HS
Biology I
Curriculum Map
Revised 7/2011
Table of Contents
1. Preface
3–4
2. How to read the Benchmark, Big Ideas Key, Differentiated Instruction Strategies
5
3. Big Ideas by Grade Level K – 12
6
4. Reading, Writing, and Discussion in the Science Classroom
7–9
5. Foreword for Middle and High Schools – Basic course requirements
10
6. Pacing Guide for course
11
7. First Quarter
12 – 22
8. Second Quarter
23 – 34
9. Third Quarter
35 – 45
10. Fourth Quarter
46 - 52
11. Appendix A – Labs Correlated to the Textbook
53 – 54
12. Appendix B - Book List by Topic
55
13. Appendix C – Web Sites by topic
56
14. Appendix D - Labs and Activities From Within the Map – By Quarters (to be added)
57
2
Revised 7/2011
Preface
Teams of Lake County teachers created the curriculum maps in order to ensure that all students throughout the
district receive a common curriculum. The maps help ensure that all state requirements are taught and that the
content is divided into teachable segments with appropriate pacing. The curriculum maps will guide your
instruction but provide flexibility based on the individual needs of students. The maps are living documents and
feedback is requested of teachers to ensure continuous improvement.
All teachers are expected to use the curriculum maps, in conjunction with data, to drive instruction. The maps
were designed for the instruction to take place by quarter. There is some flexibility within the quarters for
mastery and re-teaching. The expectation is that teachers will finish the content within each quarter in its
entirety. The maps have been structured in such a way as to scaffold student learning.
Listed below are a few of the new or updated features common to all curriculum maps:
Essential Question(s):
o Provide application of the skills/concepts
o Have more than one right answer which promotes student discourse
o Increase the rigor in the classroom, by changing from teacher-centered to student-centered learning
o Are referred to at the beginning, middle, and end of the lesson
o Require you to make a decision
o Promote critical thinking and problem solving
o Encourage interdependence
o Are open-ended
Academic Vocabulary are:
o
o
o
o
Unfamiliar vocabulary that are essential to understanding new content within explicit instruction
Not necessarily the bold words in the chapter.
Cumulative and continuously used throughout the year.
Integrated into word walls, a research-based strategy that will facilitate vocabulary acquisition.
3
Revised 7/2011
Preface
Common Board Configuration Elements (specific layouts may vary by sites, but must include each of these):
Purpose: For the student to know what is being taught and what the student will learn
o Date
o Benchmark
o Measurable, student-friendly objective
o Essential Question
o Bell work
o Agenda (Specific daily schedule)
o Homework
o Exit Strategy/Card
Lessons that infuse reading, writing, and discussion are imperative components of every subject area. There
should be daily:
o
o
o
o
Teacher to student and student to student discourse utilizing academic vocabulary.
Reading and authentic writing
Writing that includes higher-order thinking
Incorporation of effective reading and writing instructional strategies
Maps are organized to include the following:
o
o
o
o
Pacing
Objective
Essential questions, content and understanding, benchmarks, and assessment
Appendix/ resources
4
Revised 7/2011
Preface
Next Generation Sunshine State Standards
Science Benchmark Coding Scheme
SC.
5.
A.
1.
1
Subject
Grade Level
Body of Knowledge
Big Idea / Supporting Idea
Benchmark
Body of Knowledge Key
N ~ Nature of Science
L ~ Life Science
E ~ Earth Space Science
P ~ Physical Science
Big Idea Key
#1 – The Practice of Science
#2 – The Characteristics of Scientific Knowledge
#3 – The Role of Theories, Laws, Hypotheses, and Models
#4 – Science and Society
#5 – Earth in Space and Time
#6 – Earth Structures
#7 – Earth Systems and Patterns
#8 – Properties of Matter
# 9 – Changes in Matter
#10 – Forms of Energy
#11 – Energy Transfer and Transformation
#12 – Moon Objects
#13 – Forces and Changes in Motion
#14 – Organization and Development of Living Organisms
#15 – Diversity and Evolution of Living Organisms
#16 – heredity and Reproduction
#17 – Interdependence
#18 – Matter and Energy Transformations
Language Arts and Mathematic Benchmarks
The Language Arts and Mathematic benchmarks are in the course description. These benchmarks have been integrated throughout the
curriculum map.
Differentiated Instruction Strategies
The following differentiated instruction strategies should be incorporated throughout the entire course:
Cooperative Groups
Computer Assisted Instruction
Tiered Assignments
Centers
Flexible Grouping
Curriculum Compacting/Contracts Learning Stations
Scaffolding
Hands-on Instruction
Leveled Texts/Resources
Teacher Led Small Groups Web Quest
5
Revised 7/2011
Preface
This chart is to show where the Big Ideas are located by grade level.
This will help to give an understanding as to why complete coverage of the NGSSS at each grade level is essential!
Big Idea #1
The Practice
of Science
K
1st
2nd
3rd
4th
5th
6th
7th
8th
HS
#7 Earth Systems
and Patterns
2
nd
th
5
th
6
HS
#13 Forces
and Changes
in Motion
K
1st
2nd
Big Idea #2 The
Characteristics of
Scientific Knowledge
Big Idea #3 The Role
of Theories, Laws,
Hypotheses, and
Models
Big Idea #4 Science
and
Society
K
1st
3rd
4th
3rd
4th
5th
4th
5th
6th
7th
8th
HS
#8 Properties
of Matter
K
6th
7th
8th
HS
#9 Changes
in Matter
K
8th
HS
#10 Forms
of Energy
K
2nd
3rd
4th
5th
2nd
3rd
4th
5th
2nd
3rd
4th
5th
7th
7th
3rd
4th
5th
6th
7th
HS
#15 Diversity
and Evolution of
Living Organisms
HS
#16 Heredity
and Reproduction
HS
#17
Interdependence
1st
2nd
1st
2nd
3rd
4th
5th
8th
HS
#14 Organization
and Development
of Living Organisms
K
1st
2nd
3rd
HS
5th
6th
HS
Big Idea #6
Earth
Structures
1st
2nd
3rd
4th
6th
7th
3rd
4th
5th
6th
Big Idea #5 Earth
in
Space and Time
5th
6th
7th
7th
HS
HS
6
Revised 7/2011
8th
HS
#11 Energy Transfer
and Transformations
HS
#12 Motion
of Objects
K
1st
4th
6th
HS
#18 Matter
and Energy
Transformations
7th
HS
8th
HS
Reading Writing Discussion in the Science Classroom Everyday
 Reading Writing Discussion in the classroom everyday (33% R,W, and D every day)
This means that during each class period the students should be reading, writing, and/or talking about Science.
Many of these overlap in a combination of Reading, Writing, and Discussion.
Reading Writing Discussion in the Science Classroom:
What do these look like in the Science classroom?
What DOES the reading process look like?
Modeling - reading and thinking out loud
Students in small groups or pairs
Whole group when referring to a specific portion of the text
Use of graphic organizers
Reading and following lab instructions
Reading a section for homework at home
What DOES the writing process look like?
Lab report
Small group or pairs jotting down important points
Journal writing
Answering selected questions from the textbook in complete sentences
Completing graphic organizer
Entry or Exit card
Taking notes
Writing prompt
Responding to open ended questions
What DOES the discussion process look like?
Student discourse – discussion among and between the students about the topic (Could
be in small group, pair, pair share, lecture ({should involve two way communication})
7
Revised 7/2011
Reading Writing Discussion in the Science Classroom Everyday
About labs, reading, current events, responses to open ended questions, essential
questions, etc.
Imbedding vocabulary terms/word wall, academic vocabulary, into the discussion
 The county approved textbook is a resource.
How to best use of the textbook to aid student comprehension:

At the beginning of each term have the students participate in a “preview” of the textbook.
o
o
o
o
o
o
o

Table of contents
Chapter titles
Headings/subheadings
Graphics on the page, i.e. charts, graphs, pictures, maps tables,
Bold, italic, highlighted words
Glossary
Appendices
Incorporate the following for each chapter:
By doing the following you will enhance a student’s comprehension:



Before reading – preview, skim for new vocabulary, look at headings and
subheadings, graphics,
During reading – Review the reading column of the chart for suggested activities.
After reading – Review writing and discussion columns of the chart for suggested
activities.
8
Revised 7/2011
Reading Writing Discussion in the Science Classroom
Reading
Writing
Discussion
Silent reading
Essential Question
Paired reading
At home reading
Cornell notes
Jig Saw
Oral
Small group notes
Think Pair Share
Read Aloud
Entry or Exit Card
Share out/Group presentations
Think Aloud
Graphic Organizers
Lab instructions (pre, during, post)
Writing Prompt
*Lectures (should involve two way
communication)
Silently Sustained Reading – student
choice
Selected textbook questions
(Answered with complete
sentences)
Read Aloud
Worksheet
Lab Write up
3-2-1Strategy
Lab instructions (pre, during, post)
Lab Write up
Research paper
Research paper
*Reading could be from textbook,
current event, supplemental texts,
websites, etc.
Think aloud
3-2-1Strategy
Journal writing
Responding to open ended
questions
Research paper
The above chart contains a sampling of suggestions and is not intended to be comprehensive.
9
Revised 7/2011
FOREWORD for Middle and High School Science
 Lab requirements:
 Teachers will complete the “List of labs” form and a copy of the form will be given to the department chair
at the end of each quarter for both middle and high schools.
 For ALL middle school Science courses:
 a minimum of 8 labs per nine weeks
 For high school Science course:
 For Regular courses – 1 per week
 For Honors courses – 2 per week
 Research paper requirements:
 All Science courses in Lake County will complete a Science research paper for the content area of the
course. APA format required.
 Science Fair or Competition:
 All middle and high school have the traditional Science Fair option for all grade levels to participate. Each
school has a Science Fair Coordinator to help with the process for the students and the teachers.
 There are additional types of “Science” competitions, different from the traditional Science Fair at some
schools, that students are encouraged to participate.
 Board Approved Programs: These programs are scheduled by the schools. At high School this is through the HOPE
course.
 Human Growth and Development
 Mendez Drug Program
10
Revised 7/2011
H. S. Biology I Pacing Guide
1st Quarter
2nd Quarter
3rd Quarter
4th Quarter
FCIM/ Focus Calendar
FCIM/ Focus Calendar
FCIM/ Focus Calendar
FCIM/ Focus Calendar
I. Science is…….
A. Why study science?
B. Safety
C. Tools & Technology
D. Scientific Method
IV. Cells & Energy
A. Chemical Energy & ATP
B. Photosynthesis
1. Plant Parts
2. Process
C. Respiration
D. Fermentation
II. Chemistry of Life
A. Atoms, Ions & Molecules
B. Chemical Reactions
C. Properties of Water
D. Molecules of Life
E. Enzymes
V. Cell Division
A. Asexual Prokaryotes
1. Binary fission
2. Bacterial diseases
B. Cell Cycle & Mitosis
C. Cell size & Regulation
D. Systems & Specialization
E. Meiosis
III. What is Life?
A. Cell Theory & Diversity
B. Cell Structure & Function
C. Cell Membrane
D. Material Transport
VI. Reproduction & Development
A. Anatomy & Process
B. Development & Birth
C. STD’s & Immune System
D. Drugs & Their Effects
VII. Genetics
A. Mendel's Work
B. Probability & Punnet Square
C. Chromosomes & Linkage
D. Human Genetics & Pedigrees
XI. Classification
A. Linneaus' System
B. Modern Classification
C. 3 Domains
D. 6 Kingdoms
VIII. DNA & Protein Synthesis
A. Structure & Replication
B. Transcription & Translation
C. Gene Expression
D. Regulation & Mutation
XII. Principles of Ecology
A. Interactions in ecosystems
B. Energy Flow & Pyramids
C. Cycles in ecosystems
1. Matter
2. Succession
D. Populations
1. Density & Distribution
2. Growth
E. Human Impact
1. Natural Resources
2. Pollution
3. Biodiversity
4. Conservation
F. The Biosphere
1. Terrestrial Biomes
2. Aquatic Ecosystems
IX. Biotechnology
A. Manipulating DNA
B. Engineering & Applications
X. Evolution
A. Darwin & Natural Selection
B. Evidence Past & Present
C. Populations & Patterns
D. Primate Evolution
11
Revised 7/2011
Biology 1
Time Frame: 1st Quarter
Topics: Lab Safety, Introduction to Biology, Chemistry of Living Things, Cell Structure and Function, Photosynthesis and Cellular Respiration
Essential Questions
What types of
questions can be
answered by
science?
Essential Content & Understandings
Essential Skills & Benchmarks
Assessment
I. Science is…..
SC.912.N.2.1: Identify what is science, what clearly is not science,
and what superficially resembles science (but fails to meet the
criteria for science).
SC.912.N.2.2: Identify which questions can answered through
science and which questions are outside the boundaries of
scientific investigation, such as questions addressed by other ways
of knowing, such as art, philosophy, and religion
SC.912.N.1.3: Recognize that the strength or usefulness of a
scientific claim is evaluated through scientific argumentation,
which depends on critical and logical thinking, and the active
consideration of alternative scientific explanations to explain the
data presented.
SC.912.N1.4: Identify sources of information and assess their
reliability according to the strict standards of scientific
investigation.
SC.912.N.3.1: Explain that a scientific theory is the culmination of
many scientific investigations drawing together all the current
evidence concerning a substantial range of phenomena; thus, a
scientific theory represents the most powerful explanation
scientists have to offer.
SC.912.N.3.4: Recognize that theories do not become laws, nor do
laws become theories; theories are well supported explanations
and laws are well supported descriptions.
SC.912.N.1.6: Describe how scientific inferences are drawn from
scientific observations and provide examples from the content
being studied.
Please Note: Labs in
bold are suggested
prep labs and
activities for college
biology courses.
**see note
Why Study Science?
Discuss how science is
important to you as an
individual and to society as a
whole
Identify and give examples of
what is and is not the practice
of science.
Describe how technology has
changed the study of biology
and other sciences in the 21st
century
Make clear distinctions
between, observations,
inferences, and predictions.
Give examples of each
Assess the reliability of sources
of information according to
scientific standards
Compare and contrast
hypotheses, theories and laws
Evaluate the merits of
12
Core vocabulary is
that which is listed for
this course by the
state.
Word Walls are
suggested bulletin
board activities used
for reinforcement of
basic unit concepts.
Word Wall:
Safety Symbols
Scientific Method
Prefixes / Suffixes &
Common Roots
Biology 1
Time Frame: 1st Quarter
Topics: Lab Safety, Introduction to Biology, Chemistry of Living Things, Cell Structure and Function, Photosynthesis and Cellular Respiration
Essential Questions
Essential Content & Understandings
Essential Skills & Benchmarks
scientific explanations
produced by others
How can we
insure that
investigations are
both safe and
consistent with
scientific
principles?
Safety
Discuss the need for proper
procedures in the science lab.
Review lab safety symbols,
rules and procedures
HE.912.C.l.3 Evaluate how environment and personal health are
interrelated.
Tools & Technology
Identify common equipment
and procedures used in a
biology lab
Why is the metric
system used in
science?
Understand the role that
computers hold to support data
analysis.
Core Vocabulary:
Area
Bar graph
Chart
Circle graph
Histogram
Inference
Investigation
Law
Line
Line graph
Observation
Plot
Rate
Scatter plot
Set
Science
Technology
Theory
Review metric system units
and metric measurement
equipment.
compare and/or contrast the
structure and function of the
compound microscope,
dissecting microscope,
scanning electron microscope,
13
SC.912.L.14.4 Compare and contrast structure and function of
various types of microscopes.
Assessment
Activities:
Tools of the Biologist
Safety Skits
How to write a lab
report.
Biology 1
Time Frame: 1st Quarter
Topics: Lab Safety, Introduction to Biology, Chemistry of Living Things, Cell Structure and Function, Photosynthesis and Cellular Respiration
Essential Questions
Essential Content & Understandings
and/or the transmission
electron microscope.
Scientific Method
Describe the steps of the
scientific method.
How do scientists
investigate a
problem and
report their
findings?
design and/or evaluate a
scientific investigation using
evidence of scientific thinking
and/or problem solving.
Formulate hypotheses based on
cause-and-effect relationships.
Collect preliminary
observations, both qualitative
and quantitative.
Identify the independent
variable (test) and the values of
the IV that will be used in the
experiment.
Select dependent (outcome)
variables that allow collection
of quantitative data
interpret and analyze data to
make predictions and/or defend
conclusions
14
Essential Skills & Benchmarks
SC.912.N.1.1: 1) pose a question about the natural world, 2)
conduct systematic observations, 3) examine books and other
sources of information to see what is already known, 4) review
what is known in light of empirical evidence, 5) plan
investigations, 6) use tools to gather, analyze, and interpret
data(this includes the use of measurement in metric and other
systems, and also the generation and interpretation of
graphical representations of data, including data tables and
graphs), 7) pose answers, explanations, or descriptions of
events, 8) generate explanations that explicate or describe
natural phenomena (inferences), 9) use appropriate evidence
and reasoning to justify these explanations to others,
10)communicate results of scientific investigations, and 11)
evaluate the merits of the explanations produced by others.
(Also assesses SC.912.N.1.4, SC.912.N.1.6, SC.912.L.14.4,
LA.910.2.2.3, LA.910.4.2.2, MA.912.S.1.2, and MA.912.S.3.2.)
Scenarios will be placed in the context of experimental design,
experiment(s), scientific investigation(s), or scientific
observation(s) in the field of biology.
MA.912.S. 3.2: Collect, organize, and analyze data sets, determine
the best format for the data and present visual summaries from the
following: bar graphs, line graphs, stem and leaf plots, circle
graphs, histograms, box and whisker plots, scatter plot, and
cumulative frequency (ogive) graphs
Assessment
Labs:
Metric Measurement
Proper Use of the
Microscope
Inquiry based:
Scientific Method
Biology 1
Time Frame: 1st Quarter
Topics: Lab Safety, Introduction to Biology, Chemistry of Living Things, Cell Structure and Function, Photosynthesis and Cellular Respiration
Essential Questions
Essential Content & Understandings
II. Chemistry of Life
Atoms, Ions & Molecules
Review atoms, elements,
molecules, compounds and
mixtures.
How will a basic
knowledge of
chemistry help
you understand
and explain
biological
processes?
Describe the basic organization
of the periodic table with
respect to atomic structure,
element classes and reactivity
Identify the components of a
chemical formula in terms of
composition and structure
Review and relate atomic
structure when describing how
ions form
Compare ionic and covalent
bonding.
Chemical Reactions
Identify the reactants and
products of a chemical
15
Essential Skills & Benchmarks
Assessment
MA.912.S.1.2: Determine appropriate and consistent standards of
measurement for the data to be collected in a survey or
experiment.
Word Wall
Periodic table
Element symbols
Chemical Formulas
Chemical Equations
Core Vocabulary
Activation energy
Catalyst
Energy
Enzyme
Freeze
pH
Steroid
Labs:
Characteristics of
Matter
Chemical Reactions
Conservation of Energy
Properties of Water
Solutions
pH /Acids & Bases
(neutralization)
Macromolecules in
Food
Enzymes
Biology 1
Time Frame: 1st Quarter
Topics: Lab Safety, Introduction to Biology, Chemistry of Living Things, Cell Structure and Function, Photosynthesis and Cellular Respiration
Essential Questions
Essential Content & Understandings
Essential Skills & Benchmarks
reaction.
Relate concentration to
equilibrium in chemical
reactions.
What happens to
bond energy
when bonds are
broken?
Explain why energy is released
or absorbed in chemical
reactions (breaking and
forming of new bonds)
Analyze how activation energy
is related to bond energy.
List chemical compounds
found in the early atmosphere
of our planet.
Properties of Water
Describe the polarity of a water
molecule and how it relates to
water’s ability to form
hydrogen bonds
Use examples to explain that
water molecules are both
cohesive and adhesive due to
their bonds
16
SC.912.L.18.11: Explain the role of enzymes as catalysts that
lower the activation energy of biochemical reactions. Identify
factors, such as pH and temperature, and their effect on the
enzyme activity
SC.912.L.18.12 Discuss the special properties of water that
contribute to Earth’s suitability as an environment for life:
cohesive behavior, ability to moderate temperature, expansion
upon freezing, and versatility as a solvent.
Content Limits:
Items referring to the properties of water are limited to hydrogen
bonding, polarity, cohesive behavior, ability to moderate
temperature, expansion upon freezing, and versatility as a solvent.
Items may address adhesion but will not assess adhesion.
Stimulus Attribute Scenarios must have a biological context.
Assessment
Biology 1
Time Frame: 1st Quarter
Topics: Lab Safety, Introduction to Biology, Chemistry of Living Things, Cell Structure and Function, Photosynthesis and Cellular Respiration
Essential Questions
What properties
of water make it
unique and so
necessary for life?
Essential Content & Understandings
Essential Skills & Benchmarks
Infer why water is often called
the universal solvent.
In a given solution, identify the
solute and solvent
Explain why nonpolar
molecules will not dissolve in
water.
Diagram and describe the pH
scale with respect to H+
concentration and the terms
acid, base and neutral.
Describe how a change in pH
can disrupt cell processes
Molecules of Life
What are the
building blocks of
life?
Diagram and describe the
unique bonding properties of
carbon.
Explain how monomers form
polymers
Identify the four carbon based
macromolecules found in all
17
SC.912.L.18.1 Describe the basic molecular structures and
primary functions of the four major categories of biological
macromolecules. (Also assesses SC.912.L.18.11.)
Content Limits:
Items will not refer to intermolecular forces found in the four types
of macromolecules.
Assessment
Biology 1
Time Frame: 1st Quarter
Topics: Lab Safety, Introduction to Biology, Chemistry of Living Things, Cell Structure and Function, Photosynthesis and Cellular Respiration
Essential Questions
Essential Content & Understandings
living things.
Identify and/or describe the
basic molecular structure of
carbohydrates, lipids, proteins,
and/or nucleic acids.
Know that the primary
functions of the four
macromolecules in living
things.
Essential Skills & Benchmarks
Items referring to the role of enzymes as catalysts will use a
biological context and not require knowledge of specific enzymes.
Items referring to the factors that affect enzyme activity are limited
to concentration, pH, and temperature. Items will not require
specific knowledge of how an enzyme reacts at a certain pH or
temperature.
Be able to identify diagrams of
the molecular structure of each
of the macromolecules of life.
Enzymes & pH
What are
enzymes and why
are they important
to life on Earth?
Identify enzymes as biological
catalysts
Explain the “lock and Key”
model as it relates to enzyme
activity.
Explain the effect of a catalyst
on activation energy
Describe how pH and
temperature may affect an
18
SC.912.L.18.11: Explain the role of enzymes as catalysts that
lower the activation energy of biochemical reactions. Identify
factors, such as pH and temperature, and their effect on the
enzyme activity
.
Assessment
Biology 1
Time Frame: 1st Quarter
Topics: Lab Safety, Introduction to Biology, Chemistry of Living Things, Cell Structure and Function, Photosynthesis and Cellular Respiration
Essential Questions
Essential Content & Understandings
Essential Skills & Benchmarks
Assessment
SC.912.L.15.1
Word Wall:
Cell Parts & Functions
Microscope Parts
Domains
enzymes ability to regulate
chemical reactions
What defines life?
III. What is Life?
Diversity
Identify the conditions required
for the origin of life
Summarize the development of
the “how life began”
hypothesis, through the work
of Pasteur, Oparin, Miller and
Urey, Margulis, or Fox
Briefly describe the main
concepts of the following
hypotheses
-
Organic molecule
hypothesis
-
Early cell structure
hypothesis
-
RNA not DNA
Discuss what scientists believe
were probably the first life
forms and where they probably
developed. (archaebacteria –
19
SC.912.L.15.6 Discuss distinguishing characteristics of the
domains and kingdoms of living organisms.
SC.912.L.15.8 Describe the scientific explanations of the origin
of life on Earth. (Also assesses SC.912.N.1.3, SC.912.N.1.4, and
SC.912.N.2.1.)
Content Limits
Items assessing the origin of organic molecules, chemical
evolution, and/or eukaryotic cells should be conceptual.
Core Vocabulary:
all cell parts
active transport
diffusion
passive transport
osmosis
Items may refer to the endosymbiotic theory but may not assess the Activities:
term in isolation.
Edible models cells
Petri Dish Cell Models
Items assessing a scientific claim are limited to the scientific
Membrane Model
explanations of the origins of life on Earth
Labs:
Microscopes:
Prokaryotes vs
Eukaryotes
Plant vs Animal cells
Movement Through
Membranes
Biology 1
Time Frame: 1st Quarter
Topics: Lab Safety, Introduction to Biology, Chemistry of Living Things, Cell Structure and Function, Photosynthesis and Cellular Respiration
Essential Questions
Essential Content & Understandings
Essential Skills & Benchmarks
hydrothermal vents)
Recognize the role of early
microbes in the shaping of life
on earth through their
production of oxygen through
chemosynthesis.
What are the
three parts of the
Cell theory?
SC.912.L.14.3: Compare and contrast the general structures of
plant and animal cells. Compare and contrast the general
structures of prokaryotic and eukaryotic cells.
Infer that cyanobacteria
evolved to produce oxygen
through photosynthesis.
Infer how eukaryotes may
have evolved from prokaryotes
through endosymbiosis
Identify prokaryotic structures:
cell wall, cell membrane
(plasma membrane),
cytoplasm, plasmid,
ribosomes,and flagella.
Cell Theory
How do cells
accomplish
everything they
20
List and explain the 3 major
principles of the cell theory
describe how continuous
investigations and/or new
SC.912.L.14.1 Describe the scientific theory of cells (cell
theory) and relate the history of its discovery to the process of
science. (Also assesses SC.912.N.1.3, SC.912.N.2.1,
SC.912.N.3.1, and SC.912.N.3.4.)
Content Limits:
Items assessing a scientific claim, the development of a theory, or
the differences between theories and laws are limited to the cell
theory
Assessment
Biology 1
Time Frame: 1st Quarter
Topics: Lab Safety, Introduction to Biology, Chemistry of Living Things, Cell Structure and Function, Photosynthesis and Cellular Respiration
Essential Questions
do?
Essential Content & Understandings
Essential Skills & Benchmarks
scientific information
influenced the development of
the cell theory
Assess how contributions of
scientists such as Van
Leeuwenhoek, Hooke,
Schwann, Schleiden, and/or
Virchow aided in the
development of the cell theory
(not specifically who did what)
Cell Structure & Function
Compare and/or contrast the
structures found in prokaryotic
cells and in eukaryotic cells.
Identify eukaryotic structures:
cell wall, cell membrane
(plasma membrane),
cytoplasm, nucleus,
nuclearenvelope, nucleolus,
chromatin, ribosomes,
endoplasmic reticulum,
microtubules, microfilaments,
vacuoles, mitochondria, Golgi
apparatus, chloroplasts,
21
SC.912.L.14.3 Compare and contrast the general structures of
plant and animal cells. Compare and contrast the general
structures of prokaryotic and eukaryotic cells. (Also assesses
SC.912.L.14.2.)
Content Limits: Items referring to the role of the cell membrane
may address hypotonic, hypertonic, and/or isotonic solutions;
however, the assessment should be on processes and not
terminology.
Assessment
Biology 1
Time Frame: 1st Quarter
Topics: Lab Safety, Introduction to Biology, Chemistry of Living Things, Cell Structure and Function, Photosynthesis and Cellular Respiration
Essential Questions
How are materials
transported into
and out of a cell?
Essential Content & Understandings
Essential Skills & Benchmarks
lysosomes, cilia, and flagella.
Describe how structures in
cells are directly related to
their function in the cell.
Compare and contrast the
general structures of plant and
animal cell
Material Transport
Infer what would happen if
chemical signals were not
transmitted across the cell
membrane
Explain the role of the cell
membrane during active and
passive transport.
Compare and contrast passive
and active transport.
Relate the importance of water
to diffusion and the
maintenance of homeostasis.
Describe how active transport
proteins are like enzymes.
22
SC.912.L.14.2 Relate structure to function for the components of
plant and animal cells. Explain the role of cell membranes as a
highly selective barrier (passive and active transport).
Assessment
Biology I
Time Frame: 2nd Quarter
Topics: Cells and Energy, Photosythesis, Respiration, Cell Division, Reproduction and Development, Immune system
Essential Questions
How is energy
harnessed,
converted, and
utilized in living
systems?
Essential Content & Understandings
Essential Skills & Benchmarks
IV. Cells & Energy
Chemical Energy & ATP
SC.912.L.18.10: Connect the role of adenosine triphosphate (ATP)
to energy transfers within a cell.
Diagram and explain ADP
and ATP molecules
Identify ATP as the chemical
energy used by cells.
Describe where the energy
comes from to form ATP
from ADP.
Compare food types to their
energy levels.
What would happen
if there were no
plants on Earth?
Photosynthesis
Review the main structures
of a plant and describe their
functions. (roots, stems,
leaves, flowers, fruits &
cones)
Describe the function of the
SC.912.L.14.7: Relate the structure of each of the major plant
organs and tissues to physiological processes
Content Limits:
Items assessing plant organs are limited to roots, stems, leaves,
flowers, fruits, and cones.
Items referring to physiological processes are limited to
photosynthesis, cellular respiration, transpiration,& reproduction.
Items assessing plant tissues are limited to meristematic, ground,
dermal, and vascular tissues.
Items referring to plant structures are limited to cambium, guard
cells, phloem, seed, stomata, and xylem.
23
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4, LA.910.2.2.3, LA.910. 4.2.2, MA.912.S.1.2, MA912.S. 3.2
Please note: Annually assessed bench marks are bold. Labs noted with an asterisk are in the Appendix
Revised 7/2011
Assessment
Word Wall:
ATP diagram
Plant parts
Photosynthesis
Core Vocabulary
adenosine triphosphate
aerobic respiration
anaerobic respiration
energy
fermentation
light
membrane
photosynthesis
Activities:
Diagram or Model the
stages of
photosynthesis &
respiration
Biology I
Time Frame: 2nd Quarter
Topics: Cells and Energy, Photosythesis, Respiration, Cell Division, Reproduction and Development, Immune system
Essential Questions
Essential Content & Understandings
Essential Skills & Benchmarks
Assessment
vascular system and how it
relates to material transport.
How do plants
supply us with
energy?
Relate how the sun is the
main source of energy for
almost all life on Earth.
(except those who use
chemosynthesis)
Identify the chemical
equation of photosynthesis,
including the reactants and
products.
Diagram and describe the
stages of photosynthesis. Be
sure to include the locations
of the activity within the cell.
On a diagram, trace the path
of the reactants in the plant
as they turn into the products.
Identify several factors that
might affect the rate of
photosynthesis
24
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4, LA.910.2.2.3, LA.910. 4.2.2, MA.912.S.1.2, MA912.S. 3.2
Please note: Annually assessed bench marks are bold. Labs noted with an asterisk are in the Appendix
Revised 7/2011
Labs:
Calories in Foods
Plant Parts
Macro & microscopic
Leaf Chromatography
Inquiry: Factors that
affect Photosynthesis
How does exercise
affect cellular
respiration?
What food does yeast
like best?
Biology I
Time Frame: 2nd Quarter
Topics: Cells and Energy, Photosythesis, Respiration, Cell Division, Reproduction and Development, Immune system
Essential Questions
How does cellular
respiration
synthesis energy for
use by living
things?
Essential Content & Understandings
Essential Skills & Benchmarks
Cellular Respiration
Recognize that sugar is the
main source of energy for
cellular respiration
SC.912.L.18.8: Identify the reactants, products, and basic functions
of aerobic and anaerobic respiration.
Identify the chemical
equation of cellular
respiration, including the
reactants and products.
Compare and contrast
aerobic and anerobic
respiration
Diagram and describe in
detail, the stages of cellular
respiration. Be sure to
include the locations of the
activity within the cell.
Describe the process of
fermentation.
Compare lactic acid
fermentation to alcohol
fermentation. Be sure to
identify in which organisms
25
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4, LA.910.2.2.3, LA.910. 4.2.2, MA.912.S.1.2, MA912.S. 3.2
Please note: Annually assessed bench marks are bold. Labs noted with an asterisk are in the Appendix
Revised 7/2011
Assessment
Biology I
Time Frame: 2nd Quarter
Topics: Cells and Energy, Photosythesis, Respiration, Cell Division, Reproduction and Development, Immune system
Essential Questions
Essential Content & Understandings
they occur.
How does society
use anaerobic
respiration?
Infer how the availability of
oxygen relates to the amount
of energy produced by an
organism.
List several products
produced by mold, yeast and
bacteria through anaerobic
respiration.
Explain how photosynthesis
and cellular respiration form
a cycle of energy storage and
use.
Essential Skills & Benchmarks
Assessment
SC.912.L.18.9 Explain the interrelated nature of photosynthesis
and cellular respiration. (Also assesses SC.912.L.18.7,
SC.912.L.18.8, and SC.912.L.18.10.)
Content Limits:
Items will not require the memorization of the stages, specific
events, or intermediate molecules produced during these processes.
Word Wall:
Stages of Mitosis &
Meiosis
Examples of asexual
reproduction
Items will not require the balancing of equations.
Items will not assess plant structures in relation to photosynthesis.
Stimulus Attributes:
Scenarios may include chemical equations.
Scenarios referring to adenosine triphosphate should use the
abbreviation ATP
Students will explain how the
products of photosynthesis
are used as reactants for
cellular respiration and vice
versa.
26
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4, LA.910.2.2.3, LA.910. 4.2.2, MA.912.S.1.2, MA912.S. 3.2
Please note: Annually assessed bench marks are bold. Labs noted with an asterisk are in the Appendix
Revised 7/2011
Core Vocabulary:
Asexual reproduction
Cell
Fission
Gamete
Haploid
Meiosis
Mitosis
Organ
Organism
Organ System
Reproduction
Tissue
Biology I
Time Frame: 2nd Quarter
Topics: Cells and Energy, Photosythesis, Respiration, Cell Division, Reproduction and Development, Immune system
Essential Questions
How do cells
divide?
Essential Content & Understandings
V. Cell Division
Asexual Prokaryotes
Essential Skills & Benchmarks
Assessment
SC.912.L.16.14: Describe the cell cycle, including the process of
mitosis. Explain the role of mitosis in the formation of new cells
and its importance in maintaining chromosome number during
asexual reproduction.
Activities:
Explain the process of binary
fission
Compare binary fission to
mitosis
Labs:
List advantages and
disadvantages of asexual
reproduction
List an example of a
eukaryote that reproduces
through fission
Time Spent in Mitosis
(online or
microscope)
SC.912.L.16.8: Explain the relationship between mutation, cell
cycle, and uncontrolled cell growth potentially resulting in cancer.
Describe how the rapid
How do antibiotics
help cure disease?
reproduction in bacteria aid it
Classification of
Bacteria
Modeling of Fission
Model/Draw Cell
Cycle
Stem Cell Debate
HE.912.C.1.4: Analyze how heredity and family history can
impact human health.
in survival and can
sometimes cause disease.
List several diseases caused
by bacteria.
27
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4, LA.910.2.2.3, LA.910. 4.2.2, MA.912.S.1.2, MA912.S. 3.2
Please note: Annually assessed bench marks are bold. Labs noted with an asterisk are in the Appendix
Revised 7/2011
Spread of the Glow
Germ
Cell Size & Diffusion
Meiosis
Biology I
Time Frame: 2nd Quarter
Topics: Cells and Energy, Photosythesis, Respiration, Cell Division, Reproduction and Development, Immune system
Essential Questions
Essential Content & Understandings
Describe how antibiotics aid
in the control of bacterial
disease
Essential Skills & Benchmarks
SC.912.L.16.10: Evaluate the impact of biotechnology on the
individual, society and the environment, including medical and
ethical issues.
Cell Cycle & Mitosis
What is the cell
cycle?
Describe specific events
occurring in each of the
stages of the cell cycle and/or
phases of mitosis.
Explain how mitosis forms
new cells and its role in
maintaining chromosome
number during asexual
reproduction
Know that mitosis produces
two genetically identical cells
Why do cells
divide?
SC.912.L.16.17 Compare and contrast mitosis and meiosis and
relate to the processes of sexual and asexual reproduction and
their consequences for genetic variation. (Also assesses
SC.912.L.16.8, SC.912.L.16.14, and SC.912.L.16.16.)
Compare the rates of division
in different cell types
Content Limits:
Items will focus on the relationship between mutations and
uncontrolled cell growth, rather than a specific mutation that may
result in uncontrolled cell growth.
Cell Size and Regulation
Items may address the presence and location of centrioles but may
not require knowledge of the function of centrioles.
Identify internal and external
factors that regulate cell
division
Items referring to mutation will focus on the general concepts of
uncontrolled cell growth and not require specific knowledge of
28
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4, LA.910.2.2.3, LA.910. 4.2.2, MA.912.S.1.2, MA912.S. 3.2
Please note: Annually assessed bench marks are bold. Labs noted with an asterisk are in the Appendix
Revised 7/2011
Assessment
Biology I
Time Frame: 2nd Quarter
Topics: Cells and Energy, Photosythesis, Respiration, Cell Division, Reproduction and Development, Immune system
Essential Questions
Essential Content & Understandings
Know why there are limits to
cell size and how
uncontrolled growth can
potentially cause illness.
Essential Skills & Benchmarks
cancers or diseases resulting from that growth.
Items addressing mitosis or meiosis are limited to identification of
phases, structures, and major events of each phase.
Explain how cancer
(uncontrolled cell growth)
may result from mutations
that affect the proteins that
regulate the cell cycle.
Describe the difference
between binary fission and
mitosis
What makes stem
cells special?
Systems and Specialization
Describe the process by
which cells differentiate and
why it is an important part of
the development of a
multicellular organism
Why must gametes
go through a
different type of
Identify different types of
stem cells
29
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4, LA.910.2.2.3, LA.910. 4.2.2, MA.912.S.1.2, MA912.S. 3.2
Please note: Annually assessed bench marks are bold. Labs noted with an asterisk are in the Appendix
Revised 7/2011
Assessment
Biology I
Time Frame: 2nd Quarter
Topics: Cells and Energy, Photosythesis, Respiration, Cell Division, Reproduction and Development, Immune system
Essential Questions
cell division than
somatic body cells?
Essential Content & Understandings
Meiosis
Differentiate between body
cells and gametes
Essential Skills & Benchmarks
SC.912.L.16.16: Describe the process of meiosis, including
independent assortment and crossing over. Explain how reduction
division results in haploid gametes or spores.
Understand the body cells are
diploid and sex cells are
haploid.
Describe the process of
meiosis, including
independent assortment and
crossing over.
Describe how haploid cells
develop into mature gametes
How are gametes
formed?
Compare and contrast mitosis
and meiosis with respect to
number of cell divisions, the
pairing of homologous
chromosomes, the separation
of sister chromatids and the
final number or
chromosomes in each
daughter cell.
Describe the role of mitosis
30
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4, LA.910.2.2.3, LA.910. 4.2.2, MA.912.S.1.2, MA912.S. 3.2
Please note: Annually assessed bench marks are bold. Labs noted with an asterisk are in the Appendix
Revised 7/2011
Assessment
Biology I
Time Frame: 2nd Quarter
Topics: Cells and Energy, Photosythesis, Respiration, Cell Division, Reproduction and Development, Immune system
Essential Questions
Essential Content & Understandings
Essential Skills & Benchmarks
in asexual reproduction,
and/or the role of meiosis
in sexual reproduction,
including how these processes
may contribute to or limit
genetic variation.
VI. Reproduction &
Development
Word Wall:
Endocrine system
Fetal Development
Hormones
STD's
SC.912.L.16.13 Describe the basic anatomy and physiology of
the human reproductive system. Describe the process of human
development from fertilization to birth and major changes that
occur in each trimester of pregnancy.
Anatomy & Process
Describe the structure and
function of the female
reproductive system
What are the major
developments of an
embryo during each
trimester of
pregnancy?
Describe the structure and
function of the male
reproductive system
Explain the role of hormones
in the reproductive process
Sequence the events of
fertilization, cleavage, and
Assessment
Content Limits:
Items referring to the male human reproductive system are limited
to seminal vesicle, prostate gland, vas deferens, urethra,
epididymis, scrotum, penis, and testes.
Activities:
Label diagrams and
I.D. functions of
human reproductive
systems
Video: Discovery: The
Miracle of Life
Items referring to the female human reproductive system are
limited to the ovaries, oviduct (fallopian tube), uterus, cervix, and
vagina.
Label the major parts
of the brain and
identify their functions.
Items assessing the function of the placenta, umbilical cord,
amniotic sac, and amniotic fluid are limited to how these structures
relate to the development of the fetus.
Labs:
Charting Fetal
Development
31
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4, LA.910.2.2.3, LA.910. 4.2.2, MA.912.S.1.2, MA912.S. 3.2
Please note: Annually assessed bench marks are bold. Labs noted with an asterisk are in the Appendix
Revised 7/2011
Biology I
Time Frame: 2nd Quarter
Topics: Cells and Energy, Photosythesis, Respiration, Cell Division, Reproduction and Development, Immune system
Essential Questions
Essential Content & Understandings
implantation
Development and Birth
Describe the process of
human development from the
zygotic stage to the end of
the third trimester and birth.
Describe the stages of the
birth process.
How does your
immune system
fight disease?
Essential Skills & Benchmarks
Assessment
Items assessing the production of hormones in the context of the
physiology of the human reproductive system are limited to a
conceptual understanding of the production of hormones.
Dissection - fetal pig?
Items may refer to the early stages of development (implantation,
morula, blastocyst, gastrulation, neurulation)
Items referring to changes in each trimester are limited to normal
human development.
STD's & the Immune System
Identify and/or explain the
basic functions of the human
immune system, including
specific and nonspecific
immune responses
Identify STD's by agent and
the way they enter the body.
Differentiate between
bacterial disease and viral
Identify body systems that
protect the body from
pathogens and summarize
SC.912.L.14.52 Explain the basic functions of the human
immune system, including specific and nonspecific immune
response, vaccines, and antibiotics. (Also assesses
SC.912.L.14.6, HE.912.C.1.4, and HE.912.C.1.8.)
Content Limits:
Items assessing the significance of genetic factors, environmental
factors, and pathogenic agents to health are limited to a conceptual
understanding.
Stimulus Attribute:
Scenarios are limited to those commonly included in a biology
course.
32
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4, LA.910.2.2.3, LA.910. 4.2.2, MA.912.S.1.2, MA912.S. 3.2
Please note: Annually assessed bench marks are bold. Labs noted with an asterisk are in the Appendix
Revised 7/2011
Virus Outbreak!
Affects of drugs on the
nervous system
(simulations).
Biology I
Time Frame: 2nd Quarter
Topics: Cells and Energy, Photosythesis, Respiration, Cell Division, Reproduction and Development, Immune system
Essential Questions
Essential Content & Understandings
Essential Skills & Benchmarks
how cells and proteins that
fight infection
Compare and contrast active
and passive immunity
HE.912.C.1.8. Analyze strategies for prevention, detection, and
treatment of communicable and chronic diseases.
Describe how the human
immune system responds to
vaccines and/or antibiotics
Explain the significance of
genetic factors,
environmental factors, and
pathogenic agents to health
from the perspective of both
individual and public health.
What effects do
drugs have on body
systems?
SC.912.L.14.26. Identify the major parts of the brain on
diagrams or models
Drugs and Their Effects
Content Limits Items are limited to the cerebrum, cerebellum, pons,
medulla oblongata, brain stem, frontal lobe, parietal lobe, occipital
lobe, and temporal lobe.
Items will not assess the function of the major parts of the brain
Identify common drugs as
being stimulants or
depressants.
SC.912.L.14.36: Describe the factors affecting blood flow
through the cardiovascular system.
Describe the effects of each
class of drug on the body
Content Limits Items may address factors such as blood pressure,
blood volume, resistance, disease, and exercise.
Identify the parts of the brain
on a diagram.
33
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4, LA.910.2.2.3, LA.910. 4.2.2, MA.912.S.1.2, MA912.S. 3.2
Please note: Annually assessed bench marks are bold. Labs noted with an asterisk are in the Appendix
Revised 7/2011
Assessment
Biology I
Time Frame: 2nd Quarter
Topics: Cells and Energy, Photosythesis, Respiration, Cell Division, Reproduction and Development, Immune system
Essential Questions
Essential Content & Understandings
Essential Skills & Benchmarks
Describe how drugs affect
the nervous and
cardiovascular systems.
34
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4, LA.910.2.2.3, LA.910. 4.2.2, MA.912.S.1.2, MA912.S. 3.2
Please note: Annually assessed bench marks are bold. Labs noted with an asterisk are in the Appendix
Revised 7/2011
Assessment
Biology I
Time Frame: 3rd Quarter
Topics: Genetics, DNA & Protein Synthesis, Biotechnology and Evolution
Identify Essential
Questions
How did Mendel’s
experiments shape
the science of
genetics?
Essential Content & Understandings
Essential Skills & Benchmarks
VII. Genetics
Mendel's Work
Describe how Mendel
experimented and developed
his laws of heredity
Know that the laws of
probability govern simple
genetic recombination.
Use Mendel’s laws of
segregation and independent
assortment to analyze
patterns of inheritance.
Probability and Punnet
Square
How do math and
probability relate to
science and
genetics?
Students will identify,
analyze, and/or predict
inheritance patterns caused
by various modes of
SC.912.L.16.1: Use Mendel’s laws of segregation and
independent assortment to analyze patterns of inheritance.
(Also assesses SC.912.L.16.2.)
Assessment
Word Wall:
Examples of
Phenotypes and
Genotypes
Mendel's Peas
Punnet square
Content Limits:
Items referring to general dominant and recessive traits may address Core Vocabulary:
but will not assess the P and F1 generations.
Codominant
Items addressing dihybrid crosses or patterns that include
DNA
codominance, incomplete dominance, multiple alleles, sex-linkage, or Dominance
polygenic inheritance may assess the P and F1 generations.
Genetics
Offspring
Stimulus Attributes:
Polygenic
Inheritance outcomes may be expressed in percent, ratios, or
Recessive
fractions.
Scenarios may refer to codominance or incomplete dominance but
not both
Punnett squares may be used to predict outcomes of a cross.
35
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4, LA.910.2.2.3, LA.910. 4.2.2, MA.912.S.1.2, MA912.S. 3.2
Please note: Annually assessed bench marks are bold. Labs noted with an asterisk are in the Appendix
Revised 7/2011
Biology I
Time Frame: 3rd Quarter
Topics: Genetics, DNA & Protein Synthesis, Biotechnology and Evolution
Identify Essential
Questions
Essential Content & Understandings
Essential Skills & Benchmarks
Assessment
inheritance.
Use punnet square to predict
the outcome of genetic test
crosses of monohybrid and
dihybrid traits.
Compare and contrast
dominant, incomplete
dominance, and codominance
Use a punnet square and
pedigree to trace the
inheritance of a sex linked
trait.
Activities:
Writing genotypes &
SC.912.L.16.2: Discuss observed inheritance patterns caused by
various modes of inheritance, including dominant, recessive,
codominant, sex-linked, polygenic, and multiple alleles.
Predict the phenotype from a
genotype with polygenic or
multiple allele traits.
phenotypes
Punnet square
practice
Labs:
-Probability
-Genetics:
Predicting
Outcomes of
Genetic Crosses
Dragon Genetics
Chromosomes & Gene
How can our DNA
be so alike, yet we
are so different?
Linkage
Describe how sexual
reproduction creates unique
gene combinations
36
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4, LA.910.2.2.3, LA.910. 4.2.2, MA.912.S.1.2, MA912.S. 3.2
Please note: Annually assessed bench marks are bold. Labs noted with an asterisk are in the Appendix
Revised 7/2011
Biology I
Time Frame: 3rd Quarter
Topics: Genetics, DNA & Protein Synthesis, Biotechnology and Evolution
Identify Essential
Questions
Essential Content & Understandings
Explain how the process of
independent assortment,
mutations & crossing over
increase diversity.
Essential Skills & Benchmarks
Assessment
SC.912.L.15.15: Describe how mutation and genetic recombination
increase genetic variation.
Word Wall:
How do DNA and
RNA control all
aspects of life?
VIII. DNA & Protein
Synthesis
Structure and Replication
Know that the genetic code is
a sequence of DNA
nucleotides in the nucleus of
eukaryotic cells.
Diagram and describe the
structure of a DNA molecule.
Know that the double strands
of DNA are connected by
complementary nucleotide
pairs (A-T and C-G)
Explain that the basic
components of DNA are
SC.912.L.16.3: Describe the basic process of DNA replication and
how it relates to the transmission and conservation of the genetic
information (Also assesses SC.912.L.16.4, SC.912.L.16.5,
and SC.912.L.16.9.)
Content Limits:
Items requiring the analysis of base pairs for gene mutations are
limited to changes in a single gene.
Items may refer to the process of meiosis in the context of mutations
but will not assess meiosis in isolation.
Items addressing transcription or translation will not require specific
knowledge of initiation, elongation, or termination.
Stimulus Attribute Scenarios requiring the use of a codon table must
include the codon table.
37
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4, LA.910.2.2.3, LA.910. 4.2.2, MA.912.S.1.2, MA912.S. 3.2
Please note: Annually assessed bench marks are bold. Labs noted with an asterisk are in the Appendix
Revised 7/2011
Model of DNA
Base Pair Matching
Replication
Protein Synthesis
Codons
Core Vocabulary:
DNA
Chromosome
Mutation
Replication
Transcription
Translation
Biology I
Time Frame: 3rd Quarter
Topics: Genetics, DNA & Protein Synthesis, Biotechnology and Evolution
Identify Essential
Questions
Essential Content & Understandings
Essential Skills & Benchmarks
Assessment
universal in organisms.
How is genetic
information passed
on to future
generations?
Explain how similarities in
the genetic codes of
organisms are due to
common ancestry and the
process of inheritance.
SC.912.L.16.9: Explain how and why the genetic code is universal
and is common to almost all organisms.
Describe / Model the process
of DNA replication and/or its
role in the transmission and
conservation of genetic
information.
Labs:
Have Your DNA
and Eat It Too!
Transcription & Translation
Explain the basic processes
of transcription and/or
translation, and their roles in
the expression of genes.
What is a mutation
and how might it
affect future
Activities:
Draw DNA
Modeling
Replication
SC.912.L.16.5: Explain the basic processes of transcription and
translation, and how they result in the expression of genes.
Explain what happens when
mRNA reaches the
ribosomes and translates the
information into amino acid
sequences that produce
38
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4, LA.910.2.2.3, LA.910. 4.2.2, MA.912.S.1.2, MA912.S. 3.2
Please note: Annually assessed bench marks are bold. Labs noted with an asterisk are in the Appendix
Revised 7/2011
Modeling Protein
Synthesis
Biology I
Time Frame: 3rd Quarter
Topics: Genetics, DNA & Protein Synthesis, Biotechnology and Evolution
Identify Essential
Questions
generations?
Essential Content & Understandings
Essential Skills & Benchmarks
Assessment
proteins.
Be able to use a codon table
Gene Expression
Describe how gene
expression is regulated in
prokaryotes and eukaryotes.
SC.912.L.16.4: Explain how mutations in the DNA sequence may or
may not result in phenotypic change. Explain how mutations in
gametes may result in phenotypic changes in offspring.
Regulation and Mutation
Describe gene and
chromosomal mutations in
the DNA sequence.
What is
biotechnology and
how is it used
today?
Explain what would happen
if there was a mutation in the
DNA sequence but know that
it may not affect the
appearance of an individual.
SC.912.L.14.6: Explain the significance of genetic factors,
environmental factors, and pathogenic agents to health from the
perspectives of both individual and public health.
Infer that a mutation in the
DNA of a gamete may result
in a change in offspring.
39
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4, LA.910.2.2.3, LA.910. 4.2.2, MA.912.S.1.2, MA912.S. 3.2
Please note: Annually assessed bench marks are bold. Labs noted with an asterisk are in the Appendix
Revised 7/2011
Word Wall:
Mutations
Forensic Science
Bioengineering
Dolly the Clone
Karyotyping
Pedigrees
Biology I
Time Frame: 3rd Quarter
Topics: Genetics, DNA & Protein Synthesis, Biotechnology and Evolution
Identify Essential
Questions
Essential Content & Understandings
Essential Skills & Benchmarks
Be able to trace an inherited
abnormality through a
pedigree.
Activities:
DNA Fingerprinting
Research Genetic
Diseases
IX. Biotechnology
Manipulating DNA
Describe techniques use to
manipulate DNA
How might genetic
engineering be
affecting your life?
Explain how restriction
enzymes cut DNA into
fragments that can then be
mapped.
Identify and describe the
application of DNA
technology. (forensics,
bioengineering, genetic
screening & therapy)
Assessment
SC.912.L.16.10: Evaluate the impact of biotechnology on the
individual, society and the environment, including medical and
ethical issues.
Debate: Ethics of
Cloning
Video: Clone Age
Content Limits:
Items may assess current issues but will not require knowledge of
specific biotechnologies or specific medical issues.
Items assessing the possible impacts of biotechnology will not assess
monetary impacts.
Engineering and
Applications
40
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4, LA.910.2.2.3, LA.910. 4.2.2, MA.912.S.1.2, MA912.S. 3.2
Please note: Annually assessed bench marks are bold. Labs noted with an asterisk are in the Appendix
Revised 7/2011
Labs:
DNA Fingerprinting
Karyotyping
Pedigrees
Cloning Plants
Biology I
Time Frame: 3rd Quarter
Topics: Genetics, DNA & Protein Synthesis, Biotechnology and Evolution
Identify Essential
Questions
Essential Content & Understandings
Essential Skills & Benchmarks
Understand the great
potential for the development
of useful products through
genetic engineering and how
ethical questions must be
answered.
Word Wall:
Darwin's Voyage
Galapagos Island
Critters
Origin of the Species
Finch Beaks &
Tortoise Shells
Explain what the Human
Genome Project is and how it
could be useful in detection,
prevention, and treatment of
many genetic diseases.
Define and describe how a
clone is made.
Core Vocabulary:
X. Evolution
How did Darwin's
discovery change
the views of human
history?
Darwin and Natural Selection
Describe how Charles
Darwin’s observations on the
Galapagos Islands led him to
his theory of Natural
Selection
Assessment
SC.912.L.15.13: Describe the conditions required for natural
selection, including: overproduction of offspring, inherited
variation, and the struggle to survive, which result in differential
reproductive success.
41
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4, LA.910.2.2.3, LA.910. 4.2.2, MA.912.S.1.2, MA912.S. 3.2
Please note: Annually assessed bench marks are bold. Labs noted with an asterisk are in the Appendix
Revised 7/2011
Embryology
Evolution
Fossil
Hominid
Mutation
Natural selection
Biology I
Time Frame: 3rd Quarter
Topics: Genetics, DNA & Protein Synthesis, Biotechnology and Evolution
Identify Essential
Questions
Essential Content & Understandings
Explain and/or describe the
conditions required for
natural selection that result in
differential reproductive
success.
How does evolution
help to explain the
diversity of life?
Evidence of Evolution
Describe contributions of
Darwin, Lamarck, Lyell,
Malthus, Mendel, or Wallace
aided in the development of
the scientific theory of
evolution.
Essential Skills & Benchmarks
Assessment
Content Limits Items will not address descent with modification or
common descent.
Activities:
Evidence of
Evolution
Items addressing mutation and genetic recombination in relation to
increasing genetic variation must be assessed in the context of
evolution.
Items may address how meiosis contributes to genetic variation but
not the stages of meiosis.
SC.912.L.15.14: Discuss mechanisms of evolutionary other than
natural selection such as genetic drift and gene flow.
Explain how evolution unites
all fields of biology
How might a
change occur in a
population over
time?
Compare and contrast the
evidence of evolution from
Darwin’s time to present day.
Understand that today’s
molecular and genetic
evidence supports fossil and
anatomical evidence.
SC.912.L.15.1 Explain how the scientific theory of evolution is
supported by the fossil record, comparative anatomy,
comparative embryology, biogeography, molecular biology, and
observed evolutionary change. (Also assesses SC.912.L.15.10,
SC.912.N.1.3, SC.912.N.1.4, SC.912.N.1.6, SC.912.N.2.1,
SC.912.N.3.1, and SC.912.N.3.4.)
42
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4, LA.910.2.2.3, LA.910. 4.2.2, MA.912.S.1.2, MA912.S. 3.2
Please note: Annually assessed bench marks are bold. Labs noted with an asterisk are in the Appendix
Revised 7/2011
Labs:
Natural Selection
Evolution of
Primates
Biology I
Time Frame: 3rd Quarter
Topics: Genetics, DNA & Protein Synthesis, Biotechnology and Evolution
Identify Essential
Questions
Essential Content & Understandings
Compare and contrast
homologous, vestigial and
analogous structures
Populations and Patterns
Explain how natural selection
can change the distribution of
traits in a population.
Understand that populations
evolve, not individuals
Explain and/or describe the
scientific mechanisms, such
as genetic drift, gene flow,
and nonrandom mating,
resulting in evolutionary
change.
Explain and/or describe how
mutation and genetic
recombination increase
genetic variation.
Essential Skills & Benchmarks
Content Limits:
Items assessing evolution will focus on a conceptual understanding of
the supporting scientific evidence.
Items assessing the fossil record must focus on the fossil rather than
geologic formations in isolation.
Items referring to adaptive radiation, convergent evolution,
coevolution, or punctuated equilibrium should focus on the concepts
rather than on the definition of the terms.
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.
Items assessing a scientific claim, the development of a theory, or the
differences between theories and laws are limited to the scientific
theory of evolution.
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.
Explain how isolation of a
43
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4, LA.910.2.2.3, LA.910. 4.2.2, MA.912.S.1.2, MA912.S. 3.2
Please note: Annually assessed bench marks are bold. Labs noted with an asterisk are in the Appendix
Revised 7/2011
Assessment
Biology I
Time Frame: 3rd Quarter
Topics: Genetics, DNA & Protein Synthesis, Biotechnology and Evolution
Identify Essential
Questions
Essential Content & Understandings
population can lead to
speciation and how isolation
can occur.
How are hominids
and humans alike?
Primate Evolution
Examine evolutionary
relationships between
humans and other primates
identify examples of and
basic trends in hominid
evolution from early ancestors
to modern humans.
Compare and contrast the
structure of the jaw, skull,
pelvis and teeth of modern
humans to that of their early
ancestors.
Essential Skills & Benchmarks
Items referring to the development of language or the manufacturing
of tools will relate this development to changes in the skull or brain
size.
Stimulus Attributes: Scenarios referring to specific species will
include a description of the species in relation to context of the item.
The scenarios addressing scientific inferences are limited to the
scientific theory of evolution and trends in hominid evolution.
SC.912.L.15.10: Identify basic trends in hominid evolution from
early ancestors six million years ago to modern humans, including
brain size, jaw size, language, and manufacture of tools.
SC.912.L.16.3
Describe how the
manufacture of tools and the
use of language fit into our
evolutionary path.
44
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4, LA.910.2.2.3, LA.910. 4.2.2, MA.912.S.1.2, MA912.S. 3.2
Please note: Annually assessed bench marks are bold. Labs noted with an asterisk are in the Appendix
Revised 7/2011
Assessment
Biology I
Time Frame: 4th Quarter
Topics: Classification and Ecology
Essential Questions
Essential Content & Understandings
XI. Classification
Why do we
classify?
Linneaus' System
Examine and identify the
limitations of the Linnaean
system of classification
List the taxonomical categories
from general to most specific
Identify the two taxa that make
up a scientific name
Identify ways in which a
scientific claim is evaluated
and describe how scientific
inferences are made from
observations
What discovery
let to scientists
having to change
the way
organisms are
classified?
Modern Classification
Describe the process of
classification by cladistics.
Explain how molecular
evidence show species
relatedness
Essential Skills & Benchmarks
SC.912.L.15.6 Discuss distinguishing characteristics of the
domains and kingdoms of living organisms. (Also assesses
SC.912.L.15.4, SC.912.L.15.5, SC.912.N.1.3, and SC.912.N.1.6.)
Also Assesses SC.912.L.15.4
Content Limits:
Items referring to distinguishing characteristics of living organisms
are limited to the domains of Archea, Bacteria, and Eukarya and the
kingdoms of Protista, Fungi, Plantae, and Animalia.
Assessment
Word Wall:
Domains
Kingdoms
Taxonomical Key
Scientific Names
Core Vocabulary:
Items will not require specific knowledge of organisms classified in
any domain or kingdom; items should describe the characteristics of
an organism and assess its classification.
Items referring to changes in classification systems should be
conceptual and will not require specific knowledge of those
changes.
Items may address evolutionary classification, phylogeny, and the
use of cladograms, but they may not assess the definition of those
terms.
SC.912.L.15.5: Explain the reasons for changes in how organisms
are classified
SC.912.L.15.4: Describe how and why organisms are hierarchically
classified and based on evolutionary change.
45
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4, LA.910.2.2.3, LA.910. 4.2.2, MA.912.S.1.2, MA912.S. 3.2
Please note: Annually assessed bench marks are bold. Labs noted with an asterisk are in the Appendix
Revised 7/2011
All listed previously
Activities:
Webquest
Molecular Clocks
Critter Cards
Labs:
Classification of
Quozes
Biology I
Time Frame: 4th Quarter
Topics: Classification and Ecology
Essential Questions
What is the three
domain system of
classification?
Essential Content & Understandings
Explain how molecular clocks
work to determine when
organisms diverged from each
other.
Essential Skills & Benchmarks
SC.912.L.14.7: Relate the structure of each of the major plant
organs and tissues to physiological processes
Domains
Know that classification is
always a work in process and
that new discoveries often
change how organisms are
classified.
How is a
dichotomous key
used to identify
unknown
organisms?
Identify and list the general
characteristics of the three
domains.
Content Limits:
Items assessing plant organs are limited to roots, stems, leaves,
flowers, fruits, and cones.
Items referring to physiological processes are limited to
photosynthesis, cellular respiration, transpiration,& reproduction.
Items assessing plant tissues are limited to meristematic, ground,
dermal, and vascular tissues.
Items referring to plant structures are limited to cambium, guard
cells, phloem, seed, stomata, and xylem.
Be able to classify organisms
within the correct domain
based on characteristics..
6 Kingdoms
Identify and list the general
characteristics of the
kingdoms.
.
Be able to classify organisms
46
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4, LA.910.2.2.3, LA.910. 4.2.2, MA.912.S.1.2, MA912.S. 3.2
Please note: Annually assessed bench marks are bold. Labs noted with an asterisk are in the Appendix
Revised 7/2011
Assessment
Biology I
Time Frame: 4th Quarter
Topics: Classification and Ecology
Essential Questions
What defines the
environment we
live in?
Essential Content & Understandings
Essential Skills & Benchmarks
with their appropriate
kingdoms and the kingdoms
with their domains.
Assessment
Word Wall:
Biochemical Cycles
Biomes
Biotic & Abiotic
Factors
Food Chains & Webs
Resources
Pollution sources
Use a taxonomical key
Principles of Ecology
Interactions in Ecosystems
Describe biotic and abiotic
factors and give examples.
Explain that different types of
organisms exist within aquatic
systems due to chemistry,
geography, light, depth,
salinity, and/or temperature.
Explain how two organisms
that share the same habitat,
cannot share the same niche.
Explain how resources give a
community its structure.
Explain how competition is a
SC.912.L.17.2. Explain the general distribution of life in aquatic
systems as a function of chemistry, geography, light, depth, salinity
and temperature.
SC.912.L.17.5 Analyze how population size is determined by
births, deaths, immigration, emigration, and limiting factors
(biotic and abiotic) that determine carrying capacity. (Also
assesses SC.912.L.17.2, SC.912.L.17.4, SC.912.L.17.8, and
SC.912.N.1.4.)
Content Limits
Items referring to chemical factors in aquatic systems are limited to
pH, oxygen, carbon dioxide, nitrogen, phosphorous, and salinity.
47
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4, LA.910.2.2.3, LA.910. 4.2.2, MA.912.S.1.2, MA912.S. 3.2
Please note: Annually assessed bench marks are bold. Labs noted with an asterisk are in the Appendix
Revised 7/2011
Core Vocabulary:
Abiotic
Aerobic
Anaerobic
Aquatic
Biochemical Cycle
Biotic
Consumer
Decomposer
Energy
Environment
Nonrenewable
Resource
Producer
Biology I
Time Frame: 4th Quarter
Topics: Classification and Ecology
Essential Questions
Essential Content & Understandings
way in which species interact
Describe and give examples of
the 3 types of symbiosis
Energy Flow and Pyramids
How do matter
and energy move
through
ecosystems?
Describe the roles of producers
and consumers in an
ecosystem.
Explain chemosynthesis and
describe where it might occur
instead of photosynthesis
Trace the energy pathways
through the different trophic
levels of a food web or energy
pyramid.
Diagram the trophic levels of a
food chain and explain what
happens to energy as you move
up a pyramid model.
Cycles in Ecosystems
Essential Skills & Benchmarks
Assessment
Items referring to geography in aquatic systems are limited to water
depth, latitude, temperature, underwater topography, and proximity
to land.
Activities:
Items referring to reduction in biodiversity may include examples of
catastrophic events, climate changes, human activities, and the
introduction of invasive and nonnative species, but they will not
assess specific knowledge of these.
Video: The Lorax
Tech Lesson:
Food Web
Abiotic & Biotic
Factors in the
Classroom
Items referring to reduction in biodiversity will focus on the
Endangered Species
consequence and not require knowledge of the specific event that led Project / Paper
to the reduction.
Biome Project /Model
Items addressing climate change are limited to biodiversity and
population dynamics contexts
Labs:
SC.912.L.17.9 Use a food web to identify and distinguish
producers, consumers, and decomposers. Explain the pathway
of energy transfer through trophic levels and the reduction
ofavailable energy at successive trophic levels. (Also assesses
SC.912.E.7.1.)
Content Limits:
Items referring to organisms in food webs are limited to the impact
of changes in matter or energy in trophic levels.
48
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4, LA.910.2.2.3, LA.910. 4.2.2, MA.912.S.1.2, MA912.S. 3.2
Please note: Annually assessed bench marks are bold. Labs noted with an asterisk are in the Appendix
Revised 7/2011
Survival Island
Inquiry: How does
acid rain affect plant
growth?
Water testing
Biology I
Time Frame: 4th Quarter
Topics: Classification and Ecology
Essential Questions
Why is it
necessary to keep
track of
population
growth?
Essential Content & Understandings
Essential Skills & Benchmarks
Assessment
Diagram and describe how
water cycles through the
environment
Items addressing food webs will require application of the
knowledge of roles of organisms in a food web to describe energy
pathways rather than the identification of producers, consumers
(primary, secondary, tertiary), and decomposers.
Inquiry: Does the type
of soil affect its
porosity and
permeability?
List and describe the four
elements that cycle through an
ecosystem. Explain the
importance of each.
Items will not require knowledge of specific organisms or their
feeding habits.
Greenhouse Effect
Explain the difference between
primary and secondary
succession.
Describe the potential changes
to an ecosystem resulting from
seasonal variations, climate
changes, and/or succession.
Population Sampling
Items assessing biogeochemical cycles are limited to the water cycle
and the carbon cycle.
Items referring to the biogeochemical cycles may address but will
not assess photosynthesis and cellular respiration in isolation.
Stimulus Attribute Scenarios will express energy in joules (J).
SC.912.E.7.1: Analyze the movement of matter and energy through
the different biogeochemical cycles, including water and carbon.
Populations
Identify methods of
determining population of
organisms with different
geographical dispersion
patterns.
What impact does
SC.912.L.17.4: Describe changes in ecosystems resulting from
seasonal variations, climate change, and succession.
Determine how limiting factors
49
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4, LA.910.2.2.3, LA.910. 4.2.2, MA.912.S.1.2, MA912.S. 3.2
Please note: Annually assessed bench marks are bold. Labs noted with an asterisk are in the Appendix
Revised 7/2011
Biology I
Time Frame: 4th Quarter
Topics: Classification and Ecology
Essential Questions
the human
population have
on an ecosystem?
Essential Content & Understandings
might affect population
density.
Use data and information
about population dynamics,
abiotic factors, and/or biotic
factors to explain and/or
analyze a change in carrying
capacity and its effect on
population size in an
ecosystem.
Essential Skills & Benchmarks
SC.912.L.17.5: Analyze how population size is determined by
births, deaths, immigration, emigration, and limiting factors
(biotic and abiotic) that determine carrying capacity.
See previous listing for content limits and stimulus attributes
Relate population growth to
carrying capacity and factors
such as immigration,
emigration, births, deaths and
other limiting factors.
Human Impact
Students will predict how the
actions of humans may impact
environmental systems and/or
affect sustainability
Why is
conserving
Compare and contrast
renewable and nonrenewable
SC.912.L.17.20 Predict the impact of individuals on
environmental systems and examine how human lifestyles affect
sustainability. (Also assesses SC.912.L.17.11, SC.912.L.17.13,
SC.912.N.1.3, and HE.912.C.1.3.)
50
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4, LA.910.2.2.3, LA.910. 4.2.2, MA.912.S.1.2, MA912.S. 3.2
Please note: Annually assessed bench marks are bold. Labs noted with an asterisk are in the Appendix
Revised 7/2011
Assessment
Biology I
Time Frame: 4th Quarter
Topics: Classification and Ecology
Essential Questions
Essential Content & Understandings
biodiversity
something we
should be
concerned about?
resources. Evaluate the cost
benefits for our sustainable
future.
Describe the concept of an
ecological footprint and list
several ways to lessen yours
Describe ways that human
activities, such as reducing the
amount of forest cover,
increasing the amount and
variety of chemicals released
into the atmosphere, and
intensive farming, have
changed the Earth’s land,
oceans, and atmosphere.
Describe some of the changes
that have decreased the
capacity of the environment to
support some life forms.
Essential Skills & Benchmarks
Content Limits:
Items referring to renewable and nonrenewable resources will
focus on the environmental costs and benefits of using those
resources and not on identifying examples
Items will not require knowledge of specific environmental
regulations, pollution prevention technologies or devices, or other
mechanisms used to prevent pollution.
Items assessing a scientific claim are limited to impacts on the
environment and renewable and nonrenewable resources.
SC.9.12.L.17.13: Discuss the need for adequate monitoring of
environment parameters when making policy decisions.
Explain why preserving
biodiversity is important to the
future of the biosphere
Identify positive and/or
SC.912.L.17.11: Evaluate the costs and benefits of renewable and
nonrenewable resources, such as water, energy, fossil fuels, wildlife,
51
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4, LA.910.2.2.3, LA.910. 4.2.2, MA.912.S.1.2, MA912.S. 3.2
Please note: Annually assessed bench marks are bold. Labs noted with an asterisk are in the Appendix
Revised 7/2011
Assessment
Biology I
Time Frame: 4th Quarter
Topics: Classification and Ecology
Essential Questions
Essential Content & Understandings
negative consequences that
result from a reduction in
biodiversity.
Define sustainable
development and describe
some of its methods
Explain how protecting an
umbrella species can protect an
entire ecosystem
Essential Skills & Benchmarks
and forests.
SC.912.L.17.8: Recognize the consequences of loss of biodiversity
due to catastrophic events, climate changes, human activity, and the
introduction of invasive, non-native species.
Realize that protecting Earth's
resources is protecting the
future.
End of Benchmarks for EOC Exam
Suggested units of study.
Biomes
Invasive or Endangered Species
Botany
Zoology
Forensics
Human Anatomy
52
The following benchmarks, once introduced are repeatedly reinforce throughout this course:
SC.912.N.1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 1.7, 2.1, 2.2, 3.1, 3.4, LA.910.2.2.3, LA.910. 4.2.2, MA.912.S.1.2, MA912.S. 3.2
Please note: Annually assessed bench marks are bold. Labs noted with an asterisk are in the Appendix
Revised 7/2011
Assessment
Appendix A - Biology I
Lab Correlation to the current Textbook
Holt McDougal: Biology
I. Science is....... (Skills of the Scientist)
1.
2.
3.
4.
Manipulating Independent Variables
Manipulating Plant Growth
Understanding Geologic Time
Heating and Cooling Rates of Water and Soil
p. 18
p. 28
p. 385
p. 477
II. Birth of Earth (Chemistry of Life)
1. Enzymatic Activity
2. Testing pH
3. Radioactive Decay
p. 57
p. 58
p. 364
III. Life Begins (Cell Structure and Function)
1. Diffusion Across a Membrane
2. Comparing Cells
3. Modeling the Cell
p. 88
p. 92
p. 93
IV. Cells and Energy
1.
2.
3.
4.
5.
Rates of Photosynthesis
Cellular Respiration
Investigate Fermentation in Foods
Density of Stomata
Carbon Dioxide and Exercise
p. 106
p. 126
p. 127
p. 647
p. 745
V. Cell Division
1.
2.
3.
4.
5.
Mitosis in Onion Root Cells
Modeling Meiosis
Modeling Surface Area-to-Volume Ratio
UV Light and Skin Cancer
Observing Normal and Diseased Tissue
p. 143
p. 192
p. 156
p. 256
p. 761
VI. Reproduction and Development
1. The Stroop Effect
2. Modeling Viruses
3. Hormones in the Human Menstrual Cycle
p. 724
p. 567
p. 797
VII. Genetics
1.
2.
3.
4.
53
Allele Combinations and Punnett Squares
Probability Practice
Codominance
Incomplete Dominance
Revised 7/2011
p. 188
p. 193
p. 208
p. 219
Appendix A - Biology I
Lab Correlation to the current Textbook
Holt McDougal: Biology
VIII. DNA & Protein Synthesis
1. Modeling Transcription
2. Modeling DNA Hybridization
p. 257
p. 536
IX. Biotechnology
1.
2.
3.
4.
Extracting DNA
Modeling Forensics
Modeling Genetic Engineering
Genetic Screening
p. 229
p. 268
p. 286
p. 287
X. Evolution
1.
2.
3.
4.
5.
Using Patterns to Make Predictions
Adaptations in Beaks
Investigating an Anole Lizard Population
Exploring Adaptations
Stride Inferences
p. 320
p. 321
p. 352
p. 353
p. 384
XI. Classification
1.
2.
3.
4.
Creating a Dichotomous Key for Limpet Shells
Leaf Print Bacteria
Exploring Mushroom Anatomy
Habitat Clues
p. 522
p. 562
p. 595
p. 623
XII. Ecology
1. Predator- Prey Pursuit
2. Abiotic Factors and Plant Growth
3. Random Sampling
4. Modeling Predation
5. Limiting Nutrients for Algae
6. Winter Water Chemistry
7. Modeling Biomes
8. Acid Rain
9. Water Quality Testing
10. Contamination of Ground Water
11. Seed Germination
54
Revised 7/2011
p. 315
p. 405
p. 420
p. 435
p. 448
p. 475
p. 476
p. 493
p. 506
p. 507
p. 676
Appendix B - Biology
Book List
The Demon in the Freezer
Richard Preston
The Hot Zone
Richard Preston
Prey
Michael Crichton
Mars Trilogy
Kim Stanley Robinson
Brave New World
Aldox Huxley
Darwins Radio
George Bear
Neanderthal
John Darnton
Jurassic Park
Michael Crichton
Andromeda Strain
Michael Crichton
Silent Spring
Rachel Carson
Twenty Thousand Leagues Under the Sea
Jules Verne
Black Star, Bright Dawn
Scott O'Dell
Jaguar
Roland Smith
Island of the Blue Dolphins
Scott O’Dell
Zia (sequel to the above)
Scott O’Dell
55
Revised 7/2011
Appendix C - Biology
Websites
http://www.biologycorner.com
https://www.lessonplansinc.com
http://www.nclark.net
http://www.concord.org/activities/subject/biology
http://www.phschool.com/science/biology_place/labbench/index.html
http://www.pbs.org
http://serc.carleton.edu/eslabs/TopicsAndLabs.html
http://www.toolsforeducators.com/
http://moviesheets.com/site/science-movie-sheets.php
http://quizlet.com/189677/taxonomic-classification-of-common-marine-organismsflash-cards/
http://www.acornnaturalists.com/store/index.aspx
http://serendip.brynmawr.edu/sci_edu/waldron
http://www.pppst.com/science.html
http://www.umanitoba.ca/Biology/
http://teachers.net
http://tea.armadaproject.org/index.html
http://www.innerbody.com/htm/body.html
56
Revised 7/2011
Appendix D - Biology
Lab Activities
57
Revised 7/2011