Course: Biology I
Course Code: 2000320 Honors
Quarter 3
RESOURCES
COMMON CORE
PACING GUIDE
Topic of Study: Classification
Bodies of Knowledge: Life Sciences, Nature of Science
Standards: Diversity and Evolution of Living Organisms, The Practice of Science
Essential Questions: What evidence led to the development of modern classification systems over time? How do scientists use
new evidence to refine classification systems? How can you distinguish an organism from one kingdom from another? How does
the classification system support the theory of evolution?
Essential Vocabulary: binomial nomenclature, phylogeny, taxonomy, domain, kingdom, phylum, class, order, family, genus,
species, autotroph, heterotroph, producer, consumer, detritivore, saprotroph, carnivore, decomposer, unicellular, multicellular,
prokaryote, eukaryote, cilia, flagella, chitin, cladogram
Suggested Labs: Invertebrate identification lab: students will categorize organisms based on their characteristics.
Suggested Instructional Pace: 3 days block schedule; 6 days traditional
NEXT GENERATION SUNSHINE
STATE STANDARDS
Biological Approaches
SC.912.L.15.6 Discuss distinguishing
characteristics of the domains and
kingdoms of living organisms.
SC.912.L.15.4 Describe how and why
organisms are hierarchically classified
and based on evolutionary
relationships.
SC.912.L.15.5 Explain the reasons for
changes in how organisms are
classified.
SC.912.L.14.53 Discuss basic
classification and characteristics
of plants. Identify bryophytes,
pteridophytes, gymnosperms,
and angiosperms.
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.1.6 Describe how scientific
inferences are drawn from
scientific observations and provide
OUTLINE CONTENT
Targets
Students will be able to:
A. Hierarchical classification
I.
Based on evolutionary
relationships
II.
Linneaus’
system/binomial
nomenclature
III.
Characteristics of
kingdoms/domains
IV.
Propose reasons for
change to classification
system over time
- classify organisms based on the
distinguishing characteristics of the domains
and/or kingdoms of living organisms.
- identify and/or describe how and/or why
organisms are hierarchically classified based
on evolutionary relationships.
- identify and/or explain the reasons for
changes in how organisms are classified.
Invertebrate identification lab: students
will categorize organisms based on their
characteristics.
- identify ways in which a scientific claim is
evaluated (e.g., through scientific
argumentation, critical and logical thinking,
and consideration of alternative
explanations).
-Items referring to distinguishing
characteristics of living organisms are
limited to the domains of Archaea,
Bacteria, and Eukarya and the kingdoms
of Protista, Fungi, Plantae, and Animalia.
- describe how scientific inferences are made
from observations and identify examples from
biology.
-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 may refer to prokaryotic,
eukaryotic, unicellular and/or
multicellular organisms, autotrophs,
examples from the content being
studied.
and/or heterotrophs, but they will not
assess the definition of those terms.
-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.
-Items assessing a scientific claim are
limited to the classification of
organisms.
Topic of Study: Evolution
Bodies of Knowledge: Life Sciences, Nature of Science
Standards: Diversity and Evolution of Living Organisms, The Practice of Science
Essential Questions: How do environmental and genetic factors work together to cause evolutionary changes in an organism?
What experiments led to the development of the scientific explanation for the origin of life? What type of evidence supports the
theory of evolution? What influence does genetic drift and gene flow have on evolutionary change?
Essential Vocabulary: natural selection, prehensile tail, analogous structures, mechanism, primordial, homologous structures,
punctuated equilibrium, bipedal, hominid, vestigial structure, endosymbiosis, gradualism, embryology, biogenesis, genetic drift,
gene flow, mutation, organic molecules, geologic time scale
Suggested Labs: Many simulation and lesson plan options online: http://www.pbs.org/wgbh/evolution/sex/guppy/index.html
http://evoled.dbs.umt.edu/lessons/nature.htm.
Suggested Instructional Pace: 8 days block schedule; 16 days traditional
NEXT GENERATION SUNSHINE
STATE STANDARDS
Biological Approaches
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.
SC.912.L.15.2 Discuss the use of
molecular clocks to estimate
how long ago various groups of
organisms diverged evolutionary
from one another.
SC.912.L.15.3 Describe how
biological diversity is increased
by the origin of new species and
how it is decreased by the
natural process of extinction.
OUTLINE CONTENT
Targets
Students will be able to:
A. Origin of Life
I.
Formation of organic
molecules
II.
Formation of RNA/DNA
III.
Formation of prokaryotes
IV.
Origin of eukaryotic cells
by endosymbiosis
B. Evidence
I.
Fossil record
II.
Comparative
anatomy/homology
III.
Embryology
IV.
Biogeography
V.
Molecular clock model
VI.
Observed change
C. Mechanisms
I.
Natural Selection
a. Overproduction of
offspring
b. Inherited variation
c. Struggle for
- describe scientific explanations of the
origin of life on Earth.
- identify situations or conditions
contributing to the origin of life on Earth.
- identify ways in which a scientific claim is
evaluated (e.g., through scientific
argumentation, critical and logical
thinking, and consideration of alternative
explanations).
- assess the reliability of sources of
information according to scientific
standards.
- identify what is science, what is not
science, and what resembles but fails to
meet the criteria for science.
- explain and/or describe the conditions
SC.912.L.15.8 Describe the scientific
explanations of the origin
of life on Earth.
SC.912.L.14.5 Explain the evidence
supporting the scientific theory of the
origin of eukaryotic cells
(endosymbiosis)
SC.912.L.15.12 List the
conditions for Hardy-Weinberg
equilibrium in a population and
why these conditions are not
likely to appear in nature. Use
the Hardy-Weinberg equation to
predict genotypes in a
population from observed
phenotypes.
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.
SC.912.L.15.14 Discuss mechanisms of
evolutionary change other than
natural selection such as genetic drift
and gene flow.
survival=differential
reproductive success
II.
Genetic drift
III.
Gene flow
IV.
Mutation and
recombination
V.
Hardy-Weinberg
equilibrium
D. Hominid evolution
a. Brain size
b. Jaw size
c. Language
d. Tool usage
e. Bipedalism
f. migration
-Items may address the conditions required
for the origin of life on Earth but may not
require specific knowledge of the age of
Earth or its eras, periods, or epochs.
-Items may assess how contributions of
scientists such as Pasteur, Oparin, Miller and
Urey, Margulis, or Fox aided in the
development of the scientific explanation of
the origin of life but will not assess what
each scientist contributed.
-Items assessing the origin of organic
molecules, chemical evolution, and/or
eukaryotic cells should be conceptual.
SC.912.L.15.15 Describe how
mutation and genetic recombination
increase genetic variation.
-Items may refer to the endosymbiotic
theory but may not assess the term in
isolation.
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.
-Items assessing a scientific claim are limited
to the scientific explanations of the origins
of life on Earth.
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.1.4 Identify sources of
information and assess their reliability
according to the strict standards of
scientific investigation.
SC.912.N.2.1 Identify what is science,
-Items will not address descent with
modification or common descent.
-Items addressing mutation and genetic
recombination in relation to increasing
genetic variation must be assessed in the
context of evolution.
-Items will not assess the Hardy-Weinberg
principle or genetic equilibrium.
-Items may address how meiosis contributes
to genetic variation but may not assess the
steps or stages of meiosis.
required for natural selection that result in
differential reproductive success.
- 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.
-Use the Hardy-Weinberg equation to
predict genotypes in a population from
observed phenotypes
- identify ways in which a scientific claim is
evaluated (e.g., through scientific
argumentation, critical and logical
thinking, and consideration of alternative
explanations).
what clearly is not
science, and what superficially
resembles science (but fails to meet
the criteria for science).
Topic of Study: Human systems
Bodies of Knowledge: Life Sciences
Standards: Organization and Development of Living Organisms
Essential Questions: What are the most effective ways to maintain a healthy cardiovascular system? How does the immune
system impact human health? What are the major events of human development from fertilization to birth?
Essential Vocabulary: morula, blastocyst, gastrulation, neurulation, blastula, ovum, implantation, trimester, embryo,
hypertension, atherosclerosis, hemoglobin, valves, atrium, ventricle, systemic circulation, pulmonary circulation, cholesterol,
antigen, immunity, specific immune response, nonspecific immune response, antibiotic, vaccination, thalamus, hypothalamus,
cerebrum, cerebral cortex, cerebellum, brainstem
Suggested Labs: Skin Sensation Lab: Students will locate mechanoreceptors in the skin that respond to pressure. Heart rate and
Exercise Lab: Students will monitor each other’s heart rate resting and post activity.
Suggested Instructional Pace: 10 block schedule days, 20 days traditional
NEXT GENERATION SUNSHINE
STATE STANDARDS
Biological Approaches
SC.912.L.14.26 Identify the major
parts of the brain on diagrams or
models.
SC.912.L.14.36 Describe the
factors affecting blood flow
through the cardiovascular system.
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
OUTLINE CONTENT
Targets
Students will be able to:
A. Brief overview of ALL human
body systems (may be taught
post EOC)
I.
Digestion
II.
Integumentary
III.
Respiratory
IV.
Musculoskeletal
V.
Excretory
B
Emphasis should be placed on
specifics within the following
systems (pre-EOC):
Human Reproductive Systems
I.
Major structures &
function
- identify the major parts of the brain on
diagrams.
- identify factors that affect blood flow and/or
describe how these factors affect blood flow
through the cardiovascular system.
- identify and/or describe the basic anatomy and
physiology of the human reproductive system.
-describe the process of human development
from the zygotic stage to the end of the third
trimester and birth.
Identify the major functions of the cardiovascular
pregnancy.
SC.912.L.14.52 Explain the basic
functions of the human immune
system, including specific and
nonspecific immune response,
vaccines, and antibiotics.
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.
HE.912.C.1.4 Analyze how
heredity and family history can
impact personal health.
HE.912.C.1.3 Evaluate how
environment and personal
health are interrelated.
HE.912.C.1.8 Analyze strategies
for prevention, detection, and
treatment of communicable and
chronic diseases.
a. seminal vesicle
b. prostate gland
c. vas deferens
d. urethra
e. epididymis
f. scrotum
g. penis
h. testes
i. ovaries
j. oviduct (fallopian tube)
k. uterus
l. cervix
m. vagina
II. Embryological and fetal
development
C. .Nervous System
I. major structures and functions
II. neurons
III. major parts of brain
a. Cerebrum
b. Cerebellum
c. Pons
d. medulla oblongata
e. brain stem
f. frontal lobe
g. parietal lobe
h. occipital lobe
i. temporal lobe
Skin Sensation Lab: Students will locate
mechanoreceptors in the skin that
respond to pressure.
D. Cardiovascular System
I. major structures and functions
II. flow of blood through heart
III.factors that impact blood flow
a. blood pressure
b. blood volume
c. resistance
d. disease
e. exercise
IV. veins and arteries
Heart rate and Exercise Lab: Students will
monitor each other’s heart rate resting
and post activity.
E.
Immune System
I.
types of immune cells
II.
organs of immune
system
III.
specific and non-specific
immunity
IV.
vaccines and antibiotics
F.
Human Diseases and disorders
I.
genetic diseases: sickle
cell, hemophilia, Trisomy
system.
-List the primary organs of the cardiovascular
system.
-Identify factors that impact blood flow.
-Identify the major functions of the immune
system.
-Compare and contrast specific and nonspecific
immune responses.
-Compare and contrast vaccines and antibiotics.
-Identify the major functions of the nervous
system.
-Identify the major parts of the brain and
describe their basic function.
-Identify the functional unit of the nervous
system.
-Draw and label a diagram of a neuron.
-List the unique characteristics of neurons and
relate to their function.
II.
III.
IV.
21
environmental impact:
diabetes, obesity
pathogenic agents:
viruses, bacteria,
protists, and fungi 
STDs, epidemics, etc.
Role of CDC
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.
Items may address factors such as blood
pressure, blood volume, resistance,
disease, and exercise.
Items referring to the male human
reproductive system are limited to the
seminal vesicle, prostate gland, vas
deferens, urethra, epididymis, scrotum,
penis, and testes.
Items referring to the female human
reproductive system are limited to the
ovaries, oviduct (fallopian tube), uterus,
cervix, and vagina.
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.
Items will not assess physiological or
hormonal changes of the mother during
pregnancy.
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.
Items will not assess hormonal control
during pregnancy.
Items may refer to the early stages of
development (implantation, morula,
blastocyst, gastrulation, neurulation) but
will not assess the definition of these
terms.
Items referring to changes in each
trimester are limited to normal human
development.
Items will not assess specific knowledge of
malformations in the human fetus,
miscarriages, maternal preexisting
conditions, genetic conditions, or the
impact of exposure to environmental
conditions.
Items will not assess the utilization of
technology to assist in or prevent
fertilization or monitor development of
the fetus.
Items will not address or assess the
menstrual cycle.