fall 2019-2020 jps scope and sequence for biology i

1

*Bundles are units & each scope is a 5E aligned lesson within its corresponding bundle.

**Timings are based on 90 minutes per class period/4 x 4 Traditional Block**

Biology I—Fall 2019-2020

JPS Scope and Sequence for Biology I

Bundle 4: Changes in

Ecosystems (3.5 Weeks)

Bundle 2:

Systems &

Homeostasis (2 Weeks)

Bundle 1: Traits (4.5 Weeks)

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EOY LEAP 2025 EOY

Assessment

Aug. 12-Sept. 12 Sept. 13-Sept. 27 Sept. 30-Oct. 18 Oct. 21-Nov. 7 Nov. 8-Dec. 12

District diagnostic & benchmark assessments will be released as the

year progresses

Bundle 5: Common

Ancestry &

Evolution (3

Weeks)

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Bundle Timing: 4.5 Weeks (Based on 90 minutes per class period/4 x 4 Traditional Block)

Bundle Description:

Students will use their knowledge and understanding of cell division and the inheritance of traits to choose a side in a

debate on genetic screening for specific traits in offspring.

Bundle Anchoring Phenomena:

With increases in technological capability, scientists have started exploring the possibility of “designer babies.” Currently, doctors

are already screening embryos for certain life-threatening diseases. However, one day parents may be able to pick certain preferred

traits for their child, such as eye color and height. This is making many people worry that, among other ethical concerns, sometime

in the future we may use technology to develop a new super-race of humans. Is screening embryos for preferred traits a good or

bad idea?

The following 5 scopes (in order) are included in this Bundle:

Scope 1: DNA to Proteins Timing: 4 days

Investigative Phenomena: How is it that every living organism has specialized cells that contain genetic material—made up of only 4 different bases—yet every organism is very different?

Standard(s) Addressed: HS-LS1-1

Performance Expectation: Construct an explanation based on evidence for how the structure of DNA determines the structure of proteins which carry out the essential functions of life through systems of specialized cells.

Clarification Statement: Emphasis is on the conceptual understanding that DNA sequences determine the amino acid sequence and thus protein structure.

Vocabulary: Deoxyribonucleic acid (DNA), Double helix, Nucleic acid, Nucleotide, Nitrogen base, Adenine, Thymine, Guanine,

Cytosine, Complementary base pairing, Hydrogen bond, RNA, Uracil, Messenger RNA (mRNA), Proteins, Transcription, Translation, Protein synthesis, Stem cells, Genes, Cell differentiation, Specialized Cells, Enzyme

Scope Timeline (Adjusted for LEAP 2025 Testing Window): ENGAGE EXPLORE EXPLAIN ELABORATE EVALUATE

ELP Connectors: ELP C2 Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer,

audience, or reader comments and questions

ELP C3 Speak and write about grade-appropriate complex literary and informational texts and topics

ELP C5 Conduct research and evaluate and communicate findings to answer questions or solve problems

ELP C6 Analyze and critique the arguments of others orally and in writing

ELP C7 Adapt language choices to purpose, task, and audience when speaking and writing

Tier 2/Spanish Cognates: sketch / complete (completar) / simulated (simulado) / increase (incrementar) / impact (impactar) / make up / identity(identidad) / attraction(atracción) / weak / component (componente) / complex(complejo) / evidence(evidencia) / understanding

Scope 2: Cell Division and Complex Organisms Timing: 4.5 Days

Bundle 1—Traits (HS-LS1-1, HS-LS1-8, HS-LS3-1, HS-LS3-2, HS-LS3-3, HS-LS1-4)

50 MIN

2 HRS

2 HRS

50 MIN

50 MIN

3

Investigative Phenomena: How are organisms able to grow from one single cell?


Performance Expectation: Use a model to illustrate the role of the cell cycle and differentiation in producing and maintaining complex organisms.

Clarification Statement: Emphasis is on conceptual understanding that mitosis passes on genetically identical materials via replication, not on the details of each phase in mitosis.

Vocabulary: Parent cell, Daughter cell, Cell division, Nuclear envelope, Chromatin, Chromosome, Centriole, Centromere, Sister

chromatid, Spindle fibers, Mitosis, Interphase, Prophase, Metaphase, Anaphase, Telophase, Cytokinesis, G1 phase, S phase, G2 phase, Somatic cell, Eukaryote, Sexual reproduction, Meiosis, Gametes, Prokaryote, Asexual reproduction, Binary fission, Stem cells, Specialization, Differentiation, Genes, Specialized cells


Tier 2/Spanish Cognates: compare(comparar) / contrast(contrastar) / obtain(obtener) / match up with / construct(construir) / hypothesize

Scope 3: Inheritance of Traits Timing: 3.5 Days

Investigative Phenomena: How is it that the genetic information from parents produce offspring that look different?


Performance Expectation: Formulate, refine, and evaluate questions to clarify relationships about the role of DNA and chromosomes in coding the instructions for characteristic traits passed from parents to offspring.

Clarification Statement: Emphasis should be on traits including completely dominant, codominant, incompletely dominant, and sex-linked traits (e.g., pedigrees, karyotypes, genetic disorders, Punnett squares). Examples do not need to include dihybrid crosses.

Vocabulary: Base pairs, Chromosome, Deoxyribonucleic acid (DNA), Proteins, Trait, Homologous chromosome, Sister chromatid,

Centromere, Gametes, Meiosis, Genes, Gene expression, Noncoding DNA, Fertilization


ELP Connectors: ELP C1 Construct meanings from oral presentations and literary and informational text through

grade appropriate listening, reading, and viewing



ELP C8 Determine the meaning of words and phrases in oral presentations and literary and informational text

50 MIN

2.5 HRS

1.5 HRS

50 MIN

50 MIN

1.25 HRS

1 HRS

1.5 HRS

50 MIN

50 MIN

4

Tier 2/Spanish Cognates: formulate(formular) / refine(refinar) / evaluate(evaluar) / clarify(clarificar) / between / carry / necessary(necesario) / examine(examina) / models(modelos) / simulations(similitudes) / function(function) /sequence(sequencia) / differentiate(diferenciar) / specific(específico) / produce(producir)

Scope 4: Variations in Traits Timing: 5 Days

Investigative Phenomena: How is it that traits can vary so much in the same family?


Performance Expectation: Make and defend a claim based on evidence that inheritable genetic variations may result from: (1) new genetic combinations through meiosis, (2) viable errors occurring during replication, and/or (3) mutations caused by environmental factors.

Clarification Statement: Emphasis is on using data to support arguments for the way variation occurs. Claims should not include the phases of meiosis or the biochemical mechanisms of specific steps in the process.

HS-LS3-3

Performance Expectation: Apply concepts of statistics and probability to explain the variation and distribution of expressed traits in a population.

Clarification Statement: Clarification Statement: Emphasis is on distribution and variation of traits in a population and the use of mathematics (e.g., calculations of frequencies in Punnett squares, graphical representations) to describe the distribution.

Vocabulary: Homologous chromosome, Gamete, Crossing over, Independent assortment, Phenotype, Genotype, Homozygous,

Heterozygous, Recessive allele, Dominant allele, Allele, Inheritance, Genetic variation, Punnett square, Genetics, Environmental factors, Offspring, Genome, Probability, Mutation, Meiosis, DNA replication, Deoxyribonucleic acid (DNA), Trait variation


ELP Connectors: ELP C4 Construct grade-appropriate oral and written claims and support them with reasoning and evidence


Tier 2/Spanish Cognates: that if /such as / turned on / for instance /during (durante) / between / another / together / estimated(estimado) / predict(predecir) / express(expresar) / process(procesar) / functional(funcionar) / contain(contener) / segment(segmento) / initial(inicial)

Scope 5: Infectious Agents and Immune System Response Timing: 5.5 Days

Investigative Phenomena: How do people become sick? How do I move from feeling fine to sick so quickly?


Performance Expectation: Obtain, evaluate, and communicate information about (1) viral and bacterial reproduction and adaptation, (2) the body’s primary defenses against infection, and (3) how these features impact the design of effective treatment.

Clarification Statement: Emphasis is on the speed of reproduction which produces many generations in a short time, allowing for rapid adaptation, the role of antibodies in the body’s immune response to infection and how vaccination protects an individual from infectious disease.

Vocabulary: Virus, Lytic cycle, Lysogenic cycle, Human Immunodeficiency Virus (HIV), Host, Pathogen, Bacteria, Binary fission,

Immune system, Specific immune response, Non-specific immune response, Vaccine, Antibiotic

1.25 HRS

3.25 HRS

1.5 HRS

50 MIN

50 MIN

5


ELP Connectors: ELP C2 Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses,

responding to peer, audience, or reader comments and questions


ELP C4 Construct grade-appropriate oral and written claims and support them with reasoning and evidence




ELP C8 Determine the meaning of words and phrases in oral presentations and literary and informational text

ELP C9 Create clear and coherent grade-appropriate speech and text

ELP C10 Make accurate use of standard English to communicate in grade appropriate speech and writing

Tier 2/Spanish Cognates: Investigate(investigar) / insert(insertar) / attach / build / response(respuesta) / affect /effect / cases(casos) / cycle(ciclo) / conditions(condiciones)

1 HRS

3.75 HRS

1.5 HRS

50 MIN

50 MIN

6

Bundle Timing: 2 Weeks

Bundle Description:

Students will use their knowledge and understanding of Organization of Systems and Feedback and Homeostasis to

create an infographic of the interaction of body systems in maintaining homeostasis and the development of a solution

to maintain homeostasis.


160 million Americans suffer from obesity, while 8 million Americans suffer from anorexia. Obesity and anorexia are two disorders

associated with societal trends affecting the body system’s ability to maintain homeostasis. Currently, scientists are studying the

effects of different feedback mechanisms in maintaining homeostasis of fat storage to overcome this epidemic. In what other ways

is homeostasis affected by societal trends or human activity?


Scope 1: Organization of Systems Timing: 4 Days

Investigative Phenomena: How do organisms respond if an organ system is unable to function properly? Standard(s) Addressed: HS-LS1-2

Performance Expectation: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.

Clarification Statement: Emphasis is on functions at the organism system level such as nutrient uptake, water delivery, or organism movement in response to neural stimuli. An example of an interacting system could be an artery depending on the proper function of elastic tissue and smooth muscle to regulate and deliver the proper amount of blood within the circulatory system.

Vocabulary: Organisms, Cell, Function, Multicellular, Organ system, Structure, Digestive system, Circulatory system, Endocrine

system, Excretory system, Integumentary system, Musculoskeletal system, Nervous system, Reproductive system, Phloem, Xylem


Tier 2/Spanish Cognates: Depend (depender) / proper/ regulate(regularizar) / deliver / amount / fill in-out / rely / decide (decider) / interpret (interpretar) / synthesize (sintetizar) / combine (combinar) / choose

Scope 2: Feedback and Homeostasis Timing: 6 Days

Investigative Phenomena: Ever wonder why a body gets goosebumps?


Performance Expectation: Plan and conduct an investigation to provide evidence that feedback mechanisms maintain homeostasis in living organisms.

Clarification Statement: Examples of investigations could include heart rate responses to exercise, stomate responses to moisture and temperature, root development in response to

Bundle 2— Systems & Homeostasis (HS-LS1-3, HS-LS1-2)

1 HRS

1.5 HRS

2 HRS

50 MIN

50 MIN

7

water levels, or cell response to hypertonic and hypotonic environments.

Vocabulary: Negative feedback, Positive feedback, Feedback mechanisms, Homeostasis, Equilibrium, Internal equilibrium,

Cancer, Cell, Control center, Effectors, Feedback, Gene expression, Hormones, Hypothalamus, Multicellular, Organism, Pathogen, Receptors, Stimuli


ELP Connectors: ELP C5 Conduct research and evaluate and communicate findings to answer questions or solve problems

Tier 2/Spanish Cognates: Feedback / represent(representar) / contribute(contribuir) / to name / level / believe / recognize(reconocer) / missing/ label / scenario / compose(componer) / specify(especificar)

1 HRS

3 DAYs

1.5 HRS

50 MIN

50 MIN

8

Bundle Timing: 2.5 Weeks

Bundle Description:

Students will apply their knowledge of processes that enable matter to cycle and energy to flow in an ecosystem to

design a new ecosystem that can support life.


It is a known fact that Earth is quickly becoming overpopulated. With the increase in lifespan and advancements in medicine,

humans are living longer and healthier lives. Part of the problem with overpopulation is that most of the resources we rely on are

being overused and depleted. Scientists fear that one day the effects of overpopulation will be an increase in food shortages,

pollution, degradation of the environment, and even extinctions of more species. Around the world, scientists are already testing

possible solutions to overpopulation, but they worry it may not be fast enough.


Scope 1: Cellular Energy Timing: 5.5 Days

Investigative Phenomena: How does chemical energy get converted through photosynthesis and cellular respiration, and what is the impact on organisms other than plants?


Performance Expectation: Use a model to illustrate how photosynthesis transforms light energy into stored chemical energy.

Clarification Statement: Emphasis is on illustrating inputs and outputs of matter, the transfer and transformation of energy in photosynthesis by plants, and other photosynthesizing organisms. Examples of models could include diagrams, chemical equations, conceptual models, and/or laboratory investigations.

HS-LS1-7

Performance Expectation: Use a model to illustrate that cellular respiration is a chemical process whereby the bonds of food molecules and oxygen molecules are broken and the bonds in new compounds are formed, resulting in a net transfer of energy.

Clarification Statement: Emphasis is on the conceptual understanding of the inputs and outputs of the processes of aerobic and anaerobic cellular respiration. Examples of models could include diagrams, chemical equations, conceptual models and/or laboratory investigations.

Vocabulary: Matter, Energy, Adenosine Triphosphate (ATP), Cellular respiration, Reactant, Products, Alcohol fermentation,

Carbon dioxide, Heterotroph, Lactic acid fermentation, Light energy, Mitochondrion, Organisms, Oxygen


ELP Connectors: ELP C3 Speak and write about grade-appropriate complex literary and informational texts and topics

Bundle 3— Life in Ecosystems (HS-LS1-5, HS-LS1-7, HS-LS1-6, HS-LS2-4)

1 HRS

3 Days

1.5 HRS

50 MIN

50 MIN

9

Tier 2/Spanish Cognates: Accurate / connect (conectar) / disagree / agree / eliminate (eliminar) / rearrange / arrange / resource (recurso) / result (resultar) / significant (significativo/a) / solution (solución) / source / strategy (estrategia)

Scope 2: Molecules of Life Timing: 3.5 Days

Investigative Phenomena: The majority of human bodies are made up of molecules that contain H, C, O, N, and P. Where do we get these elements, and how are they able to sustain life?


Performance Expectation: Construct and revise an explanation based on evidence for how carbon, hydrogen, and oxygen from sugar molecules may combine with other elements to form amino acids and/or other large carbon-based molecules.

Clarification Statement: Emphasis is on students constructing explanations for how sugar molecules are formed through photosynthesis and the components of the reaction (i.e. carbon, hydrogen, oxygen). This hydrocarbon backbone is used to make amino acids and other carbon-based molecules that can be assembled (anabolism) into larger molecules (such as proteins or DNA). Examples of models could include diagrams, chemical equations, or conceptual models.

Vocabulary: Macromolecule, Carbohydrate, Element, Chemical bond, Amino acid, Lipid, Protein, Nucleic acid, Deoxyribonucleic

acid (DNA), Biomolecule, Monomer, Monosaccharide, Polymer, Disaccharide, Polysaccharide, Chemical reaction, Dehydration synthesis, Hydrolysis, Covalent bond, Cellular respiration


ELP Connectors: ELP C2 Participate in grade-appropriate oral and written exchanges of information, ideas, and analyses, responding to peer,

audience, or reader comments and questions





Tier 2/Spanish Cognates: apply (aplicar) / brainstorm / develop / justify (justificar) / present (presentar) / previous (previo) / purpose (proposito) / react (reaccionar) / revise (revisar) / statement

Scope 3: Flow of Matter and Energy in Ecosystems Timing: 4.5 Days

Investigative Phenomena: Organisms are only able to obtain about 10% of the energy available from the trophic level below it. What evidence supports this fact?


Performance Expectation: Use mathematical representations to support claims for the cycling of matter and flow of energy among organisms in an ecosystem.

Clarification Statement: Emphasis is on using a mathematical model of stored energy in biomass to describe the transfer of energy from one trophic level to another and that matter and energy are conserved as matter cycles and energy flows through ecosystems. Emphasis is on atoms and molecules such as carbon, oxygen, hydrogen and nitrogen being conserved as they move through an ecosystem.

Vocabulary: Trophic level, Producer, Consumer, Primary consumer, Secondary consumer, Tertiary consumer, Biomass, Energy

pyramid, Energy flow, Matter, Pyramid of biomass, Autotrophic, Carnivores, Decomposer, Detrivore, Ecological pyramid,

1 HRS

1.25 HRS

1.5 HRS

50 MIN

50 MIN

10

Ecosystem, Energy, Food chain, Food web, Herbivores, Heterotroph, Keystone species, Omnivore, Predator, Pyramid of Energy Flow


Tier 2/Spanish Cognates: analyze (analizar) / communicate (comunicar) / concept (concepto) / define (definir) / draw / draw conclusion / nonetheless / organize (organizar) / other than / overall / pros and cons / support

1.25 HRS

2.5 HRS

1.5 HRS

50 MIN

50 MIN

11

Bundle Timing: 3 Weeks

Bundle Description:

Students will use their knowledge and understanding of Evidence of Common Ancestry, Factors of Evolution, and Results

of Natural Selection to identify characteristics that point to a common ancestor between hares and rabbits, describe

how they have diverged, and create statistical data about an environmental change to their population and predict their

survival.


Rabbits and hares have commonly been confused for one another for many years. Some have common names that even call them

the opposite of what they are. However, they have some very distinct features that cause them to be different. Are these

differences enough to consider them different species?


Scope 1: Evidence of Common Ancestry Timing: 5.5 Days

Investigative Phenomena: What similarities can you find in organisms that show they are related? Standard(s) Addressed: HS-LS4-1

Performance Expectation: Analyze and interpret scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence.

Clarification Statement: Emphasis is on a conceptual understanding of the role each line of evidence (e.g., similarities in DNA sequences, order of appearance of structure during embryological development, cladograms, homologous and vestigial structures, fossil records) demonstrates as related to common ancestry and biological evolution.

Vocabulary: Common ancestor, Anatomical homologies, Fossil record, Structural homology, Embryological homology, Molecular

homologies, Amino acid sequence, Biodiversity, Biological evolution, Biogeography, Charles Darwin, Cladogram, Continental drift, Diversity, Developmental homologies, DNA sequences, Empirical evidence, Gene pool, Generation, Genetic variation, Geographic isolation, Gradualism, Homology, Microevolution, Natural selection, Organism, Pangea, Population, Punctuated equilibrium, Species, Stasis, Variation




ELP C4 Construct grade-appropriate oral and written claims and support them with reasoning and evidence

Tier 2/Spanish Cognates: Advocate / gather / sort / substitute(sustituir) / replace(reemplazar) / format(formato) / associate(asociar) / lower/ correlate(correlacionar) / remove(remover) / calculate(calcular) / elaborate / state

Bundle 5— Common Ancestry and Evolution (HS-LS4-1, HS-LS4-2, HS-

LS4-3, HS-LS4-4)

1.25 HRS

3.5 HRS

2 HRS

50 MIN

50 MIN

12

Scope 2: Factors of Evolution Timing: 4.5 Days

Investigative Phenomena: Humans once needed wisdom teeth to chew the vegetation that made up most of their diets. How or why did the need for wisdom teeth change?


Performance Expectation: Construct an explanation based on evidence that biological diversity is influenced by (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment.

Clarification Statement: Emphasis is on using evidence to explain the influence each of the four factors has on number of organisms, behaviors, morphology, or physiology in terms of ability to compete for limited resources and subsequent survival of individuals and adaptation of species. Examples of evidence could include mathematical models such as simple distribution graphs or proportional reasoning.

Vocabulary: Genetic variation, Trait variation, Heritable, Natural selection, Adaptation








Tier 2/Spanish Cognates: Characteristic(característica) / data(datos) / theory(teoría) / chart / support / share / provide(proveer) / respond(responder) / determine(determiner) / discuss/ demonstrate(demostrar) / arrange

Scope 3: Results of Natural Selection Timing: 4 Days

Investigative Phenomena: What explanation would describe how there are so many types of turtles found in the Galapagos Islands?


Performance Expectation: Apply concepts of statistics and probability to support explanations that populations of organisms adapt when an advantageous heritable trait increases in proportion to organisms lacking this trait.

Clarification Statement: Emphasis is on analyzing shifts in numerical distribution of traits and using these shifts as evidence to support explanations for adaptations. Explanations could include basic statistical or graphical analysis.

HS-LS4-4

Performance Expectation: Construct an explanation based on evidence for how natural selection and other mechanisms lead to genetic changes in populations.

Clarification Statement: Emphasis is on using data to provide evidence for how specific biotic and abiotic differences in ecosystems (such as ranges of seasonal temperature, long-term climate change, acidity, light, geographic barriers, or evolution of other organisms) contribute to a change in gene frequency over time, leading to adaptation of populations.

1.25 HRS

2 HRS

1.5 HRS

50 MIN

50 MIN

13

Vocabulary: Empirical evidence, Adaptation, Natural selection, Allele, Reproductive success, Species, Mutation, Evolution








Tier 2/Spanish Cognates: Explain(explicar) / illustrate(ilustrar) / mechanism(mecanismo) / lead / frequency(frecuencia) / except(excepto) / appear(parecer) / consider(considerar) / system(Sistema) / reveal(revelar) / relate(relacionar) / limit(limite)

1.25 HRS

1.5 HRS

1.5 HRS

50 MIN

50 MIN

14

Bundle Timing: 3.5 Weeks

Bundle Description:

Students will explain the impacts humans can have on the biodiversity of ecosystems.


Invasive species are nonnative species that are introduced, accidentally or purposefully, into an existing ecosystem. Sometimes,

these invasive species can quickly wreak havoc by increasing competition and introducing diseases. The nutria rat is one invasive

species that has had a negative impact on the ecosystems it has been introduced to because of the damage it causes by

burrowing, the diseases it carries, and how quickly it reproduces. This rodent is originally native to South America and was first

introduced to the United States in the late 19th century because of the fur market.


Scope 1: Carrying Capacity Timing: 4 Days

Investigative Phenomena: Some organisms, like spiders, can produce hundreds of offspring yet we don’t always see hundreds of spiders in one place, why is that?


Performance Expectation: Use mathematical and/or computational representations to support explanations of factors that affect carrying capacity, biodiversity and populations of ecosystems at different scales.

Clarification Statement: Emphasis is on quantitative analysis and comparison of the relationships among interdependent factors including boundaries, resources, climate and competition. Examples of mathematical comparisons could include graphs, charts, histograms, or population changes gathered from simulations or historical data sets.

Vocabulary: Population, Organisms, Resources, Carrying capacity, Limiting factor, Biotic, Abiotic, Niche, Species, Interdependent

relationships, Community, Adaptation, Boundaries, Climate, Commensalism, Competition, Keystone species, Mutualism, Parasitism, Predation


Tier 2/Spanish Cognates: Wonder / restore(restaurar) / prompt / figure out / impact(impactar) / benefit(beneficiar) / determine(determinar) / breed / solution(solucionar) / mitigate(mitigar) / pass on / record

Scope 2: Biodiversity and Changes in Ecosystems Timing: 4 Days

Investigative Phenomena: Ecosystems experience disruptions all the time (more or less rainfall, changes in temperature), yet they are generally stable; how is that possible?


Performance Expectation: Evaluate the claims, evidence and reasoning that the complex interactions in ecosystems

Clarification Statement: Examples of changes in ecosystem conditions could include modest biological or physical changes,

Bundle 4—Changes in Ecosystems (HS-LS2-6, HS-LS2-1, HS-LS2-7, HS-LS4-5)

1.25 HRS

1.5 HRS

1.5 HRS

50 MIN

50 MIN

15

maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

such as moderate hunting or a seasonal flood and extreme changes, such as volcanic eruption or sea level rise. Emphasis should be on describing drivers of ecosystem stability and change, not on the organismal mechanisms of responses and interactions.

Vocabulary: Habitat, Species, Population, Carrying capacity, Limiting factor, Invasive species, Competition, Predation,

Community, Pollution, Climate change, Overexploitation, Resilience, Abiotic, Biotic, Climax community, Commensalism, Habitat destruction, Interdependent relationships, Keystone species, Latitude, Macroscopic, Microscopic scale, Mutualism, Parasitism, Pioneer species, Primary succession, Secondary succession, Succession




Tier 2/Spanish Cognates: Adjust(ajustar) / graph(gráfica) / phenomena(fenómeno) / increase / shift / measure / coordinate(coordinar) / suitable / property(propiedad) / allow/ discourage/ prevent(prevenir)

Scope 3: Minimizing Human Impact on Earth Timing: 6.5 Days

Investigative Phenomena: How would deforestation impact biodiversity? The ecosystem?


Performance Expectation: Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

Clarification Statement: Examples of human activities can include urbanization, building dams, or dissemination of invasive species.

Vocabulary: Pollution, Invasive species, Climate change, Over exploitation, Anthropogenic changes, Overpopulation, Ecosystems,

Environment, Sustainable farming and fishing, Agriculture, Deforestation, Environmental impact, Reuse, Recycle, Consumption, Energy usage, Reduce, Population, Biodiversity








Tier 2/Spanish Cognates: Evaluate(evaluar) / range / consistent(consistente) / principle(principio) / exploit / damage / criteria(criterio) / refer(referir) / exploit / scale / issue / variety(variedad)

1 HRS

2 HRS

2 HRS

50 MIN

50 MIN

1 HRS

3.5 Days

1.5 HRS

50 MIN

50 MIN

16

Scope 4: Environmental Impact on Species Timing: 4 Days

Investigative Phenomena: Why do some environmental changes help certain species thrive while endangering other species?


Performance Expectation: Evaluate evidence supporting claims that changes in environmental conditions can affect the distribution of traits in a population causing: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species.

Clarification Statement: Emphasis is on determining cause and effect relationships for how changes to the environment such as deforestation, overfishing, application of fertilizers, drought, flood, and the rate of change of the environment affect distribution or disappearance of traits in species.

Vocabulary: Speciation, Empirical evidence, Ecosystem, Adaptation, Biological fitness, Climate, Competition, Evolution, Fitness,

Gene pool, Genotype, Intrinsic factors, Mitigate, Morphology, Mutation, Natural selection, Niche, Offspring, Organism, Parapatric Speciation, Phenotype, Physiology, Reproductive Isolation, Reproductive Stress, Resources, Stabilizing Selection




Tier 2/Spanish Cognates: Generate(generar) / resources(recursos) / undergo / remain / excess(exceso) / impact(impacto) / depict / minimize(minimizar) / key / podcast / result(resultado) / brainstorm

1.25 HRS

1.25 HRS

1.5 HRS

50 MIN

50 MIN

fall 2019-2020 jps scope and sequence for biology i

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