Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: High School
Subject: Biology I Honors
Evolution / Brain
UNIT/ORGANIZING PRINCIPLE:
ACTIVITIES AND RESOURCES
PACING: 3 Weeks
SAMPLE FOCUS ASSESSMENT QUESTIONS
Resources: Holt McDougal-Biology
•
Chapter 10, Sections 1, 4, 5
•
Review Chapter 10, Sections 2, 3
•
Chapter 11, Sections 1, 3, 6
•
Chapter 12, Sections 3, 4, 6
•
Chapter 29.4
The scientific theory of evolution is supported by different types of evidence. The
diagrams below show the skeletons of two different animal species.
Activities
•
Hominid Comparative Anatomy Lab
•
Natural Selection Lab
•
P. 385 Virtual Lab “comparing Hominoid Skulls”
•
Holt Lab Binder, Unit 4 p. 41 “Comparing Indexes Among
Primates”
• SC.9.12.L.15.14 Biology Writing Prompt
Description of Content Complexity Ratings
http://www.cpalms.org/textonly.aspx?ContentID=23&UrlPath=/
page23.aspx
Item Specs Pages 53-54, 58, 64-66
How does comparing the skeletons of these animals provide support for the scientific
theory of evolution?
A. It provides information about the organisms’ habitats.
* B. It shows possible common ancestry between organisms.
C. It provides information to determine the organisms’ ages.
D. It shows possible chromosomal similarities between organisms.
One of the accepted scientific theories describing the origin of life on Earth is known as chemical evolution. According to
this theory, which of the following events would need to occur first for life to evolve?
A.
onset of photosynthesis
B.
origin of genetic material
* C.
synthesis of organic molecules
D.
formation of the plasma membrane
Over time, the climate of an island became drier, which resulted in changes to the populations of various island finch
species. Finch populations with a certain beak shape thrived, while those not having that beak shape decreased. Which
of the following describes a necessary condition for these changes in the finch populations to occur?
A.
fewer mutations
* B.
limited food resources
C.
limited beak variations
D.
overproduction of offspring
The illustration to the right shows four lobes of the human brain.
What lobe is designated by label 2?
A.
* B.
C.
D.
FCA # 4 CONTENT FOCUS
Theory of Evolution
Evidence for evolution
Miller-Urey experiment
Natural selection
Early earth conditions
Version 1601
4 MC
2 MC
1 MC
3 MC
1 MC
Adaptation
Origins of Life
Development of Theories
Brain
Evidence for Evolution
temporal
parietal
occipital
frontal
SEMESTER EXAM
1 MC
2 MC
1 MC
2 MC
1 SR
CULMINATING
ACTIVITY
STRATEGIES FOR DIFFERENTIATION
(CCL) Evidence for
Evolution Essay
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Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: High School
Subject: Biology I Honors
UNIT/ORGANIZING PRINCIPLE:
Classification and Taxonomy
PACING: 2 Weeks
Florida Next Generation Sunshine State Standards (NGSSS)/Benchmark Alignment
SC.912.L.15.2 - Discuss the use of molecular clocks to estimate how long ago various groups of organisms diverged evolutionarily from
one another. (CC Rating= 2)
SC.912.L.15.4 – Describe how and why organisms are hierarchically classified and based on evolutionary relationships. (CC Rating= 3)
SC.912.L.15.5 – Explain the reasons for changes in how organisms are classified. (CC Rating= 3)
SC.912 L.15.6 – Discuss distinguishing characteristics of the domains and kingdoms of living organisms. (CC Rating= 2)
Misconceptions (“Students think…”)
1.
2.
3.
4.
Viruses are alive.
Organisms are classified by habitat and traits.
If you lack limbs you are an invertebrate (snake). If you have limbs you are a vertebrate (grasshopper).
Animals are exclusively vertebrates.
Version 1601
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Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: High School
Subject: Biology I Honors
Classification and Taxonomy
UNIT/ORGANIZING PRINCIPLE:
Unit Essential Question:
How are living things organized?
Key Learning Statement:
Life is organized into groups based on physical similarities, evolutionary
relationships and molecular evidence.
Lesson Essential Questions
Classification
• How are organisms named?
• What criteria are used to classify
organisms?
• Why have changes to classification
been made?
• How is a Dichotomous Key used to
classify organisms?
• What does a cladogram illustrate?
• How is a cladogram made?
Domains and Kingdoms
• What are the 7 major taxonomic
categories?
• What are the distinguishing
characteristics of the domains?
• What are the distinguishing
characteristics of the kingdoms?
Version 1601
PACING: 2 Weeks
Know
Do
•
Describe how and why organisms are
hierarchically classified based on
evolutionary relationships.
•
Classify organisms based on their
similarities and differences using
dichotomous keys.
•
Interpret a cladogram.
•
Explain changes in taxonomy.
•
Describe the distinguishing
characteristics of each domain and
kingdom.
binomial nomenclature
phylogeny
•
•
Molecular clocks are used to determine
evolutionary time.
Seven major taxonomic categories.
archaea
eubacteria (bacteria)
eukarya
peptidoglycan
kingdoms
animalia
plantae
fungi
protista
Page 2 of 3
Marion County Public Schools-Curriculum Map 2016-2017
Grade Level: High School
Subject: Biology I Honors
Classification and Taxonomy
UNIT/ORGANIZING PRINCIPLE:
ACTIVITIES AND RESOURCES
PACING: 2 Weeks
SAMPLE FOCUS ASSESSMENT QUESTIONS
Resources: Holt McDougal-Biology
• Chapter 17, Sections 2, 3
• Review Chapter 17, Sections 1 – 4
• Chapter 18 section 4
• Chapter 19 sections 1 and 5
• Chapter 20 section 2
• Chapter 23 section 1
Organisms classified as fungi have unique characteristics. Which of the
following characteristics is found only in organisms classified in the
kingdom Fungi?
A.
single cells without a nucleus
B.
multicellular with chloroplasts
* C.
multicellular filaments that absorb nutrients
D.
colonies of single, photosynthetic cells that reproduce asexually
Activities
• Using a Dichotomous Key Lab (sharks)
• p. 522 Creating a Dichotomous Key for Limpet Shells
• p. 537 Build a Cladogram (Animated Biology)
• p. 525 Construct a Cladogram
• p. 536 Modeling DNA Hybridization
• Lab Binder Ch. 6 p. 11 Constructing a Phylogenic Tree
Description of Content Complexity Ratings
http://www.cpalms.org/textonly.aspx?ContentID=23&UrlPath=/page23.aspx
Item Specs Pages 62
FCA #4 CONTENT
FOCUS
Classification
Cladogram
Version 1601
3 MC
1 MC
SEMESTER EXAM
CULMINATING ACTIVITY
STRATEGIES FOR DIFFERENTIATION
Students create a cladogram.
Students create a dichotomous key.
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