Lesson Essential Questions:
(In) How does DNA carry genetic information that can be helpful
or harmful?
SC.912.L.16.Su.2 (Su) What unique information does DNA carry?
SC.912.L.16.Pa.2
Concept:
Male/Female Reproductive Systems
(Pa) What do plants and humans have in common?
Benchmark(s):
Lesson Essential Questions:
SC.912.L16.In.6 (In, Su) What are the parts and functions of the male and female SC.912.L.16.Su.5 reproductive systems? SC.912.L.16.Pa.5
(Pa) What are the basic human body parts for females and males
involved in reproduction?
Page 4 of 7 Revised 8/5/13
vesicle,
fallopian tubes,
cervix, estrogen,
testosterone
Pa: reproduction,
vagina, penis
Concept:
Reproductive Cycle
Benchmark(s):
Lesson Essential Questions:
SC.912.L.16.In.6 (In, Su) What is the process of human development from
SC.912.L.16.Su.5 fertilization to birth?
Textbook:
SC.912.L.16.Pa.5 (Pa) What is the sequence of development from baby to child to
adult?
Vocabulary:
In, Su: birth,
fertilization,
development,
sperm, egg,
mitosis, meiosis
Pa: birth, sperm,
egg
Concept:
Menstruation,
Fertilization and
Fetal Growth
Benchmark(s):
Lesson Essential Questions:
Textbook:
SC.912.L.16.In.6 (In, Su) What is the function of the menstrual cycle and the process
SC.912.L.16.Su.5 of fertilization?
(In, Su) What are the major steps in the development of the fetus
during pregnancy?
SC.912.L.16.Pa.5 (Pa) What is the purpose of menstruation?
Vocabulary:
In, Su: fetus,
menstruation,
fertilization, egg,
sperm,
chromosome,
mitosis, meiosis,
DNA, traits,
heredity, embryo,
placenta, umbilical
cord
Pa:
menstruation,
egg, sperm
Page 5 of 7 Revised 8/5/13
Concept:
STD’s, HIV/AIDS, Cancer (School nurse may present this information) Benchmark(s):
SC.912.L.16.In.b
HE.912.C.1.Su.h
HE.912.C.1.Pa.h
Contraception (Will be presentation by school nurse)
Lesson Essential Questions:
Textbook:
(In) What are the most common types of STDs, their symptoms, complications and treatment, including HIV/AIDS? (In, Su, Pa) What are some of the causes of cancer? (In, Su, Pa) Why is abstinence from sexual activity the safest choice in preventing the transmission of STDs and STIs? Vocabulary:
In, Su: STD, STI, abstinence, reproductive systems (parts and functions), types of STDs, cancer, monogamous, contraceptive, intercourse, birth control, condom, spermicide Pa: cancer, birth
control, STD
Concept:
Prevention,
Detection, and
Treatment
Benchmark(s):
SC.912.L.16.In.b
HE.912.C.1.Su.h
Lesson Essential Questions:
(In, Su) How can communicable and chronic diseases be detected,
prevented and treated?
HE.912.C.1.Pa.h
(Pa) What are ways that communicable diseases can be prevented?
Textbook:
Vocabulary:
In, Su, Pa:
disease, prevent,
communicable,
detect, chronic
Additional Information:
http://www.discoveryeducation.com
http://exchange.smarttech.com/search.html?q=reproduction&subject=Health+and+Physical+Education&grade=All+grades&region=en_US
http://www.learningscience.org
http://www.pbs.org/wgbh/nova/education/activities/2816_miracle.html ( PBS.org*Fetal Development)
http://studyjams.scholastic.com/studyjams/index.htm
http://www.visualaidsforlearning.com/products/index.htm
Page 6 of 7 Revised 8/5/13
HUMAN DEVELOPMENT: Female Reproductive System
HUMAN DEVELOPMENT: Gonorrhea*Teens Health
HUMAN DEVELOPMENT: How Cancer Grows and Spreads*Interactive
HUMAN DEVELOPMENT: IWannaKnow*Health
HUMAN DEVELOPMENT: Male Reproductive System
HUMAN DEVELOPMENT: PBS.org*Fetal Development
HUMAN DEVELOPMENT: STD Pictures
HUMAN DEVELOPMENT: STD'S Video
HUMAN DEVELOPMENT: Understanding Prostate Cancer*Interactive
Page 7 of 7