2013-2014 instructional curriculum plan grade: 10 - … · 2013-2014 instructional curriculum plan...

1

Time Allowed:

4 Blocks

1st Quarter

2013-2014 Instructional Curriculum Plan Grade: 10 - 12

HS Honors Biology I

Unit 1.0 Studying Science / Science is…

Instructional Focus Benchmarks

The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. Annually Assessed Benchmark(s): 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: pose questions about the natural world; conduct systematic observations; examine books and other sources of

information to see what is already known; review what is known in light of empirical

evidence; plan investigations; 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);

pose answers, explanations, or descriptions of events;

generate explanations that explicate or describe natural phenomena (inferences);

use appropriate evidence and reasoning to justify these explanations to others;

communicate results of scientific investigations; and

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

EduSoft Mini-Assessment(s): www.edusoft.com

Learning Goal: Students will understand the practice of science. Objectives: The students will be able to: - design and/or evaluate a scientific investigation using evidence of scientific thinking and/or problem solving. - interpret and analyze data to make predications and/or defend conclusions. - evaluate the merits of scientific explanations produced by others. - assess the reliability of sources of information according to scientific standards. - describe how scientific inferences are made from observations and identify examples from biology. - demonstrate safe practices in a science laboratory.

Benchmarks/Standards: Supporting Common Core Standards (as required by course description) 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.1.6#: Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. 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.2.4#: Explain that scientific knowledge is both durable and robust and open to change. Scientific knowledge can change because it is often examined and re-examined by new investigations and scientific

Essential Content & Understanding: Students will be able to

describe how science is important to individuals and society and give examples of what science is and what is not the practice of science

describe how technology has changed the study of biology and other sciences and explain the role that computers hold to support data analysis

identify sources of scientific information and appraise the reliability

distinguish between observations, inferences, and predictions giving examples of each

identify lab safety symbols, lab rules, and laboratory equipment used in the science lab http://www.flinnsci.com/teacher-resources/safety/general-laboratory-safety/flinn-scientific's-ideal-student-safety-contract.aspx

justify the need for proper procedures in the science lab

describe the steps of the scientific method

design and conduct an inquiry-based experiment which includes: formulating hypotheses based on

cause-and-effect relationships collecting preliminary observations;

both qualitative and quantitative

Essential Questions: What is the study of science? Why practice science? How do we stay safe in the laboratory? Why are safety and proper procedures an important aspect of all science courses? Why use the scientific method? How do I use the scientific method?

Resources/Links: Task Card for SC.912.N.1.1 Activities

Flinn Safety Contract and Quiz REQUIRED

Safety Skits How to Write a Laboratory Report Types of Data pg. 12 Independent and Dependent Variables

pg. 49 Debunking the Paranormal found at

http://www.biologycorner.com/lesson-plans/scientific-method/

Checks Activity found at http://www.indiana.edu/~ensiweb/natsc.fs.html Labs

Manipulating Independent Variables pg. 18

Manipulating Plant Growth pg. 28 Scientific Method Inquiry Experiments

found at

http://www.edusoft.com/

http://www.cpalms.org/Standards/PublicPreviewBenchmark1858.aspx

http://www.floridastandards.org/Standards/PublicPreviewBenchmark1859.aspx














http://www.flinnsci.com/teacher-resources/safety/general-laboratory-safety/flinn-scientific's-ideal-student-safety-contract.aspx




http://lake.k12.fl.us/Page/1344



http://www.indiana.edu/~ensiweb/natsc.fs.html

2

Time Allowed:

4 Blocks

1st Quarter


HS Honors Biology I

Unit 1.0 Studying Science / Science is…

Date Range: Given during the instruction per the outline in this section Key Vocabulary: scientific method (all components), science, pseudoscience, observations, predictions, inferences

argumentation. Because of these frequent examinations, scientific knowledge becomes stronger, leading to its durability. SC.912.L.14.4#: Compare and contrast structure and function of various types of microscopes.

identifying and supporting the IV and the DV; controls and constants

choosing appropriate procedural materials for an experiment

demonstrate appropriate method of data representation

analyzing data both qualitatively and quantitatively with metric system units represented

justifying hypotheses based on scientific research









3

Time Allowed:

2 Blocks

1st Quarter


HS Honors Biology I

Unit 2.0 Chemistry of Life / Properties of Water


The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information.

Annually Assessed Benchmark(s): 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. 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: pose questions about the natural world; conduct systematic observations; examine books and other sources of

information to see what is already known;

review what is known in light of empirical evidence;

plan investigations; 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);




Learning Goal: Students will understand why the unique properties of water make it necessary for life. Objectives: The students will be able to: - explain the properties of water at a conceptual level. - explain how the properties of water make water essential for life on Earth.

Benchmarks/Standards: Supporting Common Core Standards (as required by course description) SC.912.N.1.6: Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.


describe the events that probably produced the first water molecules

describe the polarity of a water molecule and relate it to water’s ability to form hydrogen bonds

use water molecules to distinguish between cohesive and adhesive bonds

describe high specific heat as it relates to water resisting changes in temperature

explain why many compounds dissolve in water and infer why water is often called a universal solvent

diagram and describe the pH scale with respect to H+ concentration using the terms acid, base, and neutral

describe how changes in pH impact life processes

Essential Questions: How do the properties of water make it so unique? Why is the polarity of molecules important? How do water molecules form hydrogen bonds? How does water moderate temperature? How does water dissolve compounds? Why is water considered the universal solvent? Why is water necessary for life? Ho w does pH impact life processes?

Resources/Links: Task card for SC.912.L.18.12 Task Card for SC.912.N.1.1 Activities:

Water Booklet found at www.biologyjunction.com

Demo: Dehydration of Sucrose pg. 34-35 Video: Properties of Water

http://www.youtube.com/watch?v=Wnx9thXySGw Labs:

Properties of Water Lab pH Testing pg. 58-59





http://www.biologyjunction.com/

http://www.youtube.com/watch?v=Wnx9thXySGw

http://www.youtube.com/watch?v=Wnx9thXySGw

http://moodle1.lake.k12.fl.us/course/view.php?id=1210

4

Time Allowed:

2 Blocks

1st Quarter


HS Honors Biology I

Unit 2.0 Chemistry of Life / Properties of Water

communicate results of scientific

investigations; and 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

EduSoft Mini-Assessment(s): www.edusoft.com Date Range: Given during the instruction per the outline in this section Key Vocabulary: hydrogen bonding, polarity, non polar, cohesion, adhesion, solvent, freezing, specific heat, temperature, heat of vaporization, surface tension, capillary action


5

Time Allowed:

4 Blocks

1st Quarter


HS Honors Biology I

Unit 2.1 Chemistry of Life / Macromolecules


The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. Annually Assessed Benchmark(s): 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 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: pose questions about the natural world; conduct systematic observations; examine books and other sources of



plan investigations; use tools to gather, analyze, and interpret






Learning Goal: Students will understand the structure and function of biological macromolecules. Objectives: The students will be able to: - identify and/or describe the basic molecular structure of carbohydrates, lipids, proteins, and/or nucleic acids. - describe the primary functions 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.

Benchmarks/Standards: Supporting Common Core Standards (as required by course description) SC.912.L.18.2#: Describe the important structural characteristics of monosaccharides, disaccharides, and polysaccharides and explain the functions of carbohydrates in living. SC.912.L.18.3#: Describe the structures of fatty acids, triglycerides, phospholipids and steroids. Explain the functions of lipids in living organisms. Identify some reactions that fatty acids undergo. Relate the structure and function of cell membranes. 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.18.4#: Describe the structures of proteins and amino acids. Explain the functions of proteins in living organisms. Relate the structure and function of enzymes. SC.912.P.8.7#: Interpret formula representations of molecules and compounds in terms of composition and structure.


explain how the presence of water, enabled organic molecules to be formed from inorganic molecules

explain how monomers form polymers identify the four carbon based

macromolecules found in all living things identify and diagram the chemical structure

of each of the macromolecules of life relate the primary function of the

carbohydrates to providing and storing energy

relate the primary function of lipids to insulating, energy storage, and cell membrane make up

relate the primary function of nucleic acids (DNA and RNA) to cellular control by directing protein synthesis

describe what determines a proteins’ structure and function

identify the structure of a protein molecule as a polymer made by linking together amino acid monomers

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 enzymes ability to regulate chemical reactions

Essential Questions: Where did organic molecules come from? What are the macromolecules of life? How do the macromolecules of life differ from one another in structure and in function? Why are enzymes important and how do they work? How are enzymes affected by abiotic factors?

Resources/Links: Task Card for SC.912.L.18.1 Task Card for SC.912.N.1.1 Activities:

Macromolecule Foldable found at www.biologyjunction.com

Enzyme Foldable found at www.biologyjunction.com

Organic Compounds Concept Map Labs:

Enzymatic Activity pg. 57 Identifying Organic Compounds











6

Time Allowed:

4 Blocks

1st Quarter


HS Honors Biology I

Unit 2.1 Chemistry of Life / Macromolecules

investigations; and


EduSoft Mini-Assessment(s): www.edusoft.com Date Range: Given during the instruction per the outline in this section Key Vocabulary: monomer, polymer, macromolecule, carbohydrates, lipids, proteins, nucleic acids, enzymes, activation energy, catalysts, monosaccharide, disaccharide, polysaccharide, fatty acid, triglyceride, phospholipid, steroid


7

Time Allowed:

1 Block

1st Quarter


HS Honors Biology I

Unit 3.0 Building Blocks of Life / Life Begins



Annually Assessed Benchmark(s): 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 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: pose questions about the natural world; conduct systematic observations; examine books and other sources of








evaluate the merits of the explanations produced by others. Also assesses

Learning Goal: Students will understand the scientific explanations of the origin of life on Earth. Objectives: The students will be able to: - 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.

Benchmarks/Standards: Supporting Common Core Standards (as required by course description) 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, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science).


summarize the main hypotheses of how life began that includes: organic molecule hypothesis, early cell structure hypothesis, and RNA not DNA

describe what scientists believe were probably the first life forms and where they developed (archae bacteria- hydrothermal vents)

recognize the role of early microbes in shaping the life on Earth through production of oxygen through chemosynthesis

infer that cyanobacteria evolved to produce oxygen through photosynthesis

Essential Questions: What are the main hypotheses of how life began? Why do scientists have different beliefs about the first life forms? What role did microbes play in shaping life on Earth?


Diagram the Miller-Urey Experiment Labs:

Creating Coacervates found at http://www.indiana.edu/~ensiweb/orig.fs.html






http://www.indiana.edu/~ensiweb/orig.fs.html

http://www.indiana.edu/~ensiweb/orig.fs.html

8

Time Allowed:

1 Block

1st Quarter


HS Honors Biology I

Unit 3.0 Building Blocks of Life / Life Begins

SC.912.N.1.4, SC.912.N.1.6, SC.912.L.14.4

EduSoft Mini-Assessment(s): www.edusoft.com Date Range: Given during the instruction per the outline in this section Key Vocabulary: hypothesis, organic molecules, RNA, DNA, chemosynthesis


9

Time Allowed:

2 Blocks

1st Quarter


HS Honors Biology I

Unit 3.1 Building Blocks of Life / Cell Theory



Annually Assessed Benchmark(s): 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 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: pose questions about the natural world; conduct systematic observations; examine books and other sources of








evaluate the merits of the explanations

Learning Goal: Students will understand why the discovery of the scientific theory of cells has impacted the process of science. Objectives: The students will be able to: - 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). - explain the development of a theory. - recognize the differences between theories and laws. - compare and/or contrast the structure and function of the compound microscope, dissecting microscope, scanning electron microscope, and/or the transmission electron microscope.

Benchmarks/Standards: Supporting Common Core Standards (as required by course description) 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.L.14.4#: Compare and contrast structure and function of various types of microscopes.


describe how a theory becomes a theory compare and contrast a theory and a law describe the developments that led to the

cell theory. list and explain the 3 major principles of

the cell theory identify and use various types of

microscopes

Essential Questions: How does a scientific concept become a scientific theory? What is the difference between a theory and a law? Why is the cell theory important? How does the cell theory relate to the process of science? Why do scientists use different types of microscopes and how do they use them?


Theory, Theory found at http://www.indiana.edu/~ensiweb/natsc.fs.html Labs:

Microscope Hands-on pg. 19 Microscope Quick-Lab pg. 22 Microscope Lab found at

www.biologyjunction.com






http://www.indiana.edu/~ensiweb/natsc.fs.html


10

Time Allowed:

2 Blocks

1st Quarter


HS Honors Biology I

Unit 3.1 Building Blocks of Life / Cell Theory


EduSoft Mini-Assessment(s): www.edusoft.com Date Range: Given during the instruction per the outline in this section Key Vocabulary: cell, cell theory, law, theory, scanning electron microscope, compound light microscope, transmission electron microscope, dissecting


11

Time Allowed:

2 Blocks

1st Quarter


HS Honors Biology I

Unit 3.2 Building Blocks of Life / Cell Structure and Function


The below benchmark(s) is linked to

the CPALMS site that contains the

Specifications to include the Content

limits, Attributes/Stimulus, and

additional information.

Annually Assessed Benchmark(s): 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 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:

pose questions about the natural

world;

conduct systematic observations;

examine books and other sources of

information to see what is already

known;

review what is known in light of

empirical evidence;

plan investigations;

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);

Learning Goal: Students will understand the structural and functional diversity among cell types. Objectives: The students will be able to: - 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 the cell. - explain the role of the cell membrane during active and passive transport.

Benchmarks/Standards: Supporting Common Core Standards (as required by course description) 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.14.5#: Explain the evidence

supporting the scientific theory of the

origin of eukaryotic cells

(endosymbiosis).


compare and contrast a prokaryote and an eukaryote describe the evidence that supports endosymbiosis describe essential cell parts and relate their structure

to their function which include the following: o nucleus (contains DNA; site where RNA is

made) o ribosome (protein synthesis) o mitochondria (cell respiration) o chloroplast (photosynthesis) o endoplasmic reticulum (transports

materials in the cell) o Golgi (site where cell products are

packaged for export) o lysosome (digestive enzymes) o cell membrane (controls what enters and

leaves the cell) o cell wall (provides support)

compare and contrast the general structures of plant and animal cells

describe the structure of the cell membrane and explain how it functions to control what goes in and out of a cell

compare and contrast active and passive transport describe and/or diagram hypotonic, hypertonic, and

isotonic and relate to real world examples (such as why a fresh water fish cannot live in salt water)

explain why diffusion and osmosis occur and relate it to the importance of maintaining homeostasis

identify substances that move in and out of cells through passive transport and include facilitated

Essential Questions: What are prokaryotes and eukaryotes and how do they differ? How does endosymbiosis support the theory of the origin of eukaryotic cells? How do plant and animal cells differ? How does the structure of a cell organelle predict its function? How does the cell membrane (plasma membrane) control what goes in and out of a cell? What is the difference between passive and active transport? How do hypotonic, hypertonic and isotonic solutions determine the movement of molecules? Why is endocytosis, phagocytosis, and exocytosis important?

Resources/Links: Task Card for SC.912.N.1.1 Task Card for SC.912.L.14.3 Activities:

Demo pg. 69 Cell Coloring and Labeling Cell Model Project Web Activity at The

Biology Place Lab Bench: Cell Structure and Function

Interactive Animations found at http://www.cellsalive.com/cells/3dcell.htm







http://www.phschool.com/science/biology_place/biocoach/cells/intro.html

http://www.phschool.com/science/biology_place/biocoach/cells/intro.html

http://www.cellsalive.com/cells/3dcell.htm

12

Time Allowed:

2 Blocks

1st Quarter


HS Honors Biology I

Unit 3.2 Building Blocks of Life / Cell Structure and Function

pose answers, explanations, or

descriptions of events;

generate explanations that explicate

or describe natural phenomena

(inferences);

use appropriate evidence and

reasoning to justify these

explanations to others;


investigations; and

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

EduSoft Mini-Assessment(s): www.edusoft.com Date Range: Given during the instruction per the outline in this section Key Vocabulary: eukaryotic, prokaryotic, cell wall, cell membrane (plasma membrane), cytoplasm, nucleus, nuclear envelope, nucleolus, chromatin, ribosomes, endoplasmic reticulum, microtubules, microfilaments, vacuoles, mitochondria, Golgi apparatus, chloroplasts, lysosomes, cilia, flagella, hypotonic, hypertonic, isotonic, active transport, passive transport, diffusion, osmosis

diffusion predict what would happen if chemical signals were

not transmitted across the cell membrane describe how active transport proteins are similar to

enzymes explain endocytosis, phagocytosis, and exocytosis

and relate it to the movement of molecules in and out of cells using real world examples (such as the function of macrophages)

Labs: Cell Membrane Modeling pg. 83 Diffusion Across a Membrane pg. 88 Comparing Cells pg. 92 Modeling the Cell pg. 93


13

Time Allowed:

4 Blocks

1st Quarter


HS Honors Biology I

Unit 4.0 Cellular Energy / Photosynthesis and Cellular Respiration



Annually Assessed Benchmark(s): 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, SC.912.L.18.10 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: pose questions about the natural

world; conduct systematic observations; examine books and other sources of







Learning Goal: Students will understand the importance of photosynthesis and cellular respiration as it relates to how organisms obtain energy in order to grow and develop. Objectives: The students will be able to: - 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. - 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.

Benchmarks/Standards: Supporting Common Core Standards (as required by course description) SC.912.L.18.7: Identify the reactants, products, and basic functions of photosynthesis. SC.912.L.18.8: Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. SC.912.L.18.10: Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. SC.912.L.18.7:Interpret formula representations of molecules and compounds in terms of composition and structure.


diagram and explain how ATP is made from ADP and inorganic molecules and recognize that ATP is the chemical energy used by cells

compare food types to their energy levels describe 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; include the locations of the activity within the cell

trace the path of the photosynthesis reactants in the plant as they turn into the products

identify several factors that might affect the rate of photosynthesis

recognize that sugar is the main source of energy for cellular respiration

identify the chemical equation of cellular respiration, including the reactants and products

describe the process of glycolysis diagram and describe the stages of

cellular respiration; including the locations of the activity within the cell

trace the path of the reactants as they

Essential Questions: How is energy harnessed, converted, and utilized in living systems? What would happen if there were no plants on Earth? How do plants supply us with energy? How does cellular respiration synthesize energy for use by living things? How does society use anaerobic respiration?


Observing End Product of Cellular Respiration pg. 99

Light Dependent Reaction Continues pg. 110

Predictions Using Photosynthesis Simulations http://www.mhhe.com/biosci/genbio/biolink/j_explorations/ch09expl.htm

Cellular Respiration Concept Map

Labs: Rates of Photosynthesis pg. 106 Cellular Respiration pg. 126 Additional Photosynthesis and Cellular

Respiration Labs











http://www.mhhe.com/biosci/genbio/biolink/j_explorations/ch09expl.htm

http://www.mhhe.com/biosci/genbio/biolink/j_explorations/ch09expl.htm




14

Time Allowed:

4 Blocks

1st Quarter


HS Honors Biology I

Unit 4.0 Cellular Energy / Photosynthesis and Cellular Respiration


reasoning to justify these explanations to others;



EduSoft Mini-Assessment(s): www.edusoft.com Date Range: Given during the instruction per the outline in this section Key Vocabulary: photosynthesis, cellular respiration, reactants, products, energy, ATP, fermentation, aerobic, anaerobic, glycolysis

turn into the products of respiration; explaining the amount of ATP produced within each stage

compare and contrast aerobic and anaerobic respiration

describe the process of fermentation compare lactic acid fermentation to

alcohol fermentation; identifying in which organisms they occur

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

explain how photosynthesis and cellular respiration form a cycle of energy storage and use

Energy in Food found at www.biologyjunction.com



15

Time Allowed:

2 Blocks

1st Quarter


HS Honors Biology I

Unit 4.1 Cellular Energy/Plant Organs and Tissues


Annually Assessed Benchmark(s): SC.912.L.14.7#: Relate the structure of each of the major plant organs and tissues to physiological processes. 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: pose questions about the natural world; conduct systematic observations; examine books and other sources of










EduSoft Mini-Assessment(s):

Learning Goal: Students will understand how the structure of plant organs and tissues relate to physiological processes. Objectives: The students will be able to: - explain how the structures of plant tissues and organs are directly related to their roles in physiological processes.

Benchmarks/Standards: Supporting Common Core Standards (as required by course description) 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.L.14.4#: Compare and contrast structure and function of various types of microscopes.


describe the plant organs which include roots, stems, leaves, flowers, fruits, and cones

explain the advantages of vascular system, seeds and flowers to life on land

describe the plant tissues which include meristematic, ground, dermal, and vascular tissues

describe how water moves from the roots and through the xylem to the leaves

describe how the sugars are transported by the phloem in the plant

describe plant structures which include cambium, guard cells, phloem, see, stomato, and xylem

identify the structures of a flower explain the functions of the male and female

structures of the plant reproductive system trace the steps in the process of fertilization in an

angiosperm

Essential Questions: What are plant organs, tissues, and structures? How do substances move from one part of the plant to another? How do plants reproduce?

Resources/Links: Task Card for SC.912.N.1.1 Task Card for SC.912.L14.7 Activities:

Organ Observations pg. 639 Adhesion/Cohesion pg. 643 Chlorophyll Fluorescence Demo pg. 654 Plant Organs and Tissues Foldable Flower Coloring Help Wanted Plant Parts

Labs:

Water Transport in Stems found at www.biologyjunction.com

Density of Stomata pg. 647 Photosynthesis and Red Leaves pg. 656 Connecting Form to Function pg. 657 Flower Dissection











16

Time Allowed:

2 Blocks

1st Quarter


HS Honors Biology I

Unit 4.1 Cellular Energy/Plant Organs and Tissues

www.edusoft.com Date Range: Given during the instruction per the outline in this section Key Vocabulary: plant tissues (meristematic, ground, dermal, and vascular), plant organ, roots, stems, leaves, flowers, fruits, cones, photosynthesis, cellular respiration, transpiration, reproduction, plant structures (cambium, guard cells, phloem, seed, stomata, and xylem)


17

Time Allowed:

4 Blocks

2nd Quarter


HS Honors Biology I

Unit 5.0 Cellular Reproduction /Cell Division



Annually Assessed Benchmark(s): SC.912.L.16.17#: Compare and contrast mitosis and meiosis and related 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 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: pose questions about the natural world; conduct systematic observations; examine books and other sources of









Learning Goal: Students will understand the processes of mitosis and meiosis in sexual and asexual reproduction as a causation of genetic variation in living organisms. Objectives: The students will be able to: - differentiate the processes of mitosis and meiosis. - describe the role of mitosis in asexual reproduction, and/or the role of meiosis in sexual reproduction, including how these processes may contribute to or limit genetic variation. - 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. - explain how cancer (uncontrolled cell growth) may result from mutations that affect the proteins that regulate the cell cycle. - describe the process of meiosis, including independent assortment and crossing over. - explain how meiosis results in the formation of haploid gametes or spores.

Benchmarks/Standards: Supporting Common Core Standards (as required by course description) SC.912.L.16.8: Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. 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. SC.912.L.16.15: Compare and contrast binary fission and mitotic cell division. SC.912.L.16.16:Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. HE.912.C.1.4: Analyze how heredity and family history can impact human health.

Essential Content & Understanding: Students will be able to identify and describe the phases of the cell

cycle identify and describe internal and external

factors that regulate cell division interpret why there are limits to cell size

and relate it to uncontrolled cell growth causing disease

explain cancer in terms of the cell cycle identify and describe the phases of mitosis explain how mitosis forms new cells and

relate it to chromosome number justify two genetically identical cells

formed by mitosis differentiate between body cells (diploid)

and gametes (haploid) leading to genetic variation in organisms

identify and describe the process of meiosis

explain how independent assortment and crossing over affect meiosis

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

Essential Questions: What is the cell cycle? How is the cell cycle regulated? How does the cell cycle control cancer? How does mitosis make identical cells? How does asexual reproduction play a role in mitosis and meiosis? How does sexual reproduction play a role in mitosis and meiosis? How is genetic variation determined by mitosis and meiosis? Why must gametes go through a different type of cell division than somatic body cells? How are gametes formed? Why is it important to keep the chromosome number the same?


Modeling of Fission Model/Draw Cell Cycle Mitosis/Meiosis Flip Book found at

www.biologyjunction.com Mitosis/Meiosis Flashcards










18

Time Allowed:

4 Blocks

2nd Quarter


HS Honors Biology I

Unit 5.0 Cellular Reproduction /Cell Division


EduSoft Mini-Assessment(s): www.edusoft.com Date Range: Given during the instruction per the outline in this section Key Vocabulary: mitosis, interphase, prophase, metaphase, anaphase, telophase, meiosis, sexual and asexual reproduction, genetic variation, cell cycle, mutation, independent assortment, crossing over, haploid, gametes, spores, chromosomes

differentiate between binary fission and mitosis

Labs:

Time Spent in Mitosis (online or microscope) http://www.biology.arizona.edu

Mitosis in Onion Root Cells pg. 143 Modeling Surface Area-to-Volume Ratio

pg. 156 Modeling Meiosis pg.192


http://www.biology.arizona.edu/

19

Time Allowed:

4 Blocks

2nd Quarter


HS Honors Biology I

Unit 6.0 Mendel’s Law/Segregation and Assortment



Annually Assessed Benchmark(s): 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 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: pose questions about the natural world; conduct systematic observations; examine books and other sources of









EduSoft Mini-Assessment(s):

Learning Goal: Students will understand how patterns of inheritance are determined using Mendel’s laws of segregation and independent assortment. Objectives: The students will be able to: - use Mendel’s laws of segregation and independent assortment to analyze patterns of inheritance. - identify, analyze, and/or predict inheritance patterns caused by various modes of inheritance.

Benchmarks/Standards: Supporting Common Core Standards (as required by course description) 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


describe how Mendel experimented and developed his laws of heredity.

use Mendel’s laws of segregation and independent assortment to analyze patterns of inheritance.

identify, analyze, and/or predict inheritance patterns caused by various modes of inheritance.

use Punnett Squares to predict the outcome of monohybrid and dihybrid traits

compare and contrast dominant, incomplete dominance, and codminance

trace the inheritance of a sex linked trait using both Punnett Squares and a pedigree chart

predict the phenotype from a genotype with polygenic or multiple allele traits.

Essential Questions: How did Mendel’s findings lead to patterns of inheritance? How do math and probability relate to science and genetics? How can our DNA be so alike, yet we are so different?


Writing genotypes and phenotypes Case Study w/ questions Incomplete Dominance Practice

Labs:

Allele Combinations and Punnett Squares pg 188

Probability Practice pg 193 Codominance pg 208 Incomplete Dominance pg 219 Dragon Genetics





http://biology4teachers.com/Genetics/Introduction%20Basic%20Genetics.pdf

http://www.mhhe.com/biosci/genbio/casestudies/junkfood.mhtml

http://www.biologyjunction.com/apGeneticsProblems2foglia.pdf

http://www.pleasval.k12.ia.us/juniorhigh/Teachers/runklet/LS1%20Handouts/4%20Unit%204/Dragon%20Lab.pdf

20

Time Allowed:

4 Blocks

2nd Quarter


HS Honors Biology I

Unit 6.0 Mendel’s Law/Segregation and Assortment

EduSoft Mini-Assessment(s): www.edusoft.com Date Range: Given during the instruction per the outline in this section Key Vocabulary: inheritance, dominant, recessive, codominant, sex-linked, incomplete dominance, polygenic, alleles, Mendel’s law of segregation, Mendel’s law of independent assortment, Punnett squares,


21

Time Allowed:

5 Blocks

2nd Quarter


HS Honors Biology I

Unit 7.0 DNA Replication/Transcription & Translation



Annually Assessed Benchmark(s): 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 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: pose questions about the natural world; conduct systematic observations; examine books and other sources of









Learning Goal: Students will understand how the basic process of DNA replication copies the genetic information of a cell. Objectives: The students will be able to: - describe the process of DNA replication and/or its role in the transmission and conservation of genetic information. - describe gene and chromosomal mutations in the DNA sequence. - explain how gene and chromosomal mutations may or may not result in a phenotypic change. - explain the basic processes of transcription and/or translation, and their roles in the expression of genes. - explain that the basic components of DNA are universal in organisms. - explain how similarities in the genetic codes of organisms are due to common ancestry and the process of inheritance.

Benchmarks/Standards: Supporting Common Core Standards (as required by course description) SC.912.L.16.4:Explain how mutations in the DNA sequence may or not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. SC.912.L.16.5:Explain the basic processes of transcription and translation, and how they result in the expression of genes. SC.912.L.16.9: Explain how and why the genetic code is universal and is common to almost all organisms. SC.912.L.16.9: Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health.


describe the genetic code as a sequence of DNA nucleotides in the nucleus of eukaryotic cells and recognize that these basic components are universal in organisms

diagram the structure of a DNA molecule; understanding each component and explain how double strands of DNA are connected by complementary nucleotide pairs

explain how similarities in the genetic codes of organisms are due to common ancestry and the process of inheritance

describe and model the process of DNA replication and its role in the transmission and conservation of genetic information

explain the basic processes of transcription and translation, and their roles in the expression of genes

explain what happens when mRNA reaches the ribosome’s and translates the information into amino acid sequences that produce proteins

use a codon table to determine amino acids that code for proteins

describe how gene expression is regulated in prokaryotes and eukaryotes

describe gene and chromosomal mutations in the DNA sequence

predict what would happen if there was a

Essential Questions: How do DNA and RNA control all aspects of life? What does DNA look like and why is it different from RNA? How is genetic information passed on to future generations? What is a mutation and how might it affect future generations?


Diagram and Explain Components of DNA

Compare/Contrast Chart of DNA and RNA

Modeling Replication page 238 DNA Coloring Activity with Questions Replication Worksheet Base Pairing Worksheet

Labs:

Have Your DNA and Eat It To Modeling Transcription page 257 UV Light and Skin Cancer page 256








http://biologycorner.com/worksheets/DNAcoloring.html

http://www.cstephenmurray.com/dnewsom/AcrobatFiles/PAPBIO/2008-2009/DNA%20Replication%20Review%20Worksheet.pdf

http://rhoyle.cusd.claremont.edu/mm/Course%20Assets/Biology/Assignments/pdf%20-%20DNA%20worksheet.pdf

http://teach.genetics.utah.edu/content/begin/dna/eat_DNA.html

22

Time Allowed:

5 Blocks

2nd Quarter


HS Honors Biology I

Unit 7.0 DNA Replication/Transcription & Translation

EduSoft Mini-Assessment(s): EduSoft Mini-Assessment(s): www.edusoft.com Date Range: Given during the instruction per the outline in this section Key Vocabulary: DNA, RNA, chromosome, , replication, transcription, translation, DNA polymerase, RNA polymerase, mutation, mutagens

mutation in the DNA sequence but understand that it may not affect the appearance of an individual

infer that a mutation in the DNA of a gamete may result in offspring changes trace an inherited abnormality through a pedigree.


23

Time Allowed:

4 Blocks

2nd Quarter


HS Honors Biology I

Unit 8.0 Manipulating DNA/Biotechnology



Annually Assessed Benchmark(s): SC.912.L.16.10: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. 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: pose questions about the natural world; conduct systematic observations; examine books and other sources of









Learning Goal: Students will understand the role of biotechnology and the impact it has on individuals, society, and the environment. Objectives: The students will be able to: - evaluate examples and/or explain the possible impact of biotechnology on the individual, society, and/or the environment.

Benchmarks/Standards: Supporting Common Core Standards (as required by course description) SC.912.L.16.12#: Describe how basic DNA technology (restriction digestion by endonucleases, gel electrophoresis, polymerase chain reaction, ligation, and transformation) is used to construct recombinant DNA molecules (DNA cloning).

Essential Content & Understanding:

describe techniques used to manipulate DNA

explain how restriction enzymes cut DNA into fragments that can then be mapped

identify and describe the application of DNA technology in forensics, bioengineering, genetic screening & therapy

recognize the great potential for the development of useful products through genetic engineering and analyze ethical questions that may arise

explain the Human Genome Project and describe how it could be useful in detection, prevention, and treatment of many genetic diseases

describe how a clone is made and identify an example

Essential Questions: What is biotechnology and how is it used today? How might genetic engineering be affecting your life? How does DNA technology construct recombinant DNA and why is that important?

Resources/Links: Task Cards for SC.912.L.16.10 Task Card for SC.912.N.1.1 Activities:

DNA Fingerprinting Page 262 Video: Clone Age

Labs:

Karyotyping Pedigrees Extracting DNA Page 229 Modeling Genetic Engineering Page 286 Modeling Forensics Page 268 Genetic Screening Page 287




http://mrskingsbioweb.com/labs/HumanKaryotypingActivity.pdf

http://www.biologyjunction.com/pedigree_lab.htm

24

Time Allowed:

4 Blocks

2nd Quarter


HS Honors Biology I

Unit 8.0 Manipulating DNA/Biotechnology

EduSoft Mini-Assessment(s): www.edusoft.com Date Range: Given during the instruction per the outline in this section Key Vocabulary: biotechnology, clone, Human Genome


25

Time Allowed:

2 Blocks

2nd Quarter


HS Honors Biology I

Unit 9.0 Evolution/ Natural Selection



Annually Assessed Benchmark(s): 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. Also assesses SC.912.L.15.14, SC.912.L.15.15, SC.912.N.1.3 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: pose questions about the natural world; conduct systematic observations; examine books and other sources of









Learning Goal: Students will understand why Darwin proposed natural selection as a mechanism for evolution. Objectives: The students will be able to: - explain and/or describe the conditions 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 increases genetic variation. - identify ways in which a scientific claim is evaluated (e.g., through scientific argumentation, critical and logical thinking, and consideration of alternative explanation).

Benchmarks/Standards: Supporting Common Core Standards (as required by course description) SC.912.L.15.14: Discuss mechanisms of evolutionary change other than natural selections such as genetic drift and gene flow. SC.912.L.15.15: Describe how mutation and genetic recombination increase genetic variation. 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.


describe how Charles Darwin’s observations on the Galapagos Islands led him to his theory of Natural Selection

explain and/or describe the conditions required for natural selection that result in differential reproductive success

explain how natural selection can change the distribution of traits in a population causing genetic variation

recognized that populations evolve, not individuals

explain how isolation of a population can lead to speciation and how isolation can occur

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 Questions: How did Darwin’s discovery change the views of human history? How does evolution help to explain the diversity of life? How might a change occur in a population over time?

Resources/Links: Task Cards for SC.912.L.15.13 Task Card for SC.912.N.1.1 Activities:

Evolution Concept Map Predator-Prey Pursuit page 315

Labs:

Adaptations in Breaks page 321 Pepper Moth Simulation Natural Selection Simulation






http://www.biologycorner.com/worksheets/evolution_concept.html

http://www.biologycorner.com/worksheets/peppermoth_paper.html

http://www.biologycorner.com/worksheets/naturalselection.html

26

Time Allowed:

2 Blocks

2nd Quarter


HS Honors Biology I

Unit 9.0 Evolution/ Natural Selection


EduSoft Mini-Assessment(s): www.edusoft.com Date Range: Given during the instruction per the outline in this section Key Vocabulary: variation, adaptation, artificial selection, natural selection, evolution, population, fitness,


27

Time Allowed:

3 Blocks

3rd Quarter


HS Honors Biology I

Unit 9.1 Evolution/Evidence of Evolution



Annually Assessed Benchmark(s): 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 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 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: pose questions about the natural world; conduct systematic observations; examine books and other sources of





generate explanations that explicate or

Learning Goal: Students will understand that evidence of common ancestry among species comes from many sources. Objectives: The students will be able to: - recognize the major sources of evidence for evolution. - examine the pattern of features that reveal the history of a species. - examine the evolutionary relationships between humans and other primates. - recognize the names and relative ages of extinct hominids.

Benchmarks/Standards: Supporting Common Core Standards (as required by course description) SC.912.L.15.10: Identify basic trends in hominid evolution from early ancestors six million year ago to modern humans, including brain size, jaw size, language, and manufacture of tools. 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.1.6: Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. 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.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


describe contributions of Darwin, Lamarck, Lyell, Malthus, Mendel, or Wallace aided in the development of the scientific theory of evolution

explain how evolution unites all fields of biology

compare and contrast the evidence of evolution from Darwin’s time to present day

analyze how biological diversity is increased and decreased by processes of evolution

recognize that today’s molecular and genetic evidence supports fossil and anatomical evidence

identify the use of molecular clocks to estimate age of organisms divergence

compare and contrast homologous, vestigial and analogous structures

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.

describe how the manufacture of tools and the use of language fit into our evolutionary path.

Essential Questions: How did the contributions of many scientists led to the development of the theory of evolution? How does evolution unite the sciences? How does evolution foster biological diversity? How are hominids and humans alike?

Resources/Links: Task Card for SC.912.L.15.1 Task card for SC.912.L.15.8 Task Card for SC.912.N.1.1 Activities:

Piecing Together Evidence pg 313 Compare Homologous Structures ClassZone Teacher Resources Geologic Clock pg 381 Examples of Hominid Skulls

Labs:

Using Patterns to Make Predictions page 32

Stride Inferences page 384 Evolution of Primates










http://lake.k12.fl.us/lakeschools


http://www.classzone.com/cz/login.htm?redirectUrl=http://www.classzone.com:80/cz/accounts/account.htm

http://www.scientific-art.com/GIF%20files/Palaeontological/skulls.GIF

28

Time Allowed:

3 Blocks

3rd Quarter


HS Honors Biology I

Unit 9.1 Evolution/Evidence of Evolution

describe natural phenomena (inferences);




EduSoft Mini-Assessment(s): www.edusoft.com Date Range: Given during the instruction per the outline in this section Key Vocabulary: biogeography, homologous structures, analogus structures, embryology, fossil, hominid

laws are well supported descriptions. 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. 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.




29

Time Allowed:

4 Blocks

3rd Quarter


HS Honors Biology I

Unit 10.0 Classification/Domains & Kingdoms



Annually Assessed Benchmark(s): 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. 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: pose questions about the natural world; conduct systematic observations; examine books and other sources of









Learning Goal: Students will understand that organisms have distinguishing characteristics but ultimately fall under one tree of life. Objectives: The students will be able to: - 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. - describe how scientific inferences are made from observations and identify examples from biology.

Benchmarks/Standards: Supporting Common Core Standards (as required by course description) 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.N.1.3#: Recognize that the strength or usefulness of 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 examples from the content being studied. 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. 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.


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

describe the process of classification by cladistics

explain how molecular evidence show species relatedness

explain how molecular clocks work to determine when organisms diverged from each other

recognize that classification is always a work in process and that new discoveries often change how organisms are classified

identify and list the general characteristics of the three domains

classify organisms within the correct domain based on characteristics

identify and list the general characteristics of the kingdoms

classify organisms with their appropriate kingdoms and the kingdoms with their domains

use a taxonomical key

Essential Questions: Why do we classify? What discovery let to scientists having to change the way organisms are classified? What is the three domain system of classification? How is the dichotomous key used to identify unknown organisms?


Cladogram Example Construct a Cladogram Page 525 Defining Species page 537 Cladogram Graphic Organizer page 538 Biological Classification Worksheet

Labs:

Creating a Dichotomous Key for Limpet Shells page 522

Exploring Mushroom Anatomy Page 595 Dichotomous Key Lab





http://mrscienceut.net/Classification%20Worksheets.pdf

http://www.biologycorner.com/worksheets/dichoto.html

30

Time Allowed:

4 Blocks

3rd Quarter


HS Honors Biology I

Unit 10.0 Classification/Domains & Kingdoms

EduSoft Mini-Assessment(s): www.edusoft.com Date Range: Given during the instruction per the outline in this section Key Vocabulary: taxonomy, binomial nomenclature, genus, phylogeny, domain, kingdom, bacteria, archaea, eukarya


31

Time Allowed:

2 Blocks

3rd Quarter


HS Honors Biology I

Unit 11.0 Ecological Principles/Interactions in Ecosystems



Annually Assessed Benchmark(s): 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 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: pose questions about the natural

world; conduct systematic observations; examine books and other sources of








Learning Goal: Students will understand how population size is determined and that the carrying capacity is determined by both abiotic and biotic limiting factors. Objectives: The students will be able to: - 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. - explain that different types of organisms exist within aquatic systems due to chemistry, geography, light, depth, salinity, and/or temperature. - describe the potential changes to an ecosystem resulting from seasonal variations, climate changes, and/or succession. - identify positive and/or negative consequences that result from a reduction in biodiversity. - describe four factors that affect population size. - assess the reliability of sources of information according to scientific standards.

Benchmarks/Standards: Supporting Common Core Standards (as required by course description) 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.17.4#: Describe changes in ecosystems resulting from seasonal variations, climate change, and succession. SC.912.L.17.8#: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. SC.912.N.1.4#: Identify sources of information n and assess their reliability according to the strict standards of scientific investigation.

Essential Content & Understanding: Students will be able to 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 way in which species interact

identify methods of determining population of organisms with different geographical dispersion patterns

determine how limiting factors 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

relate population growth to carrying capacity and factors such as immigration, emigration, births, deaths and other limiting factors

Essential Questions: What defines the environment we live in? What is the difference between abiotic and biotic factors? How is biodiversity determined? How is a population size determined? Why does the size of a population matter?


Quadrat Sampling pg 399 Quadrats and Population Size pg 401 Venn Diagram of abiotic and biotic

factors

Labs:

Abiotic Factors and Plant Growth pg 405 Salt Tolerance of Seeds Random Sampling pg 420 Building a Terrarium pg 421 Limiting Nutrients for Algae pg 448







32

Time Allowed:

2 Blocks

3rd Quarter


HS Honors Biology I

Unit 11.0 Ecological Principles/Interactions in Ecosystems

reasoning to justify these explanations to others;



EduSoft Mini-Assessment(s): www.edusoft.com Date Range: Given during the instruction per the outline in this section Key Vocabulary: immigration, emigration, carrying capacity, abiotic, biotic, aquatic, biodiversity


33

Time Allowed:

2 Blocks

3rd Quarter


HS Honors Biology I

Unit 11.1 Ecological Principles/Energy Flows and Matter Cycles



Annually Assessed Benchmark(s): 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 of available energy at successive trophic levels. Also assesses SC.912.E.7.1 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: pose questions about the natural world; conduct systematic observations; examine books and other sources of









Learning Goal: Students will understand how energy flows and matter cycles through and ecosystem. Objectives: The students will be able to: - describe the energy pathways through the different trophic levels of a food web and an energy pyramid. - analyze the movement of matter through different biogeochemical cycles.

Benchmarks/Standards: Supporting Common Core Standards (as required by course description) SC.912.E.7.1: Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.


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

diagram and describe how water cycles through the environment

list and describe the four elements that cycle through an ecosystem and explain the importance of each

explain the difference between primary and secondary succession

Essential Questions: How do matter and energy move through ecosystems? Why is it better to eat at a lower trophic level?


Food Web Worksheet Cycle Foldable Energy Pyramid Worksheet Identify the members of a Food Web

Labs:

Creating Ecological Pyramids





http://www.superteacherworksheets.com/food-chains/food-web-worksheet_WMNRM.pdf


http://www.biologycorner.com/worksheets/foodweb.htm

http://www.nacee.org/pdfs/educators/ecological_pyramids.pdf

34

Time Allowed:

2 Blocks

3rd Quarter


HS Honors Biology I

Unit 11.1 Ecological Principles/Energy Flows and Matter Cycles

investigations; and


EduSoft Mini-Assessment(s): www.edusoft.com Date Range: Given during the instruction per the outline in this section Key Vocabulary: consumer, producer, ecosystem, detritivore, food chain, trophic levels, food web, biogeochemical cycles, energy pyramid, primary consumers, secondary consumers, tertiary consumers


35

Time Allowed:

2 Blocks

3rd Quarter


HS Honors Biology I

Unit 11.2 Ecological Principles/ Human Impact



Annually Assessed Benchmark(s): SC.912.L.17.20#Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Also assess SC.912.L.17.11, SC.912.N.1.3, and HE.912.C.1.3 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: pose questions about the natural world; conduct systematic observations; examine books and other sources of









Learning Goal: Students will understand how human population growth impacts global resources ultimately affecting sustainability. Objectives: The students will be able to: - predict how the actions of humans may impact environmental systems and/or affect sustainability. - define sustainable development and describe some of its methods. - evaluate possible environmental impacts resulting from the use of renewable and/or nonrenewable resources.

Benchmarks/Standards: Supporting Common Core Standards (as required by course description) SC.912.L.17.11:: Evaluate the costs and benefits for renewable and nonrenwewable resources, such as water, energy, fossil fuels, wildlife, and forests. SC.912.N.1.3: Recognize that the strength or usefulness of 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.L.17.16:Discuss the large-scale environmental impacts resulting from human activity, including waste spills, oil spills, runoff, greenhouse gases, ozone depletion, and surface and groundwater pollution. HE.912.C.1.3: Evaluate how environment and personal health are interrelated.


identify methods of determining populations of organisms with different geographical dispersion patterns

predict how the actions of humans may impact environmental systems and/or affect sustainability; include the concept of an ecological footprint

compare and contrast renewable and nonrenewable resources and evaluate the cost benefits for our sustainable future

describe ways that human activities, such as reducing the amount of forest cover, increasing the amount and variety of chemicals released into the atmosphere, waste spill, oil spills, runoff, greenhouse gases, ozone depletion, surface and groundwater pollution, and intensive farming, have created large-scale environmental concern

describe some of the changes that have decreased the capacity of the environment to support some life forms

explain why preserving biodiversity is important to the future of the biosphere

identify positive and/or 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

realize that protecting Earth's resources

Essential Questions: Why is it necessary to keep track of population growth? What impact does the human population have on an ecosystem? Why is conserving biodiversity something we should be concerned about?


Teacher Demo Page 482 Concept Map displaying effects of

pollution pg 508 Greenhouse Effect Page 490

Labs:

Modeling Biomagnification Page 496 Acid Rain Page 493 Water Quality Testing Page 506 Contamination of Groundwater Page

507










36

Time Allowed:

2 Blocks

3rd Quarter


HS Honors Biology I

Unit 11.2 Ecological Principles/ Human Impact

SC.912.N.1.4, SC.912.N.1.6, SC.912.L.14.4

EduSoft Mini-Assessment(s): www.edusoft.com Date Range: Given during the instruction per the outline in this section Key Vocabulary: nonrenewable resource, renewable resource, ecological footprint, green house effect, pollution, acid rain, sustainable development

is protecting the future


37

Time Allowed:

3 Blocks

3rd Quarter


HS Honors Biology I

Unit 12.0 Human Body Systems / Brain Functions



Annually Assessed Benchmark(s): SC.912.L.14.26: Identify the major parts of the brain on diagrams or models. 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: pose questions about the natural world; conduct systematic observations; examine books and other sources of








evaluate the merits of the explanations produced by others. Also assesses SC.912.N.1.4, SC.912.N.1.6,

Learning Goal: Students will understand how the major parts of the brain function. Objectives: The students will be able to: - identify the major parts of the brain on diagrams. - identify the functions of the major parts of the brain.

Benchmarks/Standards: Supporting Common Core Standards (as required by course description) SC.912.L.14.27Identify the functions of the major parts of the brain, including the meninges, medulla, pons, midbrain, hypothalamus, thalamus, cerebellum, and cerebrum. HE.912.C.1.3 Evaluate how environment and personal health are interrelated. HE.912.C.1.4: Analyze how heredity and family history can impact personal health. HE.912.C.1.8: Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. 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.L.14.4: Compare and contrast structure and function of various types of microscopes.


identify the major parts of the brain identify the major functions of the major

parts of the brain describe how describe brain diseases caused by personal

health environmental factors describe how hereditary and family history

can impact the function of the brain identify ways in which to prevent, detect, and

treat brain injuries

Essential Questions: What are the major parts of the brain? How does each part function? How does disease affect brain functions?


Diagram the Major Parts of the Brain Identify the Function of the Major Parts

of the Brain Research Disease Poster Brain Disorder Webquest found at

http://www.biologycorner.com/quests/neuroquest2.html

Video of Brain Part and Function found at http://www.cleanvideosearch.com/media/action/yt/watch?v=HVGlfcP3ATI

Labs:

Sheep Brain Dissection found at http://www.biologycorner.com/anatomy/sheepbrain/sheep_brain_dissection_guide.html

Virtual Sheep Brain Dissection found at http://www.biologycorner.com/anatomy/sheepbrain/sheep_dissection.html











http://www.cleanvideosearch.com/media/action/yt/watch?v=HVGlfcP3ATI

http://www.cleanvideosearch.com/media/action/yt/watch?v=HVGlfcP3ATI

http://www.biologycorner.com/anatomy/sheepbrain/sheep_brain_dissection_guide.html



http://www.biologycorner.com/anatomy/sheepbrain/sheep_dissection.html

http://www.biologycorner.com/anatomy/sheepbrain/sheep_dissection.html

38

Time Allowed:

3 Blocks

3rd Quarter


HS Honors Biology I

Unit 12.0 Human Body Systems / Brain Functions

SC.912.L.14.4

EduSoft Mini-Assessment(s): www.edusoft.com Date Range: Given during the instruction per the outline in this section Key Vocabulary: brain, cerebrum, cerebellum, pons, medulla oblongata, brain stem, frontal lobe, parietal lobe, occipital lobe, temporal lobe, meninges, midbrain, hypothalamus, thalamus


39

Time Allowed:

3 Blocks

3rd Quarter


HS Honors Biology I

Unit 12.1 Human Body Systems / Blood Flow



Annually Assessed Benchmark(s): SC.912.L.14.36: Describe the factors affecting blood flow through the cardiovascular system. 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: pose questions about the natural world; conduct systematic observations; examine books and other sources of










Learning Goal: Students will understand the importance of factors that affect blood flow through the cardiovascular system. Objectives: The students will be able to: - identify factors that affect blood flow and/or describe how these factors affect blood flow through the cardiovascular system.

Benchmarks/Standards: Supporting Common Core Standards (as required by course description) HE.912.C.1.3 Evaluate how environment and personal health are interrelated. HE.912.C.1.4: Analyze how heredity and family history can impact personal health. HE.912.C.1.8: Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. 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.L.14.4#: Compare and contrast structure and function of various types of microscopes.


trace the flow of blood through the heart identify factors that affect the flow of

blood through the heart describe heart diseases caused by

personal health environmental factors describe how hereditary and family

history can impact the flow of blood through the heart

identify ways in which to prevent, detect, and treat cardiovascular diseases

Essential Questions: How does blood flow through the heart? What factors affect blood flow through the heart? How does a personal health choice affect our heart?

Resources/Links: Task Card for SC.912.L..14.36 Task Card for SC.912.N.1.1 Activities:

Heart Diagram Coloring Age Group and Disease pg. 749 How Your Heart Pumps Animation found

at http://www.mydr.com.au/heart-stroke/animation-how-your-heart-pumps

Research Disease Poster Labs:

Carbon Dioxide and Exercise pg. 745 Blood Pressure Lab found at

http://www.biologycorner.com/worksheets/measuring_blood_pressure.html

Sheep Heart Dissection found at http://www.biologycorner.com/worksheets/heart_dissection.html










http://www.mydr.com.au/heart-stroke/animation-how-your-heart-pumps





http://www.biologycorner.com/worksheets/heart_dissection.html

http://www.biologycorner.com/worksheets/heart_dissection.html

40

Time Allowed:

3 Blocks

3rd Quarter


HS Honors Biology I

Unit 12.1 Human Body Systems / Blood Flow

Date Range: Given during the instruction per the outline in this section Key Vocabulary: cardiovascular system, blood, blood pressure, blood volume, resistance, disease, exercise, arteries, veins, atrium, ventricles, valve

41

Time Allowed:

3 Blocks

3rd Quarter


HS Honors Biology I

Unit 12.2 Human Body Systems / Immunity



Annually Assessed Benchmark(s): 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 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: pose questions about the natural world; conduct systematic observations; examine books and other sources of









Learning Goal: Students will understand how the immune system protects individuals from health hazards. Objectives: The students will be able to: - identify and/or explain the basic functions of the human immune system, including specific and nonspecific immune responses. - 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.

Benchmarks/Standards: Supporting Common Core Standards (as required by course description) 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.1.8: Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases.


identify body systems that protect the body from pathogens

identify STD’s by agent and the way they energy the body

differentiate between bacterial and viral diseases

summarize how cells and proteins fight infection

compare and contrast active and passive immunity

describe both specific and nonspecific immune responses

explain how vaccines help build immunity and why antibiotics have no effect on viruses

explain how personal choices impact personal health

Essential Questions: What are pathogens? How do I know the difference between a viral infection and a bacterial infection? How does the immune system help us fight infections?


Diagram Immune Responses Research Disease Poster

Labs:

Spread the Disease pg. 755 Observing Normal and Diseased Tissues

pg. 761 Modeling T-Cell Activation pg. 776







42

Time Allowed:

3 Blocks

3rd Quarter


HS Honors Biology I

Unit 12.2 Human Body Systems / Immunity

SC.912.N.1.4, SC.912.N.1.6, SC.912.L.14.4

EduSoft Mini-Assessment(s): www.edusoft.com Date Range: Given during the instruction per the outline in this section Key Vocabulary: immune system, nonspecific immune response, vaccine, antibiotics, pathogen, vector


43

Time Allowed:

3 Blocks

3rd Quarter


HS Honors Biology I

Unit 12.3 Human Body Systems / Reproduction and Development



Annually Assessed Benchmark(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 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: pose questions about the natural world; conduct systematic observations; examine books and other sources of









Learning Goal: Students will understand the basic anatomy and physiology of the human reproductive system as it relates to the birth of a newborn child. Objectives: The students will be able to: - 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.

Benchmarks/Standards: Supporting Common Core Standards (as required by course description) HE.912.C.1.3 Evaluate how environment and personal health are interrelated. HE.912.C.1.4: Analyze how heredity and family history can impact personal health. 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.L.14.4#: Compare and contrast structure and function of various types of microscopes.


describe the structure and function of the female reproductive system

describe the structure and function of the male reproductive system

explain the production of hormones in the reproductive process at the conceptual level

sequence the events of fertilization, cleavage, and implantation

summarize the development of the embryo during each trimester of pregnancy

describe the stages of the birth process

explain how personal health choices

affect the birth process

Essential Questions: How does the female reproductive system differ from the male reproductive system? How do hormones affect the reproductive process? How does development occur from conception to birth? What are the stages of the birth process?


Cost-Benefit Analysis pg 786 Diagram Cell Sequences Pre-AP pg. 788 Diagram Trimesters of Development Research Effects of Chemicals on

Reproductive Organs pg. 809 Labs:

Observing Human Sex Cells pg. 795 Hormone Investigation pg. 797 Development of an Embryo pg. 808








44

Time Allowed:

3 Blocks

3rd Quarter


HS Honors Biology I

Unit 12.3 Human Body Systems / Reproduction and Development


EduSoft Mini-Assessment(s): www.edusoft.com Date Range: Given during the instruction per the outline in this section Key Vocabulary: reproductive system, seminal vesicle, prostate gland, vas deferens, urethra, epididymis, scrotum, penis, testes, ovaries, oviduct (fallopian tube), uterus, cervix, vagina, placenta, umbilical cord, amniotic sac, amniotic fluid, implantation, morula, blastocyst, gastrulation, neurulation, trimester


45

Time Allowed:

4th Quarter


HS Honors Biology I

Supplemental Unit A / Biome Research



Annually Assessed Benchmark(s): 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: pose questions about the natural world; conduct systematic observations; examine books and other sources of










Learning Goal: Students will understand that Biomes are land-base, global communities of organisms. Objectives: The students will be able to: - explain what are the abiotic and biotic features of the Earth’s six major biomes



research major biomes in groups by displaying poster boards with a presentation and Biome characteristics include: temperature, precipitation, plants, animals, climate, and location

display pictures and graphs representing the biome

Essential Questions: What are the abiotic and biotic features of the Earth’s six major biomes

Resources/Links: Task Card for SC.912.N.1.1 Activities:

Biome Research Requirements Labs NONE







46

Time Allowed:

4th Quarter


HS Honors Biology I

Supplemental Unit A / Biome Research

Date Range: Given during the instruction per the outline in this section Key Vocabulary: As Applicable to Focus of Study

47

Time Allowed:

4th Quarter


HS Honors Biology I

Supplemental Unit B / STEM Career Research


The below benchmark(s) is linked to the CPALMS site that contains the Specifications to include the Content limits, Attributes/Stimulus, and additional information. Annually Assessed Benchmark(s): 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: pose questions about the natural world; conduct systematic observations; examine books and other sources of









EduSoft Mini-Assessment(s): www.edusoft.com Date Range: Given during the instruction per the outline in this section Key Vocabulary: As Applicable to Focus of Study

Learning Goal: Students will understand the importance of STEM related careers. Objectives: The students will be able to: - explain what the STEM related careers.


Essential Content & Understanding: Students will be able to research major careers display pictures and graphs representing

various STEM related careers

Essential Questions: How would a STEM related career benefit me and the society in which I live?

Resources/Links: Task Card for SC.912.N.1.1 Activities:

Career Research Requirements Labs NONE







48

Time Allowed:

4th Quarter


HS Honors Biology I

Supplemental Unit C / Disease Research













Learning Goal: Students will understand the importance of scientific research regarding diseases that impact society. Objectives: The students will be able to: - explain various and/or specific diseases.



research major diseases in groups display pictures and graphs representing

the various and/or specific diseases

Essential Questions: What are some of the major diseases that impact our society?

Resources/Links: Task Card for SC.912.N.1.1 Activities None Labs NONE






49

Time Allowed:

4th Quarter


HS Honors Biology I

Supplemental Unit D / Body Systems Research













Learning Goal: Students will understand the importance of the body systems to human health. Objectives: The students will be able to: - explain all of the major body systems.



research the major body systems in groups by displaying poster boards with a presentation on each system that was not previously covered

display pictures and graphs representing the systems

Essential Questions: What are the body systems that we have not covered and why are they important?

Resources/Links: Task Card for SC.912.N.1.1 Activities NONE Labs NONE






50

Time Allowed:

4th Quarter


HS Honors Biology I

Supplemental Unit E / Introduction to Chemistry













Learning Goal: Students will understand the importance of chemistry. Objectives: The students will be able to: - explain the basics of chemistry such as atoms, molecules, compounds and bonding patterns.



describe atoms, molecules, compounds, and bonding patterns

Essential Questions: Why study chemistry?

Resources/Links: Task Card for SC.912.N.1.1 Activities NONE Labs NONE






51

Supporting Common Core Standards

LACC.910.WHST.3.9: Draw evidence from informational texts to support analysis, reflection, and research. LACC.910.RST.1.1: Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions. LACC.910.RST.1.3: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. LACC.910.RST.2.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics. LACC.910.RST.2.5: Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy). LACC.910.RST.3.7: Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words. LACC.910.RST.4.10: By the end of grade 10, read and comprehend science/technical texts in the grades 9–10 text complexity band independently and proficiently. LACC.910.WHST.1.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely

readers. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic)

LACC.1112.RST.1.1: Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account. LACC.1112.RST.1.3: Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. LACC.1112.RST.2.4: Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11–12 texts and topics. LACC.1112.RST.3.7: Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. LACC.1112.RST.4.10: By the end of grade 12, read and comprehend science/technical texts in the grades 11–12 text complexity band independently and proficiently. LACC.1112.WHST.1.2: Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely

readers. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).















52

Supporting Common Core Standards

MACC.912.F-IF.3.7: Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. a. Graph linear and quadratic functions and show intercepts, maxima, and minima. b. Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions. c. Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior. d. Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior. e. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.

MACC.912.N-Q.1.1: Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. MACC.912.N-Q.1.3: Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.




2013-2014 instructional curriculum plan grade: 10 - … · 2013-2014 instructional curriculum plan...

Documents