Saint Lucie County Science Scope and Sequence
Modified 6/2012
Course: Biology I
Course Code: 2000310
Quarter 1
RESOURCES
COMMON CORE
PACING GUIDE
Topic of Study: Approaches to Biological Research
Bodies of Knowledge: Nature of Science
Standards: The Practice of Science
Essential Questions: What is the relationship between scientific practice, scientific explanations and scientific knowledge?
Essential Vocabulary: Area, Bar graph, Circle graph, Line, Plot, Rate, Data, Chart. Inference, Investigation, Law, Observation,
Scientist, Theory, Trial, control, Independent Variable, Dependent Variable, Hypothesis, Prediction
Suggested Labs: Metrics and Measurement Lab: Students will use common objects to test their skills in metric measurement,
conversion and apparatus function in a Biological lab setting. Microscopy lab: Students will gain experience with the compound light
and stereoscope using prepared slides and student created slides.
*Optimal time to integrate protists and cellular organization introduction using pond water specimens. Increases proficiency in
microscopy skill set.
Suggested Instructional Pace: 3 days, block schedule; 6 days traditional
NEXT GENERATION
SUNSHINE STATE
STANDARDS
Biological Approaches
OUTLINE CONTENT
SC.912.N.1.1 Define a
problem based on a specific
body of knowledge, for
example: biology, chemistry,
physics, and earth/space
science, and do the following:
1. pose questions about
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
A. Recognize, identify and know how to use the following
equipment:
I.
common glass lab-ware
II.
balances
III.
dissecting tools
IV.
hot plates
V.
microscopes (compound and stereo)
VI.
thermometers
VII.
water baths
VIII.
centrifuges
IX.
incubators
X.
ventilation hood, etc.
Targets
Students will be able to:
B.
List and describe common lab safety rules including the
following:
I.
goggles, gloves, aprons
II.
appropriate dress
III.
location of fire extinguishers, safety showers, eye
wash, and fire blankets
IV.
disposal of hazardous materials
V.
use of equipment
C.
Define and provide an example of discovery science.
I.
Define and provide an example of
II.
Hypothesis-based science.
III.
Explain the relationship between inferences and
observations.
--Students will design and/or
evaluate a scientific
investigation using evidence
of scientific thinking and/or
problem solving.
-Students will interpret and
analyze data to make
predictions and/or defend
conclusions.
-Students will compare
and/or contrast the
structure and function of the
compound microscope,
dissecting microscope,
scanning electron
microscope, and/or the
transmission electron
microscope.
-Students will evaluate the
merits of scientific
explanations produced by
others.
-Students will assess the
Saint Lucie County Science Scope and Sequence
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.
SC.912.N.1.4 Identify sources
of information and assess
their
reliability according to the
strict standards of scientific
investigation.
SC.912.N.1.6 Describe how
scientific inferences are
drawn from scientific
observations and provide
examples from the content
being studied.
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.
MA.912.S.1.2 Determine
appropriate and consistent
standards of measurement
for the data to be collected in
a survey or experiment.
LA.910.2.2.3 The student will
organize information to show
understanding or
relationships among facts,
ideas, and events
(e.g., representing key points
within text through charting,
mapping,
paraphrasing, summarizing,
comparing, contrasting, or
outlining).
SC.912.L.14.4 Compare and
contrast structure and
function of various types of
microscopes.
IV.
Design a controlled experiment with clearly
defined independent and dependent variables.
V.
Graph data appropriately based on type and kind.
I. Interpret and draw conclusions based on a line graph, pie
chart, and bar graph.
VI.
Accurately measure distance, volume and mass
using the metric system.
Metrics and Measurement Lab: Students will use common objects
to test their skills in metric measurement, conversion and apparatus
function in a Biological lab setting.
Modified 6/2012
reliability of sources of
information according to
scientific standards.
-Students will describe how
scientific inferences are
made from observations and
identify examples from
biology.
A. Reliability in Research
B. Peer Reviewed journals
C. Use of internet/databases
Teacher Notes:
Emphasize importance of
following oral and written
directions.
A. Scientific Theories and Laws
I.
How they form
Instill proper bibliography
skills in APA style.
Microscopy lab: Students will gain experience with the compound
light and stereoscope using prepared slides and student created
slides.
*Optimal time to integrate Protists and cellular organization
introduction using pond water specimens. Increases proficiency in
microscopy skill set.
Cross Curricular: Investigative report on a historical scientist and
their contribution to modern science.
Promote creative and
unique science fair ideas in
topics following ISEF
guidelines.
The Nature of Science strand
should be introduced for
mastery in quarter 1 while
revisited throughout quarter
2, 3 and 4 for reinforcement.
Some lab equipment may
not be necessary to
introduce until a later time
in the quarter or semester
but lab skills and behavior in
the lab are to be introduced
and mastered in this
quarter.
Saint Lucie County Science Scope and Sequence
Modified 6/2012
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 plots; and
• cumulative frequency
graphs.
LA.910.4.2.2 The student will
record information and ideas
from
primary and/or secondary
sources accurately and
coherently, noting
the validity and reliability of
these sources and attributing
sources of
information.
Topic of Study: Biological Molecules
Bodies of Knowledge: Life Science
Standards: Matter and Energy Transformation
Essential Questions: What influence do water and macromolecules have on life processes?
Essential Vocabulary: proton, neutron, electron, atom, atomic mass, adhesion, cohesion, aqueous, pH, solute, solvent,
macromolecule, activation energy, monomer, polymer, enzyme, carbohydrate, lipid, nucleic acid, monosaccharide, polysaccharide,
molecule, hydroplilic, hydrophobic
Suggested Labs: Macromolecule lab: Students test the presence of lipids, proteins and carbohydrates within food samples.
Polarity Lab: Students use basic kitchen ingredients to test the polarity of substances and measure time to diffuse. pH lab: Students
will compare the pH of different homogenates and the effects of the additions of acids and bases. Enzyme Lab: Students test the
effects of temperature, concentration and pH on enzymatic reactions.
Suggested Instructional Pace: 5 days block schedule; 10 days traditional
NEXT GENERATION SUNSHINE STATE
STANDARDS
Biological Molecules
SC.912.L.18.1 Describe the basic molecular
structures and primary functions of the four
major categories of biological
macromolecules.
OUTLINE CONTENT
Targets
Students will be able to:
A. Proteins
I.
Amino acids and polypeptides
II.
Enzymes and functions
B. Carbohydrates
I.
Monosaccharides
II.
Disaccharides
- identify and/or describe the
basic molecular structure of
carbohydrates, lipids, proteins,
and/or nucleic acids.
-describe the primary functions
Saint Lucie County Science Scope and Sequence
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 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.
III.
Polysaccharides
Nucleic Acids
I.
DNA
II.
RNA
D. Lipids
I.
Saturated
II.
Unsaturated
III.
Steroids
IV.
Fatty acids
V.
Glycerol
E. Polymers/Monomers
I.
Reinforce the macromolecule
structure with terminology and
mechanism lessons.
C.
Macromolecule lab: Students test the presence of
lipids, proteins and carbohydrates within food
samples.
Enzyme Lab: Students test the effects of
temperature, concentration and pH on enzymatic
reactions.
pH lab: Students will compare the pH of different
homogenates and the effects of the additions of
acids and bases.
Polarity Lab: Students use basic kitchen
ingredients to test the polarity of substances and
measure time to diffuse.
-Items will not refer to intermolecular forces
found in the four types of macromolecules.
-Items will not assess hydrolysis and dehydration
synthesis.
-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.
-Items will not assess the enzyme-substrate
complex.
-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
Modified 6/2012
of carbohydrates, lipids,
proteins, and/or nucleic acids in
organisms.
-explain how enzymes speed up
the rate of a biochemical
reaction by lowering the
reaction’s activation energy.
-identify and/or describe the
effect of environmental factors
on enzyme activity.
- explain the properties of water
at a conceptual level.
- explain how the properties
make water essential for life on
Earth.
Saint Lucie County Science Scope and Sequence
Modified 6/2012
adhesion.
Topic(s) of Study: Cellular Structure and Function
Bodies of Knowledge: Life Science, Nature of Science
Standards: Organization and Development of Living Organisms, The Practice of Science
Essential Questions: How do prokaryotic and eukaryotic cells carry out life processes?
Essential Vocabulary: prokaryote, active transport, cell theory, passive transport, microscopy, eukaryote, organelle, diffusion,
osmosis, concentration gradient, selectively permeable
Suggested Labs: Diffusion Lab: Students investigate the effects of molecule size on diffusion across a synthetic selectively
permeable membrane and understand the selectively permeable cell membrane. Transport Lab: students investigate the difference
between active and passive transport of diverse molecules through different materials.
Suggested Instructional Pace: 6 days block schedule; 12 days traditional
NEXT GENERATION SUNSHINE
STATE STANDARDS
Cellular Structure and Function
SC.912.L.14.1 Describe the scientific
theory of cells (cell theory) and relate
the history of its discovery to the
process of science.
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)
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.
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.N.2.1 Identify what is
science, what clearly is not
science, and what superficially
resembles science.
SC.912.N.3.1 Explain that a
OUTLINE CONTENT
Targets
Students will be able to:
A. Cell theory
I.
Three tenets
a. Contributing scientists
II.
Cells are distinct entities AND
building blocks of multicellular
organisms
III.
Example of how theories
change over time as new data
and evidence are collected
through emerging technologies
IV.
Scientists involved in theory
formation
B. Structure and Function of
Organelles of Plants and Animals
I.
cytoplasm
II.
nucleus
III.
nucleolus
IV. nuclear membrane
V.
ribosomes
VI. endoplasmic reticulum
VII. golgi body/apparatus
VIII. vesicles
IX.
lysosomes
X.
vacuoles
XI.
mitochondria – intro only
XII. chloroplast - intro only
XIII. cell wall
XIV. cell membrane
C. passive transport
I. osmosis, diffusion
- describe and/or explain the cell
theory.
- describe how continuous
investigations and/or new scientific
information influenced the
development of the cell theory.
-identify ways in which a scientific
claim is evaluated (e.g., through
scientific argumentation, critical and
logical thinking, and consideration of
alternative explanations).
- identify what is science, what is not
science, and what resembles but fails
to meet the criteria for science.
- explain the development of a
theory.
- recognize the differences between
theories and laws.
- compare and/or contrast the
structures found in plant cells and in
animal cells.
- compare and/or contrast the
structures found in prokaryotic cells
and in eukaryotic cells.
- describe how structures in cells are
directly related to their function in
Saint Lucie County Science Scope and Sequence
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.
a. active transport
b. Na+/K+ pump
II. endocytosis vs. exocytosis
D. Plant vs. Animal cells
E. Prokaryotes vs. Eukaryotes
-Items may assess how contributions of scientists
such as Van Leeuwenhoek, Hooke, Schwann,
Schleiden, and/or Virchow aided in the
development of the cell theory but will not assess
what each scientist contributed.
-Items assessing a scientific claim, the
development of a theory, or the differences
between theories and laws are limited to the cell
theory.
Diffusion Lab: Students investigate the effects of
molecule size on diffusion across a synthetic
selectively permeable membrane and understand
the selectively permeable cell membrane.
-Items will not address protists or fungi or assess
cellular structures unique to protists or fungi.
Items referring to prokaryotic structures are
limited to the cell wall, cell membrane (plasma
membrane), cytoplasm, plasmid, ribosomes, and
flagella.
-Items referring to eukaryotic structures are
limited to the cell wall, cell membrane (plasma
membrane), cytoplasm, nucleus, nuclear
envelope, nucleolus, chromatin, ribosomes,
endoplasmic reticulum, microtubules,
microfilaments, vacuoles, mitochondria, Golgi
apparatus, chloroplasts, lysosomes, cilia, and
flagella.
Modified 6/2012
the cell.
- explain the role of the cell
membrane during active and passive
transport.
-List and describe the major cell
organelles.
-Identify functional connections
between organelles.
-Describe the structure of the cell
membrane.
-Distinguish between active and
passive transport processes including
diffusion and osmosis.
-Relate the structure of the cell
membrane to the movement of
materials in and out the cell.
-Compare and contrast plant and
animal cells by identifying at least
three differences and similarities.
-Compare and contrast prokaryotic
and eukaryotic cells by identifying at
least three differences and
similarities.
-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.
Transport Lab: students investigate the difference
between active and passive transport of diverse
molecules through different materials.
Topic of Study: Cellular Respiration and Photosynthesis
Bodies of Knowledge: Life Science
Standards: Matter and Energy Transformation
Essential Questions: What are the essential reactants and products of photosynthesis? How do the light-dependent reaction
and light independent reactions work together to synthesize sugar? How do we use aerobic respiration to provide ATP for cellular
functions? What is the relationship between aerobic and anaerobic respiration? How do cells use ATP to provide energy for cellular
functions? How do photosynthesis and cellular respiration work together to provide energy for living organisms?
Saint Lucie County Science Scope and Sequence
Modified 6/2012
Essential Vocabulary: photosynthesis, aerobic, adenosine triphosphate, light-independent reactions, pigment, light-dependent
reactions, mitochondria, chloroplast
Suggested Labs: Fermentation Lab: Students learn basic information about aerobic cellular respiration and alcoholic
fermentation. Chromatography Lab: separation of pigments in plants.
Suggested Instructional Pace: 7 days block schedule; 14 days traditional
NEXT GENERATION SUNSHINE
STATE STANDARDS
Biological Approaches
OUTLINE CONTENT
SC.912.L.18.8 Identify the reactants,
products, and basic functions of
aerobic and anaerobic cellular
respiration.
A. Cellular Respiration:
I.
Aerobic
Respiration
Glycolysis, Kreb’s cycle,
Electron Transport Chain
II.
Anaerobic
Respiration
Fermentation
Students will be able to:
Fermentation Lab: Students learn
basic information about aerobic
cellular respiration and alcoholic
fermentation.
B.
I.
SC.912.L.18.10 Connect the role of
adenosine triphosphate (ATP) to
energy transfers within a cell.
SC.912.L.18.7: Identify the
reactants, products, and basic
functions of photosynthesis.
SC.912.L.18.9: Explain the
interrelated nature of
photosynthesis and cellular
respiration.
Targets
Energy:
Structure and function of
ATP
II. ATP to ADP cycle
III. Mitochondria and
chloroplast are organelles
responsible for energy
conversion
-differentiate between anaerobic and aerobic
respiration.
-identify the reactants and products of aerobic
respiration.
-identify the reactants and products of anaerobic
respiration.
-list the major functions of cell respiration.
-describe the structure of ATP
-relate the structure of ATP to energy transfer in the
cell.
-explain how the products of photosynthesis are used
as reactants for cellular respiration and vice versa.
- explain how photosynthesis stores energy and
cellular respiration releases energy.
- identify the reactants, products and/or the basic
function of photosynthesis.
C.
I.
Photosynthesis:
Role of chloroplast in
photosynthesis
II. Carbon dioxide is reduced
and water is oxidized to
form glucose – food for the
plant
III. Molecular rearrangement
in balanced equation
IV. Light dependent, Light
independent reactions and
Calvin Cycle
Chromatography Lab: Students
investigate the different pigments in
plant samples.
D. Interconnectedness:
I. Both plants and animals
use sugar in cellular
- identify the reactants, products and/or the basic
functions of aerobic and anaerobic cellular
respiration.
- connect the role of adenosine triphosphate (ATP) to
energy transfers within the cell.
Saint Lucie County Science Scope and Sequence
II.
respiration to make ATP.
Cells use ATP by converting
ATP to ADP.
-Items will not require the
memorization of the stages, specific
events, or intermediate molecules
produced during these processes.
-Items will not require the balancing
of equations.
-Items will not assess plant
structures.
Modified 6/2012