2016 – 2017
Volusia County Schools
Created For Teachers By Teachers
Curriculum Mapping Committee:
Kris Blasko
Monica Dickenson
Dodi Gaines
Aparna Hoskote
Melanie Jenkins
Bill Lastowski
Shirma Ramroop
Susan Sigler
Dean Tate
Jenna White
Biology I
Curriculum Map
Regular and Honors
Regular and Honors
2016 – 2017
Parts of the Curriculum Map
Volusia County Schools
The curriculum map defines the curriculum for each course taught in Volusia County. They have been created by teachers from Volusia Schools on curriculum
mapping and assessment committees. The following list describes the various parts of each curriculum map:
•
•
•
•
•
•
Units: the broadest organizational structure used to group content and concepts within the curriculum map created by teacher committees.
Topics: a grouping of standards and skills that form a subset of a unit created by teacher committees.
Learning Targets and Skills: the content knowledge, processes, and skills that will ensure successful mastery of the NGSSS as unpacked by teacher
committees according to appropriate cognitive complexities.
Standards: the Next Generation Sunshine State Standards (NGSSS) required by course descriptions posted on CPALMS by FLDOE.
Pacing: recommended time frames created by teacher committees and teacher survey data within which the course should be taught in preparation for the
EOC.
Vocabulary: the content-specific vocabulary or phrases both teachers and students should use, and be familiar with, during instruction and assessment.
Maps may also contain other helpful information, such as:
•
•
•
•
•
•
•
Resources: a listing of available, high quality and appropriate materials (strategies, lessons, textbooks, videos and other media sources) that are aligned to the
standards. These resources can be accessed through the county Biology Edmodo page. Contact the District Science Office to gain access to the code and log in
at www.edmodo.com .
Teacher Hints: a listing of considerations when planning instruction, including guidelines to content that is inside and outside the realm of the course
descriptions on CPALMS in terms of state assessments.
Sample FOCUS Questions: sample questions aligned to the standards and in accordance with EOC style, rigor, and complexity guidelines; they do NOT
represent all the content that should be taught, but merely a sampling of it.
Labs: The NSTA and the District Science Office recommend that all students experience and participate in at least one hands-on, inquiry-based, lab per week
were students are collecting data and drawing conclusions. The district also requires that at least one (1) lab per grading period should have a written lab report
with analysis and conclusion.
Common Labs (CL): Each grade level has one common Lab (CL) for each nine week period. These common labs have been designed by teachers to allow
common science experiences that align to the curriculum across the district.
Science Literacy Connections (SLC): Each grade level has one common Science Literacy Connection (Common SLC) for each nine week period. These
literacy experiences have been designed by teachers to provide complex text analysis that aligns to the curriculum across the district. Additional optional SLCs
are provided to supplement district textbooks and can be found on the Biology Edmodo site.
DIA: (District Interim Assessments) content-specific tests developed by the district and teacher committees to assist in student progress monitoring. The goal
is to prepare students for the Florida Biology EOC using rigorous items developed using the FLDOE Item Specifications Documents.
The opening pages of the map include information about the Biology EOC exam information, methods of instruction, cognitive complexities, and pacing guides to
better assist teachers with instruction. The Florida ELA and Math Standards can be found at the end of the curriculum map.
Biology I Regular and Honors
Page 2
2016 – 2017
Volusia County Schools
Florida Biology End of Course (EOC) Exam Information
Content Breakdown by Benchmark
Molecular and Cell Biology
35% of EOC
N.1. 1
L.16.17
N.1.4
L.16.8
N.1.6
L.16.14
L14.4
L.16.16
L.14 .1
L.18.1
N.1.3
L.18.11
N.2.1
L.18.9
N.3.1
L.18.7
N.3.4
L.18.8
L.14 .3
L.18.10
L.14.2
L.18.12
L.16 .3
L.16.4
L.16.5
L.16.9
Classification, Heredity, and Evolution
25% of EOC
N.1.1
L.15.8
L.15.1
N.1.3
L.15.10
N.1.4
N.1.3
N.2.1
N.1.4
L.15.13
N.1.6
L.15.14
N.2.1
L.15.15
N.3.1
N.1.3
N.3.4
L.16.1
L.15.6
L.16.2
L.15.4
L.15.5
N.1.3
N.1.6
Organisms, Populations, and Ecosystems
40% of EOC
N.1.1
L.17.5
L.14.7
L.17.2
L.14.26
L.17.4
L.14.36
L.17.8
L.14.52
N.1.4
L.14.6
L.17.9
L.16.10
E.7.1
L.16.13
L.17.20
L.17.11
L.17.13
N.1.3
Item Cognitive Complexity
Low
10-20%
Moderate
60-80%
High
10-20%
Duration and Length
Sessions
2
Total Time
160 minutes
Total Items
60-66
Recommendations for success on the EOC:
1. Use frequent formative assessments to monitor student progress.
2. Students should have access to and use BioMastery, Escambia EOC Prep, and Florida Achieves!
3. Instruction should be at the same level of rigor as the learning targets in the curriculum map (see page 5).
Biology I Regular and Honors
Page 3
2016 – 2017
Volusia County Schools
Description
Implementation
Learners engage with an activity that captures their attention, stimulates
their thinking, and helps them access prior knowledge. A successful
engagement activity will reveal existing misconceptions to the teacher and
leave the learner wanting to know more about how the problem or issue
relates to his/her own world. (e.g. ISN-preview, Probe, Teacher
Demonstration…)
The diagram below shows how the elements of the 5E model are
interrelated. Although the 5E model can be used in linear order (engage,
explore, explain, elaborate and evaluate), the model is most effective when it
is used as a cycle of learning.
Explain
Learners explain through analysis of their exploration so that their
understanding is clarified and modified with reflective activities. Learners
use science terminology to connect their explanations to the experiences
they had in the engage and explore phases. (e.g. Lecture, ISN-notes,
Research, Close-reading, reading to learn, videos, websites…)
Elaborate
Learners explore common, hands-on experiences that help them begin
constructing concepts and developing skills related to the learning target.
The learner will gather, organize, interpret, analyze and evaluate data. (e.g.
investigations, labs…)
Learners elaborate and solidify their understanding of the concept and/or
apply it to a real world situation resulting in a deeper understanding.
Teachers facilitate activities that help the learner correct remaining
misconceptions and generalize concepts in a broader context. (e.g. labs,
web-quest, presentations, debate, discussion, ISN-reflection…)
Evaluate
Explore
Engage
Volusia County Science 5E Instructional Model
Teachers and Learners evaluate proficiency of learning targets, concepts
and skills throughout the learning process. Evaluations should occur
before activities, to assess prior knowledge, after activities, to assess
progress, and after the completion of a unit to assess comprehension. (i.e.
formatives and summatives)
Explore
Engage
Discuss
and
Evaluate
Elaborate
Explain
Each lesson begins with an engagement activity, but evaluation occurs
throughout the learning cycle. Teachers should adjust their instruction
based on the outcome of the evaluation. In addition, teachers are
encouraged to differentiate at each state to meet the needs of individual
students.
*Adapted from The BSCS 5E Instructional Model: Origins, Effectiveness, and Applications, July 2006, Bybee, et.al, pp. 33-34.
Biology I Regular and Honors
Page 4
2016 – 2017
Volusia County Schools
Cognitive Complexity
The benchmarks in the Next Generation Sunshine State Standards (NGSSS) identify knowledge and skills students are expected to acquire at each grade level,
with the underlying expectation that students also demonstrate critical thinking.
The categories—low complexity, moderate complexity, high complexity—form an ordered description of the demands a test item may make on a student.
Instruction in the classroom should match, at a minimum, the complexity level of the learning target in the curriculum map.
Low
Moderate
High
This category relies heavily on the recall and
recognition of previously learned concepts and
principles. Items typically specify what the student
is to do, which is often to carry out some
procedure that can be performed mechanically. It
is not left to the student to come up with an
original method or solution.
This category involves more flexible thinking and
choice among alternatives than low complexity
items. They require a response that goes beyond
the habitual, is not specified, and ordinarily has
more than a single step or thought process. The
student is expected to decide what to do—using
formal methods of reasoning and problem-solving
strategies—and to bring together skill and
knowledge from various domains.
This category makes heavy demands on student
thinking. Students must engage in more abstract
reasoning, planning, analysis, judgment, and
creative thought. The items require that the
student think in an abstract and sophisticated way
often involving multiple steps.
Students will:
Students will:
Students will:
•
•
•
retrieve information from a chart, table,
diagram, or graph
recognize a standard scientific representation
of a simple phenomenon
complete a familiar single-step procedure or
equation using a reference sheet
•
•
•
•
•
•
•
interpret data from a chart, table, or simple
graph
determine the best way to organize or present
data from observations, an investigation, or
experiment
describe examples and non-examples of
scientific processes or concepts
specify or explain relationships among different
groups, facts, properties, or variables
differentiate structure and functions of different
organisms or systems
predict or determine the logical next step or
outcome
apply and use concepts from a standard
scientific model or theory
•
•
•
•
•
•
analyze data from an investigation or
experiment and formulate a conclusion
develop a generalization from multiple data
sources
analyze and evaluate an experiment with
multiple variables
analyze an investigation or experiment to
identify a flaw and propose a method for
correcting it
analyze a problem, situation, or system and
make long-term predictions
interpret, explain, or solve a problem involving
complex spatial relationships
*Adapted from Webb’s Depth of Knowledge and FLDOE Specification Documentation, Version 2.
Biology I Regular and Honors
Page 5
2016 – 2017
Volusia County Schools
High School Weekly Curriculum Trace
2016
1
2
3
Biology
Enviro.
Science
Introduction
to Enviro.
Chemistry
Matter and Measurement
11
Biodiversity
13
Humans and The Environment
Earth as a System
14
15
21
16
17
Genetics
Enviro.
Science
Evolution
Earth Space
Community Ecology
Weathering and Erosion
23
24
Chemical Composition
25
26
Toxicology
31
Water
32
33
34
35
Enviro.
Science
Land Management
Renewable and Nonrenewable Resources
Energy Changes & Reaction
Rates
**Weeks 36 – 39 curriculum to be determined by PLC.
Biology I Regular and Honors
Solar System
Stoichiometry
Review/Administer Biology
Solar System
29
Waste Management
Stars
Ecology
Chemistry
28
Humans
Biology
Earth Space
27
Evolution
Chemical Reactions
30
19
Genetics
Origin of The Universe
Chemistry
18
Covalent Bonding & Nomenclature
22
The Ocean
The Periodic Table
Weather and Climate
20
10
Biomes and Aquatic Ecosystems
Population Ecology
Ionic Bonding & Nomenclature
9
Cell Structure and Function
Cell Processes
Biology
2017
8
Understanding the Atom
12
Earth Space
2017
7
Plate Tectonics
Biology
Chemistry
6
Earth’s Systems
Earth’s Layers
Enviro.
Science
5
Macromolecules
Earth Space
2016
4
36
37
38
Bridge To Chemistry
Atmosphere/Climate Change
EOC Review
Space Exploration
Evolution
EOC Review
States of Matter
Gas Laws
EOC Review
Page 6
2016 – 2017
Volusia County Schools
2016 – 2017 Instructional Calendar
Week
Dates
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
15 August - 19 August
22 August - 26 August
29 August - 2 September
6 September - 9 September
12 September - 16 September
20 September - 23 September
26 September - 30 September
3 October - 7 October
10 October - 14 October
17 October - 20 October
24 October - 28 October
31 October - 4 November
7 November - 10 November
14 November - 18 November
21 November - 22 November
28 November - 2 December
5 December - 9 December
18
12 December - 16 December
19 December - 20 December
19
Days
5
5
5
4
5
4
5
5
5
4
5
5
4
5
2
5
5
5
2
Quarter
Start 1st
Week
20
21
22
23
24
25
26
27
28
29
30
31
32
33
34
35
36
↑
10
Weeks
↓
End 1st
Start 2nd
↑
9
Weeks
↓
37
End 2nd
38
39
* See school-based testing schedule for the course EOC administration time
Dates
Days
3
4 January - 6 January
5
9 January - 13 January
4
17 January - 20 January
5
23 January - 27 January
5
30 January - 3 February
5
6 February - 10 February
5
13 February - 17 February
4
21 February - 24 February
5
27 February - 3 March
4
6 March - 9 March
5
20 March – 24 March
5
27 March - 31 March
5
3 April - 7 April
5
10 April - 14 April
5
17 April - 21 April
5
24 April - 28 April
5
1 May - 5 May
5
8 May - 12 May
Start Review and Administer EOC*
5
15 May - 19 May
5
22 May - 26 May
Quarter
Start 3rd
↑
10
Weeks
↓
End 3rd
Start 4th
↑
10
Weeks
↓
End 4th
Lab Information
Expectations:
Safety Contract:
The National Science Teacher Association, NSTA, and the district science office
recommend that all students experience and participate in at least one handson-based lab per week. At least one (1) lab per grading period should have a
written lab report with analysis and conclusion.
http://www.nsta.org/docs/SafetyInTheScienceClassroom.pdf
Biology I Regular and Honors
Safety, Cleanup, and Laws:
http://labsafety.flinnsci.com/Chapter.aspx?ChapterId=88&UnitId=1
http://labsafety.flinnsci.com/CertificateCourseSelection.aspx?CourseCode=
MS
Page 7
2016 – 2017
Volusia County Schools
Week
Date
1–3
Biology 1 (Regular and Honors Curricula)
Topic
Unit DIA
15 August – 2 September
What is Biology? and Science Process
4–6
6 September – 23 September
Water, Macromolecules, and Enzymes
(Optional SMT 1 – Week 1)
Macromolecules
7
26 September – 30 September
Cell Theory and Microscopes
8
3 October – 7 October
Cell Structure and Function
9 – 10
10 October – 20 October
Cell Membrane and Transport
Cells Structure and
Function
End of 1st Quarter
11
24 October – 28 October
Photosynthesis and Cellular Respiration
12 – 15
31 October – 22 November
Cell Cycle, Mitosis, Meiosis
16 – 19
28 November – 20 December
Genetics and Biotechnology
Cell Processes
(SMT 2 – Week 19)
Genetics
End of 2nd Quarter – Winter Break
20 – 22
4 January – 20 January
DNA and Protein Synthesis
23
23 January – 27 January
Evidence of Evolution
24 – 25
30 January – 10 February
Mechanisms of Change
26 – 27
13 February – 24 February
Taxonomy
28 – 29
27 February – 9 March
Human Health, Growth, and Development
Evolution
Humans
End of 3rd Quarter – Spring Break
30
31
32
33
34 – 38
20 March – 24 March
27 March – 31 March
3 April – 7 April
10 April – 14 April
17 April – 19 May
36 – 39
1 May – 26 May
Plants
Matter and Energy in an Ecosystem
Interdependence
Human Impact
Ecology
Biology EOC State Window
Regular
PLC Choice - Real World Applications
or
Honors
Bridge to Chemistry
End of 4th Grading Period – Summer Break
•
All DIA tests are available in Eduphoria! under their respective units as labeled above.
Biology I Regular and Honors
Page 8
2016 – 2017
Students will:
• describe science as the study of the natural world and biology as the study of the
organisms and their interactions with the environment
What is Biology?
Topics
Unit 1: Macromolecules
Learning Targets and Skills
•
describe science as both durable and robust and open to change
•
differentiate between science and non-science, citing examples of each
•
explain why something would fail to meet the criteria for science
o criteria should include testability, repeatability, and replicability
•
set up an interactive science notebook and review lab safety protocols
Science Processes
Students will:
• design a controlled experiment on a biology topic
•
•
use tools (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)
•
collect, analyze, and interpret data from the experiment to make predictions and/or
defend conclusions
•
determine an experiment’s validity and justify its conclusions based on:
o control group, limiting variables and constants
o multiple trials (repetition) or large sample sizes
o bias
o method of data collection, analysis, and interpretation
o communication of results
•
differentiate between an observation and inference, citing examples of each
Weeks 1 – 3
Standards
SC.912.N.2.1
SC.912.N.2.2
SC.912.N.2.4
SC.912.N.1.1
also
SC.912.N.1.3
SC.912.N.1.4
SC.912.N.1.6
Vocabulary
Non-science
Pseudoscience
Science
Analysis
Argumentation
Bias
Control group
Evidence
Inference
Interpretation
Limiting variables
Multiple trials
Observation
Peer review
Reliability
Validity
use appropriate evidence and reasoning to justify explanations to others
Biology I Regular and Honors
Page 9
2016 – 2017
What is Biology?
Textbook
Video Clips
Websites
Keeley Probes
Teacher Hints &
Instructional
Focus
Labs and
Activities
Science Processes
Sections 1.1, 1.2 Lab Binder: Unit 1, pp.1-15
SM- Eyes of Nye: Pseudoscience
YOUTUBE - Introduction to Biology
Edmodo
Kahoot
Escambia County Website
Volume 1 #14 (Mittens,) #15 (Objects and Temperature)
Instruction Hints:
1. Share your LOVE of Biology, who you are, and why you teach.
2. Establish and practice classroom procedures and routines.
3. Create lab groups and practice lab safety, routines, and group
norms.
4. Activity before Content (AbC) and Content before Vocabulary
(CbV).
5. Evaluate advertised claims of pseudoscience such as astrology;
have students justify why it is pseudoscience and not science.
6. Biology EOC is 30% of the course grade calculation. Review page
3 for EOC content breakdown with students.
7. ALL resources can be found on Edmodo. Contact the County
Science Office for the code to join.
8. SMT #1 is optional and should be given during week 1.
Sections 1.3, 1.4, 1.5 Lab Binder: Unit 1, pp.1-15
YOUTUBE - A Bath Without Water
YOUTUBE - Ants that count
All resources found on Edmodo in the Biology What is Biology folder:
Powerpoint Why Does Biology Matter
POGIL - Analyzing and Interpreting Data
All resources found on Edmodo in the Biology Science Processes folder:
Several data analysis activities
Lab Gobstopper with Rubric
Lab Thinking Outside of The Bag Lab Heart Rate with Rubric
Lab Science Process Clothes pin
Using the Scientific Process to study Evolution
Volume 3 #12 (Doing Science)
Instruction Hints:
1. Students need multiple opportunities to ask their own questions and develop
their own investigations.
2. The next two weeks gives you an opportunity to review students on the basics
of scientific investigations, tools and measurements.
3. Use this opportunity to engage and hook students using various contentbased labs.
4. It is very important that students are able to collect, organize and analyze
data. Students will be required to analyze graphs on the Biology EOC.
***MISCONCEPTION ALERT***
Misconception- There is an artificial number and order of steps scientists use to
solve problems. (Teachers and students should refrain from using the term “The
Scientific Method” and focus only on various processes.)
Misconception- The control group is always the group left untested (Refer to
control as the normal condition used for comparison).
Sample FOCUS Question
Sample FOCUS Question
Sometimes scientists must make assumptions about their subject of study because some aspect of it
cannot be tested directly. In cases like this, scientists assume that the natural world operates in a
consistent fashion. Which of the following would be the best example of a case in which scientists
would have to make an assumption based on present experience?
Each summer, Janine spends two weeks visiting her grandparents, who live near a beach.
She notices that the shore in one area appears to erode more each year than any other
area. Which of the following would be the best way to determine if different areas of this
beach experience more erosion than others each year?
1.
1.
2.
3.
2.
3.
4.
assuming that modern DNA is composed of the same nucleotide bases that made up DNA
1,000 years ago
assuming that rainfall patterns in the northern United States are similar to rainfall
patterns there 50 years ago
assuming that trees in Brazil use the chlorophyll in their leaves for photosynthesis in the same
way trees in Florida do
assuming that the feathers on a dinosaur skeleton were used for flight and insulation
as they are in modern birds
Prefix / Suffix
No/Non – not
Biology I Regular and Honors
Sciencia- wisdom Pre- before
Bio- life
4.
Find out what factors contribute most to the erosion of the beach each year.
Compare the physical features of this beach to those of beaches in other towns.
Take photographs of all areas of the beach over several years to look
objectively for differences.
Survey the residents who live near the beach year round to see if they notice any
changes in erosion.
-ology- study
Page 10
2016 – 2017
Unit 1: Macromolecules
Topics
Learning Targets and Skills
Students will:
• explain why the special properties of water make it essential for life, including:
o polarity, hydrogen bonding, cohesive and adhesive behavior, ability to moderate
temperature, universal solvent behavior, and expansion upon freezing
Water, Macromolecules, & Enzymes
Students will:
• identify basic molecular structures and describe the primary functions of the four
major categories of biological macromolecules, including:
o carbohydrates, lipids, proteins, and nucleic acids
Students will:
• predict the effect pH, temperature, and enzyme concentration have on enzyme activity
•
explain how an enzyme increases the rate of a biochemical reaction
o enzymes decrease the activation energy of reactions by acting as a catalyst
which is not consumed during the course of the reaction
•
analyze graphs from an experiment to draw conclusions on activation energy
Honors:
1. Interpret formula representations of molecules and compounds in terms of
composition and structure.
2. Describe the important structural characteristics of monosaccharides, disaccharides,
and polysaccharides and explain the functions of carbohydrates in living things.
3. Describe the structures of fatty acids, triglycerides, phospholipids, and steroids.
4. Explain the function of lipids in living organisms. Identify some reactions that fatty
acids undergo. Relate the structure and function of cell membrane.
5. Describe the structures of proteins and amino acids. Explain the functions of
proteins in living organisms. Identify some reactions that amino acids undergo.
Relate the structure and function of enzymes.
DIA 1: Macromolecules
Biology I Regular and Honors
Weeks 4 – 6
Standards
Vocabulary
Adhesion / Cohesion
SC.912.L.18.12 Hydrogen bond
Polar molecule
Solute / Solvent
Specific heat
SC.912.L.18.1
Activation energy
Amino acid
Carbohydrates
Catalyst
Chemical reaction
SC.912.L.18.11 Denature
Enzyme
Equilibrium
Fatty acid
Lipids
Macromolecules /
SC.912.N.1.1
Organic Compounds
Monomer
Honors:
Nucleic acids
SC.912.P.8.7 Polymer
Proteins
Reaction rate
SC.912.L.18.2
SC.912.L.18.3
SC.912.L.18.4
22 September – 23 September
Page 11
2016 – 2017
Water, Macromolecules, and Enzymes
Textbook
Video Clips
Websites
Teacher Hints
Common Labs
(CL)
and
Common SLC
Sections 2.2,2.3, 2.4, 2.5 Lab Binder: Unit 1, pp.17-28
YOUTUBE- Death by H2O
Amoeba Sisters- Biomolecules (Macromolecules)
Molecular Structure of Fat, Small-Molecule Diversity
Instruction Hints:
EOC Hints:
1. Students will have to know the unique properties of water that
1. Items will not refer to intermolecular forces found in the four types of
allows Earth to be the only planet with life. They should be able
macromolecules.
to give examples of how the properties of water contribute to
2. Items will not assess hydrolysis and dehydration synthesis.
sustaining life.
3. Items referring to the role of enzymes as a catalyst will use a biological
2. Good practice assessment items on page 62, items 33-35.
context and will not require knowledge of specific enzymes.
4. Items will not assess enzyme-substrate complex.
3. Students should be able to interpret a graph from an enzyme lab
showing catalysts and activation energy.(pg. 54 in book)
4. Students should have an enzyme lab experience studying the
effects of changing temperature, pH and concentrations.
Common Labs can be found on Edmodo in the Biology CL folder.
Common SLC be found on Edmodo in the Biology Common SLC folder.
CL 1 Properties of Water Lab
Common SLC 1- Fire Ants Assemble as a Super Organism
This lab allows students to explore the properties of water.
Fire Ants Printable Article, Student Questions and/or Writing Prompt, and Text
The Properties of Water Lab should be completed during the
Analysis can be found on Edmodo in the Biology Common SLC folder.
Students will complete Common SLC 1 at any time during the Water section of the
Macromolecules Unit wherever the teacher sees fit.
Macromolecules unit.
Sample FOCUS Question
Labs and Activities
All resources found on Edmodo in the Biology Water, Macromolecules, and Enzymes folder.
Lab Toothpick Enzymes
Lab McMush Macromolecule Identification Student and Teacher Notes Lab
Water Workstations
Lab Building Monomers of Macromolecules Lab
Activity Analyzing the effect of pH on enzyme activity data lab
Activity Macromolecule Chart and Diagrams
Activity Elements Found In Living Things
Lab Enzyme Catalase
Formative Macromolecules
Activity Enzyme Foldable Instructions
Powerpoint Jeopardy Review – Enzymes and Macromolecules
Activity Enzyme Graphing with pH and temperature
POGILs- 1- Properties of Water; 2- Biological Molecules
Powerpoint Macromolecules
A Whole New World MSP Lesson
Enzymes in Action MSP Lesson
Ad- toward
Co- with
Herare- sticking
Solvere- dissolve
Prefix / Suffix Amon- nitrogen Equil- balanced Act- capable Lysis- cut
Biology I Regular and Honors
A carbohydrate is an organic compound that is composed of carbon, hydrogen,
and oxygen. The unique structure of carbohydrates makes them useful material
for building cell walls in plants. Which of the following is a function of
carbohydrates in animals?
1.
2.
3.
4.
digesting food
fighting disease
storing short-term energy
transmitting nerve impulses
Optional SLC
SLC Discovery of new enzyme could yield better plants for biofuel Printable Article
SLC Discovery of new enzyme could yield better plants for biofuel Student Questions
SLC Discovery of new enzyme could yield better plants for biofuel Text Analysis
SLC Small, Yes, but Mighty: The molecule called water Printable Article and
Questions
Mono- one
Poly- maner
Carbo- carbon
Hydro- water
Lip- fat
Pro- first
Page 12
2016 – 2017
Cell Theory and Microscopes
Topics
Unit 2: Cell Structure and Function
Learning Targets and Skills
Students will:
• describe a theory as an explanation and a law as a predicted outcome to a process or
phenomenon as it applies to cell theory
Week 7
Standards
SC.912.N.3.4
•
recognize theories do not become laws nor do laws become theories as it applies to
cell theory
•
describe the current cell theory as:
o all cells come from pre-existing cells
o all living organisms are composed of one or more cells
o cells are the basic unit of structure, function, and organization of all living
organisms
SC.912.L.14.1
•
differentiate the function of various types of microscopes, including:
o compound
o dissecting
o scanning electron
o transmission electron
SC.912.L.14.4
•
explain how continuous investigations by multiple scientists and new scientific
information has influenced cell theory over time, for example:
o changes in microscope technology has led to further discoveries that have
determined the structure and function of various cell parts
SC.912.N.3.1
Biology I Regular and Honors
Vocabulary
Cell Theory
Compound Light
Microscope
Laws
SEM
TEM
Theory
Page 13
2016 – 2017
Cell Theory and Microscopes
Textbook
Video Clips
Websites
Keeley Probes
Teacher Hints
Sections 1.4 and 3.1
YOUTUBE- Wacky History of Cell Theory YOUTUBE Types of Microscopes
Types of Microscopes (Interactive Slides)
Volume 1 #18 (Is It made of Cells?) Volume 1L # (Cucumber)
Instruction Hints:
EOC Hints:
1. For many students, this will be the first time using a microscope.
1. Items may asses how contributions of scientists such as Van Leeuwenhoek,
Please review parts and procedures.
Hooke, Schwann, Schleiden and Virchow aided in the development of the cell
2. It is recommended that no more than 2 students use a microscope
theory but will not assess what each scientist contributed.
at the same time. Please work with your department to maximize
2. Students will need to know why the Cell Theory is a theory and not a law.
th
th
resources.
3. Cell Theory is a 6 grade standard that is assessed on the 8 grade science
3. It is recommended that teachers use preserved slides
FCAT.
(when available, to save time).
4. Project 1040 (consumable) money may be used to repair, replace,
or clean microscopes and slides.
5. For lab safety, make sure to clean all eye pieces after each use.
Labs and Activities
Sample FOCUS Question
All resources found on Edmodo in the Biology Cell Theory and Microscopes folder.
Lab Introduction to the Microscope
Activity Color The Parts of The Microscope
Webquest Interactive Microscope Slides
Prefix / Suffix
Micro- small
Biology I Regular and Honors
The cell theory was first proposed in 1838. Evidence obtained through
additional scientific investigations resulted in the current cell theory. Which
statement describes a component of the original cell theory that was removed
because of the new scientific knowledge?
1.
2.
3.
4.
Scope- to see
Nuc- center
Cyto- hollow
All living things are made of cells.
All cells come from other preexisting cells.
Cells form through spontaneous generation.
Cells are the basic structural and functional units of life.
-plasm- to form
Page 14
2016 – 2017
Week 8
Unit 2: Cell Structure and Function
Topics
Learning Targets and Skills
Standards
Cell Structure & Function
Students will:
•
compare and contrast prokaryotes and eukaryotes
•
differentiate the general structures and their function found within a cell, including:
Prokaryotic Cells
cell wall
cell membrane
cytoplasm
plasmid
ribosome
flagella
Eukaryotic Cells
cell wall
microtubules
cell membrane
microfilaments
cytoplasm
vacuoles
nucleus
mitochondria
nuclear envelope
Golgi apparatus
endoplasmic reticulum chloroplasts
cilia
flagella
ribosomes
lysosomes
chromatin
nucleolus
•
differentiate the general structures of plant and animal cells, for example:
o plant cells have central vacuoles, chloroplasts, and cell wall
o animal cells have lysosomes
•
explain how the structure of an organelle is directly related to its function in the cell,
for example:
o folding of the endoplasmic reticulum increases available surface area for protein
packaging and transport
o total available energy within a cell is dependent upon the number of
mitochondria present, i.e. muscle cells have many mitochondria
Biology I Regular and Honors
SC.912.L.14.3
Vocabulary
Barrier
Boundary
Membrane-bound
Organelle
Surface Area
Page 15
2016 – 2017
Cell Structure and Function
Textbook
Video Clips
Websites
Keeley Probes
Teacher Hints
Section 3.2
YOUTUBE- Eukaryopolis
Lab Binder: Unit 2, pp.1-12
Amoeba Sisters Prokaryotes and Eukaryotes
Cells Alive Interactive Plant Animal Model BioManBio - Cells
***Misconception Alert***
Misconception- Fungi are autotrophs and photosynthesize.
(While Fungi DO have a cell wall, they are decomposers and do
not need light because they do not photosynthesize.)
Misconception- All protists are single-celled and animal-like.
(Protists are VERY diverse. They range from a single-cell to
multi-cellular. They can be plant-like, animal-like, or fungi-like.)
Volume 1L #8 (Chlorophyll)
EOC Hints:
1. Items will not address cellular structures unique to protists or fungi.
th
2. Cell structure and function of plant and animal cells is a 6 grade standard that is
th
assessed on the 8 grade science FCAT.
Labs and Activities
Sample FOCUS Question
All resources found on Edmodo in the Biology Cell Structure and Function folder.
Lab Cell Comparison
Activity Cells and Organelles Function and Memory Cut and Paste
Activity Cells Labeling
Activity Cells Color Sheet
Cell City Analogy
Activity Cell Analogy Poster with Rubric
Activity Cell Parts and Function Flash Cards
POGILs 1- Prokaryotic and Eukaryotic Cells; 2- Organelles in Eukaryotic Cells
Activity Prokaryote and Eukaryote Cell Coloring
Parts of Cells Blank Feature Matrix
Cell Structure and Function WS
Lab Cell Structure
Cell Analogy Project
Prefix / Suffix
Cyto- hollow
Biology I Regular and Honors
-plasm- to form
Chloro- green
-plast- form
Which of the following statements correctly explains the function of the Golgi
apparatus within a cell?
1.
2.
3.
4.
The Golgi apparatus uses oxygen to convert sugar into chemical energy and also
controls the metabolism of the cell.
The Golgi apparatus contains most of the genetic material within the cell and is
responsible for gene expression and DNA replication when the cell divides.
The Golgi apparatus prepares new macromolecules such as fats and lipids by
sorting and encasing them before sending them to the correct destination within
a cell.
The Golgi apparatus breaks down molecules that are not needed within the cell,
and returns some of the products of digestion to the cell for use in building new
cell parts.
Vacuo- space
Trans- across
Port- gateway
Flag- whip
Lysis- to cut
Cilia- hair
Page 16
2016 – 2017
Unit 2: Cell Structure and Function
Topics
Learning Targets and Skills
Cell Membrane & Transport
Students will:
• explain how both passive and active transport move materials across the cell
membrane
•
predict the impact to a plant or animal cell if placed in various types of solutions:
o hypotonic
o hypertonic
o isotonic
•
explain why cells are limited in size in terms of nutrient and waste transport
•
create a model to simulate how a cell membrane works
DIA 2: Cell Structure and Function
Biology I Regular and Honors
Weeks 9 – 10
Standards
SC.912.L.14.2
SC.912.N.1.1
Vocabulary
Active transport
Concentration gradient
Hypertonic
Hypotonic
Isotonic
Endocytosis
Exocytosis
Fluid Mosaic Model
Osmosis
Passive transport
facilitated diffusion
simple diffusion
Phospholipid
Selective permeability
Pinocytosis
Phagocytosis
19 October – 20 October
Page 17
2016 – 2017
Cell Membrane and Transport
Textbook
Video Clips
Websites
Keeley Probes
Teacher Hints
Section 3.3, 3.4, 3.5, and 5.1
YOUTUBE- Osmosis
Online Lab Activity The Biology Place (Osmosis and Diffusion) BioManBio – Cell Defense
Volume 2 #18 (Whale and Shrew) Volume 4 #14 (Chicken Eggs)
Instruction Hints:
EOC Hints:
1. Pose the question: Why would people with a sore throat
1. Items on cellular transport will be lab scenario based. Students should have lab
gargle with salt water and not fresh water? (Hypertonic solution experiences to support their understanding of placing cells in isotonic, hypotonic and
discussion.)
hypertonic solutions (potato slices, raisins, lettuce, and/or celery placed in various
concentrations of fresh and salt water.) Students will need to be able to justify their
2. Pose the question: How can someone die of thirst when
stranded in the ocean surrounded by water? (Hypertonic
predictions.
solution discussion.)
3. Use analogies to teach osmosis and diffusion. (Crowded
classrooms/hallways.) (Odors travel from high concentration to
low concentration.)
Sample FOCUS Question
Labs and Activities
All resources found on Edmodo in the Biology Cell Membrane and Transport folder.
Gems of Wisdom Cell Membrane and Transport
Powerpoint Cell Membrane
Powerpoint Active Transport
Powerpoint Diffusion and Osmosis
Lab Osmosis Potato
Lab Osmosis Gummy Bears
Lab Osmosis Grapes
Lab Osmosis and Diffusion Involving Egg Membrane
Activity Build a Cell Membrane
Formative Types of Solutions
Activity Transport Flashcards
Lab Cell Size Agar
POGILs – 1- Cell Size 2- Membrane Structure and Function 3- Transport In Cells
Prefix / Suffix
Lip- fat Per- through Trans- across Port- gate Gradus- steps
a- not/no photo- light synth- create
Biology I Regular and Honors
Which of the following statements best describes the function of the lipid bilayer in
the cell membrane?
1.
2.
3.
5.
Lipids attract water on both sides of the bilayer.
Lipid-soluble material cannot pass through a lipid bilayer.
Proteins can only transport uncharged particles through the lipid bilayer.
Proteins distributed along the bilayer can allow water to pass through the
membrane.
Iso- same
Hyper- above
Hypo- below
-osis- process
Page 18
2016 – 2017
Week 11
Unit 3: Cell Processes
Topics
Students will:
Learning Targets and Skills
•
identify the reactants, products, and basic functions of photosynthesis
•
identify the reactants, products, and basic functions in both aerobic and anaerobic
cellular respiration
Photosynthesis & Cellular Respiration
Students will:
•
describe the products and reactants of cellular respiration as the reactants and
products of photosynthesis, for example:
o carbon dioxide created in cellular respiration is used in photosynthesis
o oxygen created through photosynthesis is used in cellular respiration
•
connect the role of ATP to energy transfers within a cell
Biology I Regular and Honors
Standards
SC.912.L.18.7
SC.912.L.18.8
SC.912.L.18.9
SC.912.L.18.10
Vocabulary
ADP
Aerobic
Anaerobic
ATP
Cellular respiration
Chlorophyll
Photosynthesis
Products
Reactants
Page 19
2016 – 2017
Photosynthesis and Cellular Respiration
Textbook
Video Clips
Websites
Keeley Probes
Teacher Hints
Common Lab
(CL)
Sections 4.1, 4.2, 4.4, 4.6
Figure 4.17 on pg. 121
Cellular Respiration and ATP
Photosynthesis
Seed Rap
CK-12 Connecting Cellular Respiration to Photosynthesis
Volume 2 #16 (Giant Sequoia) Volume 3 #17 (Respiration)
Instruction Hints:
EOC Hints:
1. Students will need some familiarity with diagrams of
1. Items will not require the memorization of the stages, specific events or
intermediate molecules produced during these processes.
both processes and how they are interrelated.
2. Have students build terrariums out of 2 liter bottles or mason 2. Items will not require the balancing of equations although scenarios will refer to
jars to demonstrate interdependence.
chemical equations.
3. Have students cover plant leaves with baggies to “see”
cell respiration.
***Misconception Alert***
4. Place plants in different places to watch it grow towards
Misconception- Seeds need light to grow. (Seeds do not photosynthesize and can
the light.
5. Ask students to create a rap or song or a children’s book to
germinate in the dark.) DO NOT germinate seeds in a window. This propagates this
explain their understanding of photosynthesis and cellular
misconception.
respiration. Samples on Youtube: Photosynthesis Rap Seed
Rap Cellular Energy
Common Labs can be found on Edmodo in the Biology CL folder.
CL 2 Yeast Fermentation Lab
This lab allows students to observe the products of anaerobic respiration. The Yeast Fermentation Lab will be completed after the Cellular Respiration Unit.
This lab is a great time to discuss replication and repetition during experimentation.
Sample FOCUS Question
Labs and Activities
All resources found on Edmodo in the Biology Photosynthesis and Cellular Respiration
folder.
Powerpoint Respiration and Fermentation
Powerpoint Cell Energy
Notes Cell Energy and Photosynthesis completed
Notes Cell Respiration and Photosynthesis empty and completed
Lab Photosynthesis and Cellular Respiration (Snail) Lab
Chloroplast and Mitochondria WS
Activity Fun With Energy PS vs CR Cut and Paste
Article Fall Colors
POGILs 1- Photosynthesis: What’s in A Leaf? 2- Photosynthesis and Respiration
Ins and Outs of Photosynthesis MSP Lesson
Ying and Yang of Photosynthesis MSP Lesson
Prefix / Suffix
Lab Binder: Unit 2, pp.13-28
photo- light
Biology I Regular and Honors
synth- create
Which statement best describes the way that an adenosine diphosphate (ADP)
molecule becomes an adenosine triphosphate (ATP) molecule in the human body?
1.
2.
3.
4.
Protein causes phosphate molecules to bind to sugars and form ATP.
Food energy is used to attach a phosphate molecule to an ADP molecule.
Ionized oxygen in cells causes sugars and phosphate molecules to form ATP.
Water breaks down ADP molecules which form into ATP molecules over time.
-osis- process
Page 20
2016 – 2017
Cell Cycle, Mitosis, & Meiosis
Topics
Unit 3: Cell Processes
Learning Targets and Skills
Students will:
• describe the specific events that occur in each of the stages of the cell cycle (which
include the phases of mitosis:)
o interphase (Gap 1, Synthesis, Gap 2)
o prophase
o metaphase
Mitosis
o anaphase
o telophase
o cytokinesis
•
explain how new cells are created through mitosis
•
explain why maintaining chromosome number during asexual reproduction is
important
Students will:
• describe cancer as uncontrolled cell growth that may have resulted from mutations
affecting cell cycle-regulating proteins
Students will:
• describe the process of meiosis, including independent assortment and crossing over
•
Weeks 12 – 15
Standards
SC.912.L.16.14
•
model or diagram the process of mitosis and meiosis
•
explain how sexual and asexual reproduction may contribute or limit genetic variation
Honors:
1. Compare and contrast binary fission and mitotic cell division.
DIA 3: Cell Processes
Biology I Regular and Honors
Binary fission
Cancer
Cell cycle
Crossing over
Cytokinesis
Diploid
Gap 1 (G1)
Gap 2 (G2)
Haploid
Mitosis (M)
Reduction division
Somatic cell
Synthesis (S)
SC.912.L.16.8
SC.912.L.16.16
explain how reduction division results in the formation of haploid gametes or spores
Students will:
• compare and contrast the processes of mitosis and meiosis
Vocabulary
SC.912.L.16.17
Autosome
Egg
Genetic variation
Homologous
chromosome
Polar body
Sex chromosome
Sperm
Spore
Gamete
Honors:
SC.912.L.16.15
21 November – 22 November
Page 21
2016 – 2017
Cell Cycle, Mitosis, & Meiosis
Textbook
Video Clips
Websites
Keeley Probes
Teacher Hints
Common SLC
Sections 5.1, 5.2, 5.3, 5.4, 6.1, 6.2, 6.6 Lab Binder: Unit 2, pp.29-39, Unit 3, pp. 1-14
YOUTUBE- Mitosis YOUTUBE- Mitosis Rap YOUTUBE- Meiosis Amoeba Sisters: Cell Cycle and Cancer
Tissue Regeneration In Animals
Volume 1 - #20 (Functions of Living Things) Volume 3 #16 (Sam’s Pup)
Instruction Hints:
EOC Hints:
1. Students should be able to recognize each stage of the cell
1. Items will focus on the relationship between mutations and uncontrolled cell
cycle but do NOT need to label the individual components such
growth rather than a specific mutation that may result in uncontrolled cell
as spindles, asters, chromatids, etc.
growth.
2. In order to save instructional time and to ensure students are
2. Items may address the presence and location of centrioles but may not require
viewing the correct stage, use Microslides or a combination of
knowledge of the function of centrioles.
prepared slides and a picture of each stage.
3. Items referring to mutation will focus on the general concepts of uncontrolled
cell growth and not require specific knowledge of cancers or diseases resulting
Common SLC be found on Edmodo in the Biology Common SLC
from that growth.
folder.
4.
Items will not assess specific proteins associated with regulating the cell cycle.
Common SLC 2 - Cancer
Cancer Printable Article, Student Questions and/or Writing
Prompt, and Text Analysis can be found on Edmodo in the
Biology Common SLC folder.
Students will complete Common SLC 2 at any time in the Cell
Processes unit during the 2nd 9 weeks.
Sample FOCUS Question
Labs and Activities
All resources found on Edmodo in the Biology Cell Cycle, Mitosis, and Meiosis folder.
The Cell Cycle and Mitosis Webquest
Activity Mitosis Meiosis Flipbook
Activity Cell Cycle Microviewer Worksheet
Mitosis and Meiosis Formative
Formative Meiosis Stages
Worksheets Mitosis, Cell Cycle Diagram, Cell Cycle and Mitosis, and Cancer
Powerpoint Mitosis
Powerpoint Asexual Reproduction
Cell Reproduction (Powerpoint)
Powerpoint Sexual vs Asexual Reproduction
POGILs 1- The Cell Cycle 2- Mitosis 3- Meiosis
Mitosis and meiosis are processes that occur in an organism during reproduction.
Which of the following is a result of mitosis?
1.
2.
3.
4.
two identical daughter cells
four haploid cells that have genetic variation
uncontrolled cell division in the form of cancer cells
a single diploid cell that is genetically identical to the parent cell
Optional SLC
Cell Cycle and Cell Division Printable Article
Cell Cycle and Cell Division Student Questions
Cell Cycle and Cell Division Text Analysis
Prefix / Suffix
Bi/bin- two
Biology I Regular and Honors
Somos- body
di- two
ply- fold
-oid- “-like”
Haplos- single
Homo- same
Auto- self
Logos- reasoning
Page 22
2016 – 2017
Genetics
Topics
Students will:
• analyze patterns of inheritance using Mendel’s laws of segregation and independent
assortment
Students will:
• identify, analyze, and predict traits caused by various modes of inheritance, including:
o dominant
o incomplete dominance
o recessive
o co-dominant
o sex-linked
o polygenic
o multiple alleles
•
Biotechnology
Weeks 16 – 19
Unit 4: Genetics
Learning Targets and Skills
Standards
SC.912.L.16.1
SC.912.L.16.2
predict the genotype and phenotype of the P1 and F1 generations using Punnett
squares and pedigree diagrams
• construct both a monohybrid and dihybrid cross and interpret results
Students will:
• evaluate the possible impacts of biotechnology on the individual, society, and
the environment, including medical and ethical issues, such as:
o karyotyping
o DNA fingerprinting
o cloning
o gene therapy
o genetically modified foods and artificial selection
• analyze how heredity and family history can impact personal health
Honors:
1. Describe the basic DNA technology (restriction digestion by endonucleases, gel
electrophoresis, polymerase chain reaction, ligation, and transformation) and how it is
used to construct recombinant DNA molecules (DNA cloning.)
SMT #2
Biology I Regular and Honors
SC.912.L.16.10
Vocabulary
Allele
Biotechnology
Cloning
Codominance
Dihybrid cross
DNA fingerprinting
Dominant
Gene
Gene therapy
Genetics
Heterozygous
Homozygous
Incomplete
dominance
Karyotype
Law of Independent
Assortment
Law of Segregation
Monohybrid cross
Pedigree
Polygenic inheritance
Probability
Punnett Square
Recessive
Sex-Linked
HE.912.C.1.7
Honors:
SC.912.L.16.12
19 December – 20 December
Page 23
2016 – 2017
Genetics and Biotechnology
Textbook
Video Clips
Websites
Keeley Probes
Teacher Hints
Sections 6.3, 6.4, 6.5, 7.1, 7.2, 7.3, 7.4, 9.1, 9.2, 9.3, 9.4. 9.5, 9.6 Lab Binder: Unit 3, pp. 1-14, Unit 3, pp.15-27, Unit 3, pp.41-49
Monohybrid Punnett Squares
Dihybrid Crosses
Incomplete Dom, Complete Dom, Polygenic Traits
Gene Expression, Sex-Determination, Transgenic Fly Virtual lab Stem Cell Therapy, RNA Interference Learn Genetics
Volume 2 #17 (Baby Mice) Volume 1L #22 (Eye Color)
Instruction Hints:
EOC Hints:
1. Students should be familiar with using Punnett squares and
1. Items may express inheritance outcomes in percents, ratios or fractions.
2. Items may assess current issues but will not require knowledge of specific
pedigree diagrams to make predictions of offspring and/or
th
parents from the 7 grade curriculum.
biotechnologies or specific medical issues.
2. SMT 2 should be administered before Winter Break.
3. Items assess the possible impacts of biotechnology will not assess monetary
impacts.
4. There is a great video on dihybrid cross on the Escambia website
Labs and Activities
Sample FOCUS Question
All resources found on edmodo in the Biology Genetics and Biotechnology folder.
Gems of Wisdom Biotechnology
Gems of Wisdom Genetics
Flashcards Genetic Engineering
Powerpoint Genetics
Powerpoint Pedigree
Lab Genetic Plastic Eggs
Pedigrees with Harry Potter Activity
Self Assessment Genetics
King Tut’s Family Genes Activity
Activity Genetics Review
Activity DNA Sticky Bar
Activity DNA Commit and Toss
Lab Survey of Human Genetics
Genetics Basics WS
Monster MashUp MSP Lesson
Genetics, Genetics, and More Genetics MSP Lesson
There are three alleles for blood type: A, B and O. Types A and B are co-dominant, and
O is recessive. Based on phenotypes in the pedigree chart below, what is the
genotype of the father, Ricky?
1.
2.
3.
4.
AA
AO
AB
OO
Optional SLC
SLC From Stem Cell To Any Cell Printable Article
SLC From Stem Cell To Any Cell Student Questions
Prefix / Suffix
Allos- another
Biology I Regular and Honors
-zygous- yold/egg
Poly- many
Mono- one
di- two bio- life
karyon- kernel
Page 24
2016 – 2017
Weeks 20 – 22
Unit 4: Genetics
Topics
Learning Targets and Skills
Students will:
• explain how and why the genetic code is universal
•
SC.912.L.16.9
explain why there are similarities in the genetic code of different organisms
o most organisms share a common ancestry and the process of inheritance carries
traits from generation to generation
Students will:
• describe the basic process of DNA replication
DNA & Protein Synthesis
•
Standards
SC.912.L.16.3
explain why DNA replication has a role in the transmission and conservation of the
genetic material
• demonstrate the process of DNA replication given a DNA strand
Students will:
• differentiate gene and chromosomal mutations and the possible effects
•
compare how different types of gene mutations (point mutation and frame-shift) in a
DNA sequence may or may not result in a phenotypic change
•
explain how mutations in gametes may result in phenotypic changes in offspring
Students will:
• describe the basic processes of protein synthesis: transcription and translation
•
explain how transcription and translation result in the expression of genes
•
demonstrate transcription given a DNA template
•
demonstrate translation given a mRNA message segment and a codon table
DIA 4: Genetics
Biology I Regular and Honors
SC.912.L.16.4
SC.912.L.16.5
Vocabulary
Anticodon
Base pairing rules
Chromosomes
Codon
DNA
Double helix
Gene expression
Genes
Genetic code
Genotype
Hydrogen bond
Messenger RNA
Mutation
Insertion
Deletion
Point mutation
Frame-shift mutation
Silent mutation
Nucleotide
Phenotype
Protein synthesis
Replication
Ribosomal RNA
RNA
Transcription
Transfer RNA
Translation
19 January – 20 January
Page 25
2016 – 2017
DNA and Protein Synthesis
Textbook
Video Clips
Websites
Keeley Probes
Sections 8.1, 8.2, 8.3, 8.4, 8.5, 8.6, 8.7 Lab Binder: Unit 3, pp.29-40
Amoeba Sisters DNA
DNA Structure and Function Protein Synthesis
DNA Sequence & Assembly, Structure of DNA
Mutations
RNA
Volume 1L #21 (DNA)
EOC Hints:
1. Items requiring analysis of base pairs for gene mutations are limited to changes in a single gene.
2. Items will not require memorization of specific conditions resulting from a chromosomal mutation.
3. Items addressing transcription and translation will not require specific knowledge of initiation, elongation and termination.
4. Scenarios tested on the DIAS will include the use of VARIOUS types of codon tables.
Teacher Hints
Common SLC be found on Edmodo in the Biology Common SLC folder.
Common SLC 3 – Golden Rice
Golden Rice Printable Article, Student Questions and/or Writing Prompt, and Text Analysis can be found on Edmodo in the Biology Common SLC folder.
Students will complete Common SLC 3 at any time during the Genetics unit during the 3rd 9 weeks.
Labs and Activities
Sample FOCUS Question
All resources found on Edmodo in the Biology DNA and Protein Synthesis folder.
Gems of Wisdom DNA and Protein Synthesis
Lab How Are Proteins Made in Cells STUDENT handout
Lab How Are Proteins Made In Cells Base Pairs
POGIL DNA Structure and Replication
Powerpoint DNA and Protein Synthesis
Activity Have your DNA and Eat it too
Formative Transcription and Translation
Activity DNA Origami Temp Blank
Activity DNA Origami Temp Instructions
Activity DNA Sticky Bar
Lab DNA Strawberry Extraction
Formative DNA Coloring
Activity Protein Synthesis Internet Activity
Activity Snork RNA DNA
Activity DNA Structure
Activity Say it With DNA
Visual Transcription and Translation WS
Visual Protein Synthesis WS
Protein Synthesis Amino Acids WS
Something Old, Something New MSP Lesson
Prefix / Suffix
Heli- spiral
Biology I Regular and Honors
Script- to write Pheno- to be evident
Which of the following statements describes processes that occur during DNA
replication?
1. A DNA sequence is read by RNA polymerase, which produces another RNA strand
complementary to the first strand.
2. Two free-floating single strands of DNA are joined by polymerase. The polymerase
finds the point at which the two strands will match up into a double strand.
3. Messenger RNA are decoded by a ribosome to produce an amino acid chain. In the
cell's cytoplasm, transfer RNA join the messenger RNA, forming a polypeptide.
4. A double-stranded DNA molecule is unwound into single strands. Polymerase
matches the right nucleotides to the single strand so that each forms a double strand
of DNA.
Gene- beginning
Chromo- color
Somos- body
Ex- out
Page 26
2016 – 2017
Evidence of Evolution
Topics
Unit 5: Evolution
Learning Targets and Skills
Students will:
• explain how continuous investigations by multiple scientists and new scientific
information has influenced theories over time
•
describe how scientists’ discoveries contributed to the understanding of the origin of
life on Earth, such as those posed by:
o Oparin, Miller and Urey, Margulis, Fox, and Pasteur
•
identify conditions contributing to the origin of life on Earth, such as:
o organic molecule synthesis, Earth’s early atmosphere, chemical evolution, and
Endosymbiotic theory
Students will:
• explain how the scientific theory of evolution is supported through various disciplines
and evidence, such as:
o fossil record, comparative anatomy, comparative embryology,
biogeography, molecular biology, and observed changes over time
•
recognize patterns of evolution, such as:
o coevolution, convergent evolution, adaptive radiation, and punctuated
equilibrium
•
identify basic trends in hominid evolution from early ancestors, from six million years
ago to present, including:
o brain size, jaw size, language, and manufacturing of tools
Honors:
1. Explain the evidence supporting the scientific theory of the origin of eukaryotic cells
(endosymbiosis)
2. Discuss the use of molecular clocks to estimate how long ago various groups of
organisms diverged evolutionarily from one another.
Biology I Regular and Honors
Standards
Week 23
SC.912.N.3.1
SC.912.L.15.8
SC.912.L.15.1
Vocabulary
Adaptive radiation
Analogous structure
Ancestor
Biogeography
Candidate fossil
Common ancestor
Descendant
Embryology
Endosymbiotic Theory
Evolution
Fossil
Hominid
Homologous structure
Vestigial structure
SC.912.L.15.10
Honors:
SC.912.L.14.5
SC.912.L.15.2
Page 27
2016 – 2017
Evidence of Evolution
Textbook
Video Clips
Websites
Keeley Probes
Teacher Hints
Common Lab
(CL)
Sections 10.4, 11.6, 12.3, 12.4, 12.6
Lab Binder: Unit 4, pp.1-15, pp.31-46
EVO: TEN Questions Everyone Should Ask about Evolution; YOUTUBE- What is Evolution?
PBS: Origins- How life began
PBS Coevolution AncientFarmers
Evolution Videos, Primate Evolution, Fossil Evidence, Peppered Moth/Natural Selection, Evidence of Evolution
Volume 4 #13 (Biological Evolution)
EOC Hints:
1. Items may assess how contributions of scientists such as Pasteur, Oparin, Miller and Urey, Margulis or Fox aided in the development of the
scientific explanation of the origin of life but will not assess what each scientist contributed.
2. 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.
3. Items will NOT assess the differences among intelligent design, creationism and the scientific theory of evolution and should not be taught.
4. Items will address why the Theory of Evolution is a theory and how it was developed.
5. 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.
Common Labs can be found on Edmodo in the Biology CL folder.
CL 3The Toothpick Lab allows students to experience gene frequency. CL 3 should be completed during the Evolution Unit.
Labs and Activities
Sample FOCUS Question
All resources found on Edmodo in the Biology Evidence of Evolution folder.
Gems of Wisdom Evidence of Evolution Version 2
Activity Evidence of Evolution Worksheet Bones Activity
Evolution Timeline
Webquest Evolution and Genetics
Video Worksheet PBS Origins of Life
Powerpoint Evolution
Lab Opposable Thumb
POGILs 1- Evidence For Evolution; 2- Evidence and Selection
Prefix / Suffix
Endo- internal
Biology I Regular and Honors
Syn- together
Many whales have tiny, unused hip and pelvis bones on their torsos. How does this
evidence support theories about animal evolution?
1.
2.
3.
4.
Bio- life
Vestig- trace of
It shows that many animals, including whales, evolved to have unused body
parts.
It shows that whales may have evolved from land-dwelling animals.
It shows that whales evolved at the same time as other non-marine animals.
It shows that marine animals, like whales, evolved much more slowly than landdwelling animals.
Ana- ratio
Ob(oc)- behind
Caput- head
Paries- wall
Apt- fittest
Page 28
2016 – 2017
Students will:
• describe the conditions required for natural selection that result in differential
reproductive success, including:
o overproduction of offspring, inherited variation, and the struggle to survive
•
discuss mechanisms of change other than natural selection, such as:
o genetic drift, gene flow, and non-random mating
•
describe how mutation and genetic recombination increases genetic variation
Weeks 24 – 25
Standards
SC.912.L.15.13
SC.912.L.15.14
SC.912.L.15.15
Mechanisms of Change
Topics
Unit 5: Evolution
Learning Targets and Skills
Honors:
1. Describe how biological diversity is increased by the origin of new species and how the
natural processes of extinction decrease it.
Biology I Regular and Honors
Vocabulary
Adaptation
Behavioral isolation
Biodiversity
Frequency
Gene flow
Genetic drift
Genetic
recombination
Geographic isolation
Natural selection
Non-random mating
Speciation
Variation
Sexual selection
Honors:
SC.912.L.15.3
Page 29
2016 – 2017
Mechanisms of Change
Textbook
Video Clips
Websites
Keeley Probes
Sections 11.1, 11.2, 11.3, 11.5, 11.6
Lab Binder: Unit 4, pp.17-30
Stated Clearly What is Natural Selection? Evidence of Evolution PBS Dawn of the Coywolf
Human Adaptations, Natural Selection: Lactose, Favorable Genes
Volume 2 #19 (Habitat Change) Volume 4 #16 (Is it Fitter?)
EOC Hints:
1. Items will not assess the Hardy-Weinberg principle or genetic equilibrium.
Teacher Hints
Labs and Activities
Sample FOCUS Question
All resources found on Edmodo in the Biology Mechanisms of Change folder.
In which of the following scenarios will natural selection most likely occur?
Gems of Wisdom Mechanisms of Change
Gems of Wisdom Mechanisms of Change Version 2
Activity Bottleneck Genes Formation
Activity Deer Predation or Starvation
1.
2.
3.
4.
Prefix / Suffix
Endo- internal
Biology I Regular and Honors
Syn- together
Bio- life
Vestig- trace of
Ana- ratio
Very little genetic variation is present within the species.
Harsh environmental conditions result in competition for survival.
No reproductive isolation barriers exist within a species living in an area.
A geographical area has plenty of food to support all individuals within the
species living in that area.
Ob(oc)- behind
Caput- head
Paries- wall
Apt- fittest
Page 30
2016 – 2017
Weeks 26 – 27
Unit 5: Evolution
Learning Targets and Skills
Topics
Standards
Students will:
• describe how and why organisms are hierarchically classified based on
evolutionary relationships
Taxonomy
•
SC.912.L.15.4
analyze a cladogram to determine evolutionary relationships among various organisms
Students will:
• explain why the classification of an organism may change, for example:
o using genetic evidence to show common ancestry
o technological advances such as improved microscope
o molecular analysis (cell wall of bacteria and archaea)
o discovery of new organisms
Students will:
• determine if an organism is:
o prokaryotic vs. eukaryotic
o unicellular vs. multi-cellular
o autotrophs vs. heterotrophs
SC.912.L.15.6
•
classify organisms based on distinguishing characteristics into the three domains:
o Archaea, Bacteria, Eukarya
•
classify organisms based on distinguishing characteristics into the six kingdoms:
o Archaea, Eubacteria, Protista, Fungi, Plantae, and Animalia
DIA 5: Evolution
Biology I Regular and Honors
SC.912.L.15.5
Vocabulary
Autotroph
Binomial
nomenclature
Cladogram
Classification
Eukaryote
Genus
Heterotroph
Hierarchy
Phylogeny
Prokaryote
Species
Taxonomy
23 February – 24 February
Page 31
2016 – 2017
Taxonomy
Textbook
Video Clips
Websites
Keeley Probes
Sections 17.1, 17.2, 17.3, 17.4
YouTube: Taxonomy Taxonomy Naming and Classifying Organisms
Sorting Sea Shells, Bacterial ID Virtual Lab, Tree of Life, Building a Cladogram, Interactive Cladogram
Instruction Hints:
1. Please talk with your students about the changes in the
number of systems over the years. There is a section in
your book that shows the evolution of the system, pg. 533.
Teacher Hints
EOC Hints:
1. Items will describe the characteristics of an organism and assess its classification.
2. The Biology EOC will assess 3 domains and 6 kingdoms listed in the Learning
Targets.
3. The Biology EOC will only ask details about the following kingdoms: Protista,
Fungi, Plantae, and Animalia.
4. Items may address evolutionary classification, phylogeny, and the use of
cladograms. Students will have to know how to read a cladogram (book pg. 525).
Labs and Activities
All resources found on Edmodo in the Biology Taxonomy folder.
Activity Dichotomous Key
Activity Kingdoms Flipbook
POGIL Biological Classification
The Classification of Living Things MSP Lesson
Prefix / Suffix
Lab Binder: Unit 6, pp.1-13
Sample FOCUS Question
All prokaryotes reproduce asexually, while many eukaryotes can reproduce sexually.
Given this information, which statement best explains why the Eukarya domain
includes more complex living things than the Archaea or Bacteria domains?
1.
2.
3.
4.
All prokaryotes are unicellular, and all eukaryotes are multicellular.
Prokaryotes can live in more extreme conditions than eukaryotes.
Eukaryotes have a greater variety of genetic material than prokaryotes.
There are more eukaryotic organisms than prokaryotic organisms in the world.
Tax- arrange Nomia- method Phylo- race/group Bi- two Nomen- name klados- offshoot gram- graph/metric auto-self hetero- different
trophos- feeder pro- first eu- true xylon- wood meristos- to divide spirare- to breathe
Biology I Regular and Honors
Page 32
2016 – 2017
Human Growth & Fetal Development
Topics
Unit 6: Human Growth, Development, and Health
Learning Targets and Skills
Students will:
• identify on a diagram and describe the basic female human reproductive system
anatomy and physiology, including:
o ovaries, oviduct (fallopian tube), uterus, cervix, and vagina
•
identify on a diagram and describe the basic male anatomy and physiology of the
human reproductive system, including:
o seminal vesicle, prostate gland, vas deferens, urethra, epididymis, scrotum,
penis and testes
•
identify on a diagram and describe the function of the placenta, umbilical cord,
amniotic sac, and amniotic fluid in terms of fetus development
•
identify on a diagram the location where each process of human development occurs
from fertilization to implantation
o fertilization (fallopian tubes)  zygote forms morula (fallopian tube toward
uterus) blastocyst (uterine lining)  Implantation (uterus) gastrulation &
Week 28
Standards
SC.912.L.16.13
Vocabulary
Amniotic sac
Blastocyst
Embryo
Fertilization
Fetus
Gastrulation
Hormone
Implantation
Neurulation
Placenta
Trimester
Umbilical cord
Zygote
neurulation (uterus)
•
describe the process of human development from fertilization to birth and major
changes that occur in each trimester of pregnancy
o First trimester (development): major organs, limbs, and other structures begin
to form, heart starts to beat
o Second trimester (maturity):organs start functioning, fetal movement, hearing
and simple vision, practice breathing, sleep patterns
o Third trimester (growth):increase in size, fat storage, neural connections, lungs
mature
Biology I Regular and Honors
Page 33
2016 – 2017
Human Growth and Fetal Development
Textbook
Video Clips
Websites
Keeley Probes
Teacher Hints
Sections 34.1, 34.3, 34.4 Lab Binder: Unit 9, pp.37-48
Life’s Greatest Miracle You Tube: Fetal Development
Stages of Pregnancy
3D Fetal Development Stages Baby Center Fertilization
Instruction Hints:
1. This is the first time this information has been presented in
school
2. Students have to know the process of human development
from fertilization to the end of the third trimester and birth
(page 801)
3. Fertilization (fallopian tubes)  zygote formsmorula
(fallopian tube toward uterus)blastocyst (uterine lining)
implantation (uterus)gastrulation & neurulation (uterus)
EOC Hints:
1. Items will not assess specific knowledge of malformations in the human fetus,
miscarriages, maternal pre-existing conditions, genetic conditions or the impact
of the environment for this benchmark.
2. Items will not assess the utilization of technology to assist in or prevent
fertilization or to monitor the development of the fetus.
3. Items will not address the menstrual cycle or specific hormones.
4. Items will may use diagrams of male or female reproductive anatomy and ask
questions about structure and function or stages occurring in certain places.
Labs and Activities
Sample FOCUS Question
All resources found on Edmodo in the Biology Human Growth and Fetal Development
folder.
Cpalms Human Reproduction Lesson Plan Activity
A c t i v i t y Reproductive System Card
Formative Female Reproductive System
Formative Male and Female Reproductive System
Webquest Fetal Development
Activity Fetal Development
Powerpoint Fetal Development
The Real Story of Where Babies Come From MSP Lesson
Prefix / Suffix
Zygos- egg/yolk
Biology I Regular and Honors
Blast- sprout
Your Baby Takes Shape
Which of the following sequences correctly describes prenatal development?
1.
2.
3.
4.
-cyst- pouch
Cardio- heart
blastocyst implants in uterus, zygote forms, heart begins beating, lungs can
breathe air, sex organs become visible
blastocyst implants in the uterus, zygote forms, heart begins beating, sex organs
become visible, lungs can breathe air
zygote forms, blastocyst implants in the uterus, heart begins beating, sex organs
become visible, lungs can breathe air
zygote forms, blastocyst implants in the uterus, sex organs become visible, heart
begins beating, lungs can breathe
Anti- against
Biotic- life
Chronos- time
Page 34
2016 – 2017
Unit 6: Human Growth, Development, and Health
Learning Targets and Skills
Topics
Students will:
• identify the parts and lobes of the brain, including:
o lobes: frontal, parietal, occipital, and temporal
o parts: cerebrum, cerebellum, pons, medulla oblongata, and brain stem
Human Health
Honors:
1. Identify the functions of the major parts of the brain, including the meninges, medulla,
pons, midbrain, hypothalamus, thalamus, cerebellum, and cerebrum.
Students will:
• describe how blood flow in the cardiovascular system is affected by various
factors, including:
o blood pressure, blood volume, resistance, viscosity, disease and exercise
Week 29
Standards
SC.912.L.14.26
Honors:
SC.912.L.14.27
SC.912.L.14.36
Students will:
• explain the basic functions of the human immune system, including:
o specific and nonspecific immune response, vaccines, and antibiotics
SC.912.L.14.52
Students will:
• explain how both individual and public health are impacted by:
o genetic factors, environmental factors, pathogenic agents
SC.912.L.14.6
•
analyze how heredity and family history to determine its impact on an individual’s
health
•
analyze strategies for prevention, detection, and treatment of communicable and
chronic diseases
•
evaluate how environment and personal health are interrelated
DIA 6: Humans
Biology I Regular and Honors
Vocabulary
Active immunity
Antibiotic
Antibiotic resistance
Blood pressure
Blood volume
Cardiovascular system
Chronic disease
Communicable disease
Flow resistance
immune response
Immune system
Pathogen
Antigen
Interferon TCells
B-Cells
Passive immunity
Specific / Nonspecific
immune response
Vaccine
Viscosity
HE.912.C.1.8
HE.912.C.1.5
HE.912.C.1.3
8 March – March 9
Page 35
2016 – 2017
Human Health
Textbook
Video Clips
Websites
Keeley Probes
Sections 29.4, 30.1, 30.2, 30.3, 30.4, 31.1, 31.2, 31.3, 31.4, 31.5, 31.6
Lab Binder: Unit 9, pp.1-12, Unit 9, pp.13-24, Unit 9, pp.25-36
Mosquito-Borne Diseases, Cells of the Immune System, Measuring Obesity, Virtual Museum: Cardiovascular Disease, Cardiology Virtual Lab, Immunology
Virtual Lab
Instruction Hints:
1. This is not a unit on Body systems, it focuses on human health. You will not have time to cover all of the human body and the benchmarks do not
require you to do so.
2. Please stay focused on the learning targets. You will not have time to extend your scope.
3. Students will need to know the parts of the brain and the four lobes listed in the learning targets but will not have to know their functions. The brain
may face either direction.
Teacher Hints
Labs and Activities
Sample FOCUS Question
All resources found on Edmodo in the Biology Human Health folder.
Which of the following would be the best way to determine whether or not an
individual has a viral infection?
Factors Affecting Blood Pressure Reading and Questions
Activity Antigens and Antibodies
Active vs Passive Immunity WS
Activity Human Body Jeopardy
Powerpoint Immune System
Powerpoint Human Systems
Cardiovascular System Formative
Cardiology Virtual Lab
Immunology Virtual Lab
Prefix / Suffix
Zygos- egg/yolk
Biology I Regular and Honors
Blast- sprout
1.
2.
3.
4.
-cyst- pouch
Cardio- heart
Look for evidence of a high-grade fever.
Look for the presence of redness and swelling.
Look for evidence of specific antibodies in the blood.
Look for the presence of white blood cells in the blood.
Anti- against
Biotic- life
Chronos- time
Page 36
2016 – 2017
Week 30
Unit 7: Ecology
Topics
Learning Targets and Skills
Standards
explain how the following plant organs and tissues are directly related to the four
physiological processes, including:
SC.912.L.14.7
Students will:
•
Plants
Photosynthesis
Leaves
Stomata
Guard cells
Stems
Phloem
•
Cell. Respiration
Leaves
Stomata
Guard cells
Stems
Transpiration
Leaves
Stomata
Guard cells
Roots
Xylem
Reproduction
Flowers
Fruits
Cones / Seeds
Stamen:
Anther
Filament
Pistil/Carpel:
Ovary
Stigma
Style
describe the role of meristematic, ground, dermal and vascular plant tissues in various
plant organs
Biology I Regular and Honors
Vocabulary
Angiosperm
Gymnosperm
Cambium
Dermal tissue
Egg
Fertilization
Ground tissue
Guard cells
Meristematic tissue
Nonvascular
Ovary
Petals
Pollination
Phloem
Root cap
Root hairs
Sepal
Sperm
Spore
Stomata
Transpiration
Vascular
Xylem
Page 37
2016 – 2017
Plants
Textbook
Video Clips
Websites
Keeley Probes
Sections 20.1, 20.2, 20.3, 21.1, 21.2, 21.3, 21.4, 22.2, 22.3, 22.4
Lab Binder: Unit 7, pp.15-26, pp.27-40
SM – Classifying Plants
Learning Genetics
Volume 2 #13 (Needs of seeds) Volume 2 #15 (Plant Food)
Instruction Hints:
EOC Hints:
1. Students will have already learned in elementary and
1. Plants tissues will be new to students. The items should be conceptual.
middle school the major structures and functions of plants.
2. The specifications only list the tissue and structures listed in the learning targets.
Teacher Hints
Common Labs
(CL)
Common Labs can be found on Edmodo in the Biology CL folder.
CL 4Flower Dissection Lab
This lab allows students to observe the anatomy of a flower. This lab is a great time to review proper microscope safety.
The Flower Dissection Lab can be completed anytime during the Genetics Unit.
Labs and Activities
All resources found on Edmodo in the Biology Plants folder.
Gems of Wisdom Plants
Powerpoint Plants
Activity Inferring Rates of Transpiration
Video SM (Safari Montage) Classifying Plants Flow Chart
Plant Station Lab
Plant Crossword Puzzle
Plant Foldable Directions
Sample FOCUS Question
When Mr. Williams was mowing the yard, he accidentally hit a young tree with the
mower and scraped off a large section of bark all the way down to the wood. Within a
few days, leaves on several of the branches began to die. What is the most likely
cause of the leaves dying?
1.
2.
3.
4.
Prefix / Suffix
The leaves were diseased already, and they died coincidentally when the bark
was injured.
The wood was weakened by the injury and could no longer support the weight of
the branches above it.
The bark contained the xylem and phloem tubes and, once they were damaged,
they could not feed the leaves.
The vascular tissue under the bark was damaged and could no longer transport
water and nutrients to the leaves.
Tax- arrange Nomia- method Phylo- race/group Bi- two Nomen- name klados- offshoot gram- graph/metric auto-self hetero- different
trophos- feeder pro- first eu- true xylon- wood meristos- to divide spirare- to breathe
Biology I Regular and Honors
Page 38
2016 – 2017
Matter & Energy in an Ecosystem
Topics
Unit 7: Ecology
Learning Targets and Skills
Students will:
• determine the roles of various organisms in a particular food web and/or energy
pyramid, including:
o producers
o consumers
o decomposers
•
determine the path of energy transfer through successive trophic levels of a food web
and/or energy pyramid in terms of:
o Producer
o Primary consumer
o Secondary consumer
o Tertiary consumer
•
explain why the amount of available energy is reduced in successive trophic levels,
such as:
o the metabolism in each of the lower trophic levels releases some as heat by
applying the 10% Rule
Honors:
1. Differentiate among the various forms of energy and recognize that they can be
transformed form one form to others.
Students will:
• analyze the movement of matter and energy through the water and carbon cycles
(biogeochemical cycles)
Biology I Regular and Honors
Week 31
Standards
SC.912.L.17.9
Vocabulary
Producer
Consumer
Primary
Secondary
Tertiary
Food chain
Food web
Decomposer
Trophic level
Energy transfer
Joules
Energy pyramid
Metabolism
Autotroph
Heterotroph
Honors:
SC.912.P.10.1
SC.912.E.7.1
Hydrologic Cycle
Biogeochemical Cycle
Biomass
Page 39
2016 – 2017
Matter & Energy in an Ecosystem
Textbook
Video Clips
Websites
Keeley Probes
Teacher Hints
Sections 13.3, 13.4, 13.5, 13.6 Lab Binder: Unit 5, pp.1-13
YouTube: Food Web
Biogeochemical Cycles Carbon Cycle Water Cycle Virtual Interactive Energy Pyramids Collection of Ecology Websites
Volume 3 #19 (Earth’s Mass) Volume 1L #15 (Food Chain)
Instruction Hints:
EOC Hints:
1. Students will be given different examples of food pyramids
1. Items referring to organisms in a food web are limited to the impact on changes
and be asked to draw conclusions on the different energy
in matter or energy in trophic levels.
levels when compared to one another. Students must be
2. Items addressing food webs will require application of the knowledge of roles of
able to explain that the changes are due to the loss of
organisms in a food web to describe energy pathways rather than the
energy through metabolism in each of the lower trophic
identification of producers, consumers (primary, secondary, tertiary), and
levels. (10% rule)
decomposers.
3. Items referring to the biogeochemical cycles may address but will not assess
photosynthesis and cellular respiration in isolation.
4. Scenarios will address energy in joules (J).
Sample FOCUS Question
Labs and Activities
All resources found on Edmodo in the Biology Matter & Energy in an Ecosystem folder.
Gems of Wisdom Matter and Energy in an Ecosystem
Activity Building An Energy Pyramid Video
Worksheet The Lorax
Lab Bear Lab Carrying Capacity
Powerpoint Matter and Energy in an Ecosystem
POGILs 1- Energy Transfer In Living Organisms 2- Nutrient Cycle 3- Ecological Pyramids
At The Top, A Bald Eagle Diet MSP Lesson
Carbon and Climate MSP Lesson
Prefix / Suffix
Energy flows through the trophic levels of a food web. Which of the following
statements regarding this flow of energy is true?
1.
2.
3.
4.
Generally, only 10% of energy is transferred from one trophic level to the next.
Energy is neither created nor destroyed; therefore, it is fully transferred to each
trophic level.
Ecological pyramids diagram the flow of energy with producers at the top and
consumers at the bottom.
Energy flows down from the top consumers to other carnivores, then herbivores,
and finally down to the producers.
Pri- first Sec- second Tert- third Trophic- feeder Trans- through Fer- carry Hydro- water Bio-life Geo-earth Magna- big/great
Ac- toward/adding Cumulare- heap up
Biology I Regular and Honors
Page 40
2016 – 2017
Topics
Unit 7: Ecology
Learning Targets and Skills
Students will:
• describe a population’s size in terms of births, deaths, emigration, and immigration
•
explain how limiting factors determine carrying capacity and influences a population’s
size
•
predict the impact a change to the abiotic and/or biotic limiting factors will have on a
population’s size or dynamic (births, deaths, etc.)
o limiting factors include: carrying capacity, symbiotic relationships, available
resources, etc.
Interdependence
Students will:
• predict potential changes or responses in an ecosystem resulting from:
o seasonal variations, climate change, and succession
Students will:
• describe the impact to an ecosystem’s loss of biodiversity in terms of:
o catastrophic events, climate changes, human activity and the introduction of
invasive and nonnative species
•
Standards
SC.912.L.17.5
SC.912.L.17.4
SC.912.L.17.8
predict both the positive and negative consequences a reduction in biodiversity will
have on a population or ecosystem
Students will:
• explain how abiotic factors in an aquatic system affect biotic factors
o abiotic factors may include- depth, latitude, temperature, underwater
topography (caves and corals), light, proximity to land, pH, oxygen, carbon
dioxide, nitrogen, and phosphorous
•
Week 32
predict the impact a change in one or more abiotic factors will have on an aquatic
population and/or ecosystem
Biology I Regular and Honors
SC.912.L.17.2
Vocabulary
Biodiversity
Carrying capacity
Climax community
Competition
Emigration
Habitat
Immigration
Invasive species
Limiting factors
Niche
Non-native species
Parasitism
Pioneer species
Population density
Predation
Succession
Commensalism
Mutualism
Symbiosis
Abiotic
Aquatic
Biotic
Community
Ecology
Ecosystem
Salinity
Topography
Page 41
2016 – 2017
Interdependence
Textbook
Video Clips
Websites
Keeley Probes
Teacher Hints
Sections 13.1, 13.2, 14.1, 14.2, 14.3, 14.4, 14.5
Lab Binder: Unit 1, pp.1-15, Unit 5, pp.15-30
YouTube: Carrying Capacity Human Population Non Native Species Invasive Species The Story of Bunny
Symbiotic Bioluminescence
Volume 1L #17 (No More Plants)
Instruction Hints:
EOC Hints:
1. Students will need to practice making predictions based 1. Items will not require the identification of oceanic zones.
on scenarios and justifying their predictions.
2. Items referring to the reduction of biodiversity will include examples of
catastrophic events, climate changes, human activities, and the introduction of
invasive and noninvasive species, but students will not have to have specific
knowledge of these.
3. Items referring to biodiversity will focus on the consequence and not require
specific knowledge of the event that lead to the reduction.
4. Items addressing climate change are limited to biodiversity and population
dynamics contexts.
5. Students will NOT have to identify oceanic zones.
Labs and Activities
Sample FOCUS Question
All resources found on Edmodo in the Biology Interdependence folder.
Gems of Wisdom Interdependence
Population Ecology Graph Worksheet
POGILs 1- Ecological Relationships 2- Population Distribution 3- Population Growth
4- Succession
Frenemies, Bros, and Killers MSP Lesson
The Ups and Downs of Population MSP Lesson
Snakes Invade the Everglades MSP Lesson
In the 1930s, the Red Imported Fire Ant was accidentally introduced into the United
States. This species is native to South America, but has thrived in the United States
because of a lack of natural enemies here. Which of the following best explains how
the Red Imported Fire Ant has affected native ant species in the U.S. that do have
predators?
1.
2.
3.
4.
Prefix / Suffix
Im- in
Biology I Regular and Honors
Em- out
Migrare- to move
Cedere- to move
Eco- habitat
Native ant species preyed on the Red Imported Fire Ant and increased in
population.
Native ant species interbred with the Red Imported Fire Ant, creating new ant
species.
The Red Imported Fire Ant caused native ant species to become more susceptible
to predators.
The Red Imported Fire Ant caused a decline in native ant species by competing
for their resources.
Aqua- water
Topo- top
Graphy- measure
a- not
biotic- life
sal- salt
Page 42
2016 – 2017
Topics
Unit 7: Ecology
Learning Targets and Skills
Students will:
• describe the evaluation of a scientific claim in terms of:
o scientific argumentation, critical and logical thinking, and consideration of
alternative explanations
Human Impact
•
Week 33
Standards
SC.912.N.1.3
discuss the validity of various scientific claims, including those focusing on:
o renewable and nonrenewable resources, sustainability, and human impact
Students will:
• evaluate the possible environmental costs and benefits resulting from the use of
renewable and nonrenewable resources, such as:
o water, energy, fossil fuels, wildlife, and forests
SC.912.L.17.11
•
discuss why there is a need for adequate monitoring of environmental parameters
when making policy decisions, such as:
o indicator species, pollution levels, urbanization, etc.
SC.912.L.17.13
•
predict the impact of individuals on environmental systems and or sustainability
SC.912.L.17.20
Honors:
1. Discuss the large-scale environmental impact resulting from human activity, including
water spills, oil spills, runoff, greenhouse gases, ozone depletion, and surface and
groundwater pollution.
DIA 7: Ecology
Biology I Regular and Honors
Vocabulary
Acid rain
Bioaccumulation
Biomagnification
Fossil fuels
Global warming
Greenhouse effect
Habitat fragmentation
Indicator species
Non-renewable
resources
Pollution
Renewable resources
Scientific claim
Smog
Sustainability
Ozone
Honors:
SC.912.L.17.16
13 April – 14 April
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2016 – 2017
Human Impact
Textbook
Video Clips
Websites
Keeley Probes
Impact of Climate Change in Yellowstone
PBS Environmentally Friendly Golf Course
PBS Bear's Lunch Counter
How Pig Parts Make The World Turn
Instructional Hints:
•
Teacher Hints
Common
Science
Literacy
Connection
(Common SLC)
PBS Reef Life
Encourage students to have a debate on the causes of global warming. The following link will bring you to a debate between Bill Nye and Marc
Morano. Have students watch the video and then do some research on their own. Global Warming Debate
Common SLC be found on Edmodo in the Biology Common SLC folder.
Common SLC 4 – Pythons in The Everglades
Pythons in The Everglades Printable Article, Student Questions and/or Writing Prompt, and Text Analysis can be found on Edmodo in the Biology
Common SLC folder.
Students will complete Common SLC 4 at any time during the Human Impact section of the Ecology unit.
Labs and Activities
Sample FOCUS Question
All resources can be found on Edmodo in the Biology Human Impact folder.
Gems of Wisdom Human Impact
Video Impact of Climate Change in Yellowstone with STUDENT Questions
How Pig Parts Make the World Turn Student Questions
Activity How Big Is My Ecological Footprint
Powerpoint Types of Pollution
Powerpoint Renewable vs Nonrenewable Energy
Powerpoint Inquiry Task Oil Spill
Human Impact Oil Spill Alternative Assignment
Lab Oil Spill
Deforestation MSP Lesson
Optional SLC:
Article Mercury Biomagnification
Article Looking For Room To Roam Florida Panthers with STUDENT Questions
Prefix / Suffix
Biology I Regular and Honors
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2016 – 2017
FLORIDA BIOLOGY END-OF-COURSE EXAM
Weeks 34 - 38
Review then
Biology EOC
PLC Choice (Regular)
(write in plans)
Learning Targets and Skills
Standards
Vocabulary
PLC Choice (Regular)
Topics
Week 36 – 39
Biology I Regular and Honors
Page 45
2016 – 2017
Bridge to Chemistry (Honors)
Topics
Learning Targets and Skills
Students will:
• measure and collect data (in metric units) using tools such as:
o mass (g): triple beam or digital balance
o length (cm): meter stick, metric ruler
o volume (L): cylinder, pipettes, beaker
o temperature (°c): thermometer
Bridge to Chemistry (Honors)
Students will:
• differentiate among atoms, elements, compounds, and molecules
•
differentiate among pure substances, mixtures, and solutions:
o homogenous vs. heterogeneous
o saturated vs. unsaturated
o identify the different states of matter in a mixture
 (gas in liquid -> soda)
 (gas in gas -> air)
 (solid in solid -> alloy)
•
interpret chemical formulas and equations
•
explain the conservation of mass in terms of chemical equations using biological
examples
Students will:
• investigate various properties of matter and mixtures, e.g.:
o Density (g/cm3)
o Salinity
o pH
o freezing point (°c)
o boiling point (°c)
•
Week 36 – 39
Standards
SC.912.N.1.1
SC.912.P.8.1
SC.912.P.8.3
SC.912.P.8.7
SC.912.P.8.9
Vocabulary
Atom
Boiling Point
Compound
Conservation of Mass
Density
Element
Freezing Point
Gas
Heterogeneous
Homogeneous
Liquid
Mass
Molecule
pH
Salinity
Solid
Temperature
Volume
SC.912.P.8.2
SC.912.P.8.11
analyze and interpret collected data using graphs, tables, and charts
Biology I Regular and Honors
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2016 – 2017
Grades 9 - 10 ELA Florida Standards
LAFS.910.RST.1.1 – Cite specific textual evidence to support analysis of science
LAFS.910.WHST.3.9 – Draw evidence from informational texts to support
and technical texts, attending to the precise details of the explanations or
analysis, reflection, and research.
descriptions.
LAFS.910.WHST.1.2 - Write informative/explanatory texts, including the
narration of historical events, scientific procedures/ experiments, or technical
LAFS.910.RST.1.3 – Follow precisely a complex multistep procedure when
carrying out experiments, taking measurements, or performing technical tasks, processes.
a. Introduce a topic and organize ideas, concepts, and information to
attending to special cases or exceptions defined in the text.
make important connections and distinctions; include formatting (e.g.,
headings), graphics (e.g., figures, tables), and multimedia when useful
LAFS.910.RST.2.4 – Determine the meaning of symbols, key terms, and other
to aiding comprehension.
domain-specific words and phrases as they are used in a specific scientific or
b. Develop the topic with well-chosen, relevant, and sufficient facts,
technical context relevant to grades 9 – 10 texts and topics.
extended definitions, concrete details, quotations, or other
information and examples appropriate to the audience’s knowledge of
LAFS.910.RST.2.5 – Analyze the structure of the relationship among concepts in
the topic.
a text, including relationships among key terms (e.g., force, friction, reaction
c. Use varied transitions and sentence structures to link the major
force, and energy.)
sections of the text, create cohesion, and clarify the relationships
among ideas and concepts.
LAFS.910.RST.3.7 – Translate quantitative or technical information expressed
d. Use precise language and domain-specific vocabulary to manage the
in words in a text into visual form (e.g., a table or chart) and translate
complexity of the topic and convey a style appropriate to the discipline
information expressed visually or mathematical (e.g., in an equation) into
and context as well as to the expertise of likely readers.
words.
e. Establish and maintain a formal style and objective tone while
attending to the norms and conventions of the discipline in which they
LAFS.910.RST.4.10 – by the end of grade 10, read and comprehend science /
are writing.
technical texts in the grades 9 – 10 text complexity band independently and
f. Provide a concluding statement or section that follows from and
proficiently.
supports the information or explanation presented (e.g., articulating
implications or the significance of the topic).
Grades 9 - 12 Math Florida Standards (select courses)
MAFS.912.A-CED.1.4 – Rearrange formulas to highlight a quantity of interest,
MAFS.912.N-VM.1.1 – Recognize vector quantities as having both magnitude
using the same reasoning as in solving equations.
and direction. Represent vector quantities by directed line segments, and use
appropriate symbols for vectors and their magnitudes.
MAFS.912.S-IC.2.6 – Evaluate reports based on data.
MAFS.912.N-VM.1.2 – Find the components of a vector by subtracting the
coordinates of an initial point from the coordinates of a terminal point.
MAFS.912.N-VM.1.3 – Solve problems involving velocity that can be
represented as vectors.
Biology I Regular and Honors
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2016 – 2017
Grades 11 - 12 ELA Florida Standards
LAFS.1112.RST.1.1 – Cite specific textual evidence to support analysis of
LAFS.1112.WHST.1.2 - Write informative/explanatory texts, including the
science and technical texts, attending to important distinctions the author
narration of historical events, scientific procedures/ experiments, or technical
makes and any gaps or inconsistencies in the account.
processes.
a. Introduce a topic and organize complex ideas, concepts, and
information so that each new element builds on that which precedes it
LAFS.1112.RST.1.3 – Follow precisely a complex multistep procedure when
to create a unified whole; include formatting (e.g., headings), graphics
carrying out experiments, taking measurements, or performing technical tasks;
(e.g., figures, tables), and multimedia when useful to aiding
analyze the specific results based on explanations in the text.
comprehension.
b. Develop the topic thoroughly by selecting the most significant and
LAFS.1112.RST.2.4 – Determine the meaning of symbols, key terms, and other
relevant facts, extended definitions, concrete details, quotations, or
domain-specific words and phrases as they are used in a specific scientific or
other information and examples appropriate to the audience’s
technical context relevant to grades 11 – 12 texts and topics.
knowledge of the topic.
c. Use varied transitions and sentence structures to link the major
LAFS.1112.RST.3.7 – Integrate and evaluate multiple sources of information
sections of the text, create cohesion, and clarify the relationships
presented in diverse formats and media (e.g., quantitative data, video,
among complex ideas and concepts.
multimedia) in order to address a question or solve a problem.
d. Use precise language, domain-specific vocabulary and techniques such
as metaphor, simile, and analogy to manage the complexity of the
LAFS.1112.RST.4.10 – By the end of grade 12, read and comprehend science /
topic; convey a knowledgeable stance in a style that responds to the
technical texts in grades 11 – 12 text complexity band independently and
discipline and context as well as to the expertise of likely readers.
proficiently.
e. Provide a concluding statement or section that follows from and
supports the information or explanation provided (e.g., articulating
LAFS.1112.WHST.3.9 – Draw evidence from information texts to support
implications or the significance of the topic).
analysis, reflection, and research.
Grades 9 - 12 Math Florida Standards (all courses)
MAFS.912.F-IF.3.7 - Graph functions expressed symbolically and show key
MAFS.912.N-Q.1.1 – Use units as a way to understand problems and to guide
features of the graph, by hand in simple cases and using technology for more
the solution of multi-step problems; choose and interpret units consistently in
complicated cases.
formulas; choose and interpret the scale and the origin in graphs and data
a. Graph linear and quadratic functions and show intercepts, maxima,
displays.
and minima.
b. Graph square root, cube root, and piecewise-defined functions,
MAFS.912.N-Q.1.3 – Choose a level of accuracy appropriate to limitations
including step functions and absolute value functions.
measurement when reporting quantities.
c. Graph polynomial functions, identifying zeros when suitable
factorizations are available, and showing end behavior.
d. Graph rational functions, identifying zeros and asymptotes when
suitable factorizations are available, and showing end behavior.
e. Graph exponential and logarithmic functions, showing intercepts and
end behavior, and trigonometric functions, showing period, midline,
and amplitude.
Biology I Regular and Honors
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2016 – 2017
Biology I Regular and Honors
Page 49