2014-2015 Curriculum Blueprint Grade: 10-12 HS … · 2014-2015 Curriculum Blueprint Grade: 10-12...

1

Time Allowed:

10 days

1st Quarter

2014-2015 Curriculum Blueprint Grade: 10-12

HS 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)

Key Vocabulary: scientific method (all components), science, pseudoscience, observations, predictions, inferences

Learning Goal: Students will understand the practice of science. Objectives: The student 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 Florida ELA and Math 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.L.14.4: Compare and contrast structure and function of various types of microscopes.

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

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

http://www.floridastandards.org/Standards/PublicPreviewBenchmark1856.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.biologycorner.com/lesson-plans/scientific-method/


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

2

Time Allowed:

10 days

1st Quarter


HS Biology I

Unit 1.0 Studying Science / Science is…

collecting preliminary observations;

both qualitative and quantitative 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

Scientific Method Inquiry Experiments found at http://www.biologycorner.com/lesson-plans/scientific-method/



3

Time Allowed:

4 days

1st Quarter


HS 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.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









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. .

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

Benchmarks/Standards: Supporting Florida ELA and Math 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. SC.912.N.1.4#: Identify sources of information and assess their reliability according to the strict standards of scientific investigation. SC.912.E.7.1: Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.


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 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

4

Time Allowed:

4 days

1st Quarter


HS Biology I

Unit 2.0 Chemistry of Life / Properties of Water

Key Vocabulary: hydrogen bonding, polarity, non-polar, cohesion, adhesion, solvent, freezing, specific heat, temperature, heat of vaporization, surface tension, capillary action

5

Time Allowed:

8 days

1st Quarter


HS Biology I

Unit 2.1 Chemistry of Life / Macromolecules











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) 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) Key Vocabulary: monomer, polymer, macromolecule, carbohydrates, lipids, proteins, nucleic acids, enzymes, activation energy, catalysts, monosaccharide, disaccharide, polysaccharide, fatty acid, triglyceride, phospholipid, steroid

Learning Goal: Students will understand the structure and function of biological macromolecules. Objectives: Students will identify and/or describe the basic molecular structure of carbohydrates, lipids, proteins, and/or nucleic acids. Students will describe the primary functions of carbohydrates, lipids, proteins, and/or nucleic acids in organisms. Students will explain how enzymes speed up the rate of a biochemical reaction by lowering the reaction’s activation energy. Students will identify and/or describe the effect of environmental factors on enzyme activity

Benchmarks/Standards: Supporting Florida ELA and Math Standards (as required by course description) 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.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.


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

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 Activities Macromolecule Foldable found at www.biologyjunction.com Enzyme Foldable found at www.biologyjunction.com Organic Compounds Concept Map found at http://moodle.lake.k12.fl.us/ Labs Enzymatic Activity pg. 57 Identifying Organic Compounds found at http://moodle.lake.k12.fl.us/









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

https://owa.lake.k12.fl.us/OWA/redir.aspx?C=f58dbd7e65994360803f68291b0e0e59&URL=http%3a%2f%2fmoodle.lake.k12.fl.us%2f

6

Time Allowed:

8 days

1st Quarter


HS Biology I

Unit 2.1 Chemistry of Life / Macromolecules

describe how pH and temperature may affect an enzymes ability to regulate chemical reactions

7

Time Allowed:

4 days

1st Quarter


HS Biology I

Unit 3.0 Building Blocks of Life / Cell Theory










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) 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. Key Vocabulary: cell, cell theory, law, theory, scanning electron microscope, compound light microscope, transmission electron microscope, dissecting

Learning Goal: Students will understand why the discovery of the scientific theory of cells has impacted the process of science. Objectives: Students will describe and/or explain the cell theory. Students will describe how continuous investigations and/or new scientific information influenced the development of the cell theory. Students will identify ways in which a scientific claim is evaluated (e.g., through scientific argumentation, critical and logical thinking, and consideration of alternative explanations). Students will explain the development of a theory. Students will recognize the differences between theories and laws. Students will compare and/or contrast the structure and function of the compound microscope, dissecting microscope, scanning electron microscope, and/or the transmission electron microscope.

Benchmarks/Standards: Supporting Florida ELA and Math 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. 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.


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?

Resources/Links: Task Card for SC.914.112.L. Activities 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


8

Time Allowed:

8 days

1st Quarter


HS Biology I

Unit 3.1 Building Blocks of Life / Cell Structure and Function



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);






SC.912.L.14.3#: Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures

Learning Goal: Students will understand the structural and functional diversity among cell types. Objectives: Students will compare and/or contrast the structures found in plant cells and in animal cells. Students will compare and/or contrast the structures found in prokaryotic cells and in eukaryotic cells. Students will describe how structures in cells are directly related to their function in the cell. Students will explain the role of the cell membrane during active and passive transport.

Benchmarks/Standards: Supporting Florida ELA and Math 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.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.

Essential Content & Understanding: Students will be able to compare and contrast a prokaryote and an eukaryote describe essential cell parts and relate their structure to

their function which include the following: nucleus (contains DNA; site where RNA is made) ribosome (protein synthesis) mitochondria (cell respiration) chloroplast (photosynthesis) endoplasmic reticulum (transports materials in the cell) Golgi (site where cell products are packaged for export) lysosome (digestive enzymes) cell membrane (controls what enters and leaves the cell) 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 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

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.L.14.3 Activities Demo pg. 69 Cell Coloring and Labeling Cell Model Project found at http://moodle.lake.k12.fl.us/ Web Activity at The Biology Place Lab Bench: Cell Structure and Function Interactive Animations found at http://www.cellsalive.com/cells/3dcell.htm Labs Cell Membrane Modeling pg. 83 Diffusion Across a Membrane pg. 88 Comparing Cells pg. 92 Modeling the Cell pg. 93









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

9

Time Allowed:

8 days

1st Quarter


HS Biology I

Unit 3.1 Building Blocks of Life / Cell Structure and Function

of prokaryotic and eukaryotic cells. (Also assesses SC.912.L.14.2) Key Vocabulary: eukaryotic, prokaryotic, cell membrane (plasma membrane), nuclear envelope, nucleolus, chromatin, ribosomes, endoplasmic reticulum, microtubules, microfilaments, Golgi apparatus, chloroplasts, lysosomes, cilia, flagella, hypotonic, hypertonic, isotonic, active transport, passive transport, diffusion, osmosis

using real world examples (such as the function of macrophages)

10

Time Allowed:

8 days

1st Quarter


HS Biology I

Unit 4.0 Cellular Energy / Photosynthesis and Cellular Respiration



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 the importance of photosynthesis and cellular respiration as it relates to how organisms obtain energy in order to grow and develop. Objectives: Students will explain how the products of photosynthesis are used as reactants for cellular respiration and vice versa. Students will explain how photosynthesis stores energy and cellular respiration releases energy. Students will identify the reactants, products and/or the basic function of photosynthesis. Students will identify the reactants, products and/or the basic functions of aerobic and anaerobic cellular respiration. Students will connect the role of adenosine triphosphate (ATP) to energy transfers within the cell.

Benchmarks/Standards: Supporting Florida ELA and Math 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.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.

Essential Content & Understanding:

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

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?

Resources/Links: Task Card for SC.912.L.18.9 Activities 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 found at https://moodle.lake.k12.fl.us/ Labs










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

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

https://owa.lake.k12.fl.us/OWA/redir.aspx?C=85753efee1eb494c85c1d3937ccc096c&URL=https%3a%2f%2fmoodle.lake.k12.fl.us%2f

11

Time Allowed:

8 days

1st Quarter


HS Biology I

Unit 4.0 Cellular Energy / Photosynthesis and Cellular Respiration

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) Key Vocabulary: photosynthesis, cellular respiration, reactants, products, energy, ATP, fermentation, aerobic, anaerobic, glycolysis

trace the path of the reactants as they 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

Rates of Photosynthesis pg. 106 Cellular Respiration pg. 126 Additional Photosynthesis and Cellular Respiration Labs found at https://moodle.lake.k12.fl.us/ Energy in Food found at www.biologyjunction.com


https://owa.lake.k12.fl.us/OWA/redir.aspx?C=85753efee1eb494c85c1d3937ccc096c&URL=https%3a%2f%2fmoodle.lake.k12.fl.us%2f


12

Time Allowed:

4 days

1st Quarter


HS Biology I

Unit 4.1 Cellular Energy / Plant Organs and Tissues


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.14.7#: 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 information








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) Key Vocabulary: plant tissues (meristematic, ground, dermal, and vascular), plant organ, fruits, cones, photosynthesis, cellular respiration, transpiration, reproduction, plant structures (cambium, guard cells, phloem, seed, stomata, and xylem)

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

Benchmarks/Standards: Supporting Florida ELA and Math 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.

Essential Content & Understanding: Students will be able to:

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 Label Plant Part Activity found at Label Plant Parts Adhesion/Cohesion pg. 643 Chlorophyll Fluorescence Demo pg. 654 Plant Organs and Tissues Foldable Flower Coloring found at http://moodle.lake.k12.fl.us/ Help Wanted Plant Parts found at http://moodle.lake.k12.fl.us/ 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 found at http://moodle.lake.k12.fl.us/








http://www.naturegrid.org.uk/qca/flowerwork.html

http://www.naturegrid.org.uk/qca/flowerwork.html





13

Time Allowed:

8 days

2nd Quarter


HS Biology I

Unit 5.0 Cellular Reproduction /Cell Division











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) 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) Key Vocabulary: mitosis, interphase, prophase, metaphase, anaphase, telophase, meiosis, sexual and asexual reproduction, genetic variation, cell cycle,

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: Students will differentiate the processes of mitosis and meiosis. Students will 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. Students will describe specific events occurring in each of the stages of the cell cycle and/or phases of mitosis. Students will explain how mitosis forms new cells and its role in maintaining chromosome number during asexual reproduction. Students will explain how cancer (uncontrolled cell growth) may result from mutations that affect the proteins that regulate the cell cycle. Students will describe the process of meiosis, including independent assortment and crossing over. Students will explain how meiosis results in the formation of haploid gametes or spores.

Benchmarks/Standards: Supporting Florida ELA and Math 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.16.16#: 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.1.7: 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.

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

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?

Resources/Links: Task Card for SC.912.L.16.17 Activities Modeling of Fisson Model/Draw Cell Cycle Mitosis/Meiosis Flip Book found at www.biologyjunction.com








14

Time Allowed:

8 days

2nd Quarter


HS Biology I

Unit 5.0 Cellular Reproduction /Cell Division

mutation, independent assortment, crossing over, haploid, gametes, spores, chromosomes

final number or chromosomes in each daughter cell

Mitosis/Meiosis Flashcards 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/

15

Time Allowed:

10 days

2nd Quarter


HS Biology I

Unit 6.0 Genetics/Mendel’s Law











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) SC.912.L.16.1#Use Mendel’s laws of segregation and independent assortment to analyze patterns of inheritance. Codominant, DNA, Dominance, Genetics, Offspring, Polygenic, Recessive

Learning Goal: Students will able to understand how Mendel’s research showed that traits are inherited as discrete units. Objectives: Students will be able to describe the patterns of inheritance that Mendel’s data revealed. Students will be able to summarize Mendel’s law of segregation. Students will be able to explain how there can be many versions of one gene. Students will be able to describe how genes influence the development of traits. Students will be able to describe monohybrid and dihybrid crosses. Students will be able to explain how heredity can be illustrated mathematically.

Benchmarks/Standards: Supporting Florida ELA and Math Standards (as required by course description) SC.912.L.16.2# Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, co-dominant, sex-linked, polygenic, and multiple alleles. SC.912.L.16.9: Explain how and why the genetic code is universal and is common to almost all organisms. 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.


Describe how Mendel experimented and developed his laws of heredity.

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

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

Use Punnett square to predict the outcome of genetic test crosses of monohybrid and dihybrid traits.

Compare and contrast dominant, incomplete dominance, and co-dminance.

Use Punnett square and pedigree to trace the inheritance of a sex linked trait.

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

Essential Questions: How did Mendel’s experiments shape the science of genetics? How do math and probability relate to science and genetics? How can our DNA be so alike, yet are so different?

Resources/Links: Task Card for SC.912.L.16.1 Activities Writing genotypes and phenotypes Punnet Square Practice 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.pike.k12.in.us/NR/rdonlyres/E09AA2E1-4ACA-4D23-B133-1F2E47A20588/22392/PunnettSquareWorksheetI.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

16

Time Allowed:

10 days

2nd Quarter


HS Biology I

Unit 7.0 DNA Replication/Transcription & Translation

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.









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) 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 Key Vocabulary: DNA, RNA, Chromosome, , Replication, Transcription, Translation, DNA

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

Benchmarks/Standards: Supporting Florida ELA and Math 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.14.6#Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. SC.912.L.16.9:Explain how and why the genetic code is universal and is common to almost all organisms. 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.


Know that the genetic code is a sequence of DNA nucleotides in the nucleus of eukaryotic cells.

Diagram and describe the structure of a DNA molecule.

Know that the double strands of DNA are connected by complementary nucleotide pairs (A-T and C-G)

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.

Describe / Model the process of DNA replication and/or its role in the transmission and conservation of genetic information.

Explain the basic processes of transcription and/or 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.

Be able to use a codon table

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

Resources/Links: Task Card for SC.912.L.16.3 Activities Draw 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 Mysterious Monster Lab: From DNA to Traits









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://cost.georgiasouthern.edu/biology/mbi/modules/derek/Have%20your%20DNA%20and%20eat%20it%20too.pdf

http://www.paec.org/biologypartnership/monster%20lab.html

17

Time Allowed:

10 days

2nd Quarter


HS Biology I

Unit 7.0 DNA Replication/Transcription & Translation

polymerase, RNA polymerase, Mutation, Mutagens

Describe how gene expression is regulated in prokaryotes and eukaryotes.

Describe gene and chromosomal mutations in the DNA sequence.

Explain what would happen if there was a mutation in the DNA sequence but know that it may not affect the appearance of an individual.

Infer that a mutation in the DNA of a gamete may result in a change in offspring.

Be able to trace an inherited abnormality through a pedigree.

18

Time Allowed:

8 days

2nd Quarter


HS Biology I

Unit 8.0 Manipulating DNA/Biotechnology











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) SC.912.L.16.10#Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. Key Vocabulary: Mutations, Forensic Science, Bioengineering, Dolly the Clone, Karyotyping, Pedigrees

Learning Goal: Students will able to evaluate examples and/or explain the possible impact of biotechnology on the individual society, and/or the environment. Objectives: Students will be able to evaluate examples and/or explain the possible impact of biotechnology on the individual, society, and/or the environment. Students will be able to summarize how restriction enzymes cut DNA. Students will be able to describe how organisms are cloned. Students will be able to describe genomics. Students will be able to identify how technology helps compare and study genes and proteins. Students will be able to explain how genetic screening can detect genetic disorders

Benchmarks/Standards: Supporting Florida ELA and Math 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.


Describe techniques use to manipulate DNA

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

Identify and describe the application of DNA technology. (forensics, bioengineering, genetic screening & therapy)

Understand the great potential for the development of useful products through genetic engineering and how ethical questions must be answered.

Explain what the Human Genome Project is and how it could be useful in detection, prevention, and treatment of many genetic diseases.

Define and describe how a clone is made.

Essential Questions: What is biotechnology and how is it used today? How might genetic engineering be affecting your life?

Resources/Links: Task Cards for SC.912.L.16.10 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

19

Time Allowed:

4 days

2nd Quarter


HS Biology I

Unit 9.0 Evolution/ Natural Selection

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








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) 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. Key Vocabulary: Variation, Adaptation, Artificial Selection, Natural Selection, Evolution, Population, Fitness,

Learning Goal: Students will able to understand why Darwin proposed natural selection as a mechanism for evolution. Objectives: Students will be able to examine the factors Darwin considered in forming his theory of natural selection. Students will be able to explain and/or describe the conditions required for natural selection that result in differential reproductive success. Students will be able to explain and/or describe the scientific mechanisms, such as genetic drift, gene flow, and nonrandom mating, resulting in evolutionary change. Students will be able to explain and/or describe how mutation and genetic recombination increases genetic variation.

Benchmarks/Standards: Supporting Florida ELA and Math 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.15.5#Describe how mutation and genetic recombination increase genetic variation. SC.912.L.15.8: Describe the scientific explanations of the origin of life on Earth. SC.912.N.1.3#: Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. SC.912.N.1.4#: Identify sources of information and assess their reliability according to the strict standards of scientific investigation. SC.912.N.1.6#: Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.


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.

Understand 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 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

20

Time Allowed:

6 days

2nd Quarter


HS Biology I

Unit 9.1 Evolution/Evidence of Evolution










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) SC.912.L.15.1#Explain how the scientific theory of evolution issupported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. SC.912.L.15.8#: Describe the scientific explanations of the origin of life on Earth. Key Vocabulary: Biogeography, homologous structures, analogus structures, Embryology, Fossil, Hominid

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

Benchmarks/Standards: Supporting Florida ELA and Math Standards (as required by course description) SC.912.L.15.8: Describe the scientific explanations of the origin of life on Earth. SC.912L.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.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; this , a scientific theory represents the most powerful explanation scientists. 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


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.

Understand that today’s molecular and genetic evidence supports fossil and anatomical evidence.

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: Describe the sources of evidence for evolution upon Darwin’s discovery? How are hominids and humans alike?

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

21

Time Allowed:

6 days

2nd Quarter


HS Biology I

Unit 9.1 Evolution/Evidence of Evolution

resembles science (but fails to meet the criteria for science). 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.

22

Time Allowed:

8 days

3rd Quarter


HS Biology I

Unit 10.0 Classification/Domains & Kingdoms











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) SC.912.L.15.6#Discuss distinguishing characteristics of the domains and kingdoms of living things. Key Vocabulary: Taxonomy, Binomial Nomenclature Genus, Phylogeny, Domain, Kingdom, Bacteria, Archaea, Eukarya

Learning Goal: Students will able to understand that the current tree of life has three domains. Objectives: Students will be able to classify organisms based on the distinguishing characteristics of the domains and/or kingdoms of living organisms. Students will be able to identify and/or describe how and/or why organisms are hierarchically classified based on evolutionary relationships. Students will be able to identify and/or explain the reasons for changes in how organisms are classified.

Benchmarks/Standards: Supporting Florida ELA and Math Standards (as required by course description) SC.912L.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.N.1.4#: Identify sources of information and assess their reliability according to the strict standards of scientific investigation.


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.

Know 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.

Be able to classify organisms within the correct domain based on characteristics..

Identify and list the general characteristics of the kingdoms.

Be able to 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?

Resources/Links: Task Card for SC.912.L.15.6 Activities Cladogram Example http://moodle.lake.k12.fl.us 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

23

Time Allowed:

4 days

3rd Quarter


HS Biology I

Unit 11.0 Ecological Principles/Interactions in Ecosystems












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. Key Vocabulary: Immigration, Emigration, Carrying Capacity, Primary succession, Secondary succession, Abiotic, Biotic, aquatic, biodiversity

Learning Goal: Students will be able to understand that every ecosystem includes both living and nonliving factors. Objectives: 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. Students will be able to explain that different types of organisms exist within aquatic systems due to chemistry, geography, light, depth, salinity, and/or temperature. Students will be able to describe the potential changes to an ecosystem resulting from seasonal variations, climate changes, and/or succession. Students will be able to identify positive and/or negative consequences that result from a reduction in biodiversity. Students will be able to describe four factors that affect population size.

Benchmarks/Standards: Supporting Florida ELA and Math 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 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.

Essential Content & Understanding: 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? Define biodiversity. Identify factors that limit population growth.

Resources/Links: Task Card for SC.912.L.17.5 Activities Quadrat Sampling pg 399 Quadrats and Population Size pg 401 Venn Diagram of abiotic and biotic factors http://moodle.lake.k12.fl.us/ Labs Abiotic Factors and Plant Growth pg 405 Salt Tolerance of Seeds Random Sampling pg 420 Builg a Terrarium pg 421 Limiting Nutrients for Algae pg 448











24

Time Allowed:

4 days

3rd Quarter


HS Biology I

Unit 11.1 Ecological Principles/Energy Flow and Pyramids











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. Key Vocabulary: Consumer, Producer, Food Chain, Trophic levels, Food web Biogeochemical Cycles, Energy pyramid, Primary consumers, Secondary consumers, Tertiary consumers

Learning Goal: Students will be able how food chains and food webs model the flow of energy in an ecosystem. Objectives: Students will be able to explain how food chains and trophic levels are related Students will be able to trace the flow of energy through an ecosystem, using an energy pyramid Students will be able to relate energy pyramids to food chains and trophic levels Students will be able to describe the energy pathways through the different trophic levels of a food web or energy pyramid Students will be able to analyze the movement of matter through different biogeochemical cycles

Benchmarks/Standards: Supporting Florida ELA and Math Standardss (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.


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. Explain the importance of each.

Explain the difference between primary and secondary succession.

Essential Questions: How do matter and energy move through ecosystems?

Resources/Links: Task Card for SC.912.L.17.9 Activities Food Web Worksheet Biogeochemical Cycles Worksheet Energy Pyramid Worksheet http://moodle.lake.k12.fl.us/ Identify the members of a Food Web Labs Creating Ecological Pyramids






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

http://www.mrstephens.com/Biology/Biogeochemical_Cycles_Reading_and_Qs.pdf


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

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

25

Time Allowed:

4 days

3rd Quarter


HS Biology I

Unit 11.2 Ecological Principles/ Human Impact












SC.912.L.17.20#Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. Key Vocabulary: Nonrenewable resource, renewable resource, ecological footprint, greenhouse effect, pollution, acid rain, sustainable development,

Learning Goal: Students will be able to understand how human population grows as the demands for Earth’s resources increases. Objectives: Students will predict how the actions of humans may impact environmental systems and/or affect sustainability. Students will be able to define sustainable development and describe some of its methods. Students will be able to evaluate possible environmental impacts resulting from the use of renewable and/or nonrenewable resources.

Benchmarks/Standards: Supporting Florida ELA and Math 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.L.17.13# Discuss the need for adequate monitoring of environmental parameters when making policy decisions. 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 science. HE.912.C.1.3#: Evaluate how environment and personal health are interrelated. 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.


Identify methods of determining population of organisms with different geographical dispersion patterns.

Students will predict how the actions of humans may impact environmental systems and/or affect sustainability

Compare and contrast renewable and nonrenewable resources. Evaluate the cost benefits for our sustainable future.

Describe the concept of an ecological footprint and list several ways to lessen yours

Describe ways that human activities, such as reducing the amount of forest cover, increasing the amount and variety of chemicals released into the atmosphere, and intensive farming, have changed the Earth’s land, oceans, and atmosphere.

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 is protecting the future.

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?

Resources/Links: Task Card for SC.912.L.17.20 Activities 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









26

Time Allowed:

6 days

3rd Quarter


HS Biology I

Unit 12.0 Human Body Systems / Brain Functions


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








SC.912.L.14.26#: Identify the major parts of the brain on diagrams or models. Key Vocabulary: brain, cerebrum, cerebellum, pons, medulla oblongata, brain stem, frontal lobe, parietal lobe, occipital lobe, temporal lobe, meninges, midbrain, hypothalamus, thalamus

Learning Goal: Students will understand how the major parts of the brain function. Objectives: Students will identify the major parts of the brain on diagrams. Students will identify the functions of the major parts of the brain.

Benchmarks/Standards: Supporting Florida ELA and Math Standards (as required by course description) HE.912.C.1.3#: Evaluate how environment and personal health are interrelated. HE.912.C.1.5: Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. HE.912.C.1.7: 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.


identify the major parts of the brain 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?

Resources/Links: Task Card for SC.912.L.14.26 Activities 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 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.biologycorner.com/quests/neuroquest2.html

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

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

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

27

Time Allowed:

6 days

3rd Quarter


HS Biology I

Unit 12.1 Human Body Systems / Blood Flow


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.14.36#: 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: Students will identify factors that affect blood flow and/or describe how these factors affect blood flow through the cardiovascular system.

Benchmarks/Standards: Supporting Florida ELA and Math Standards (as required by course description) HE.912.C.1.3#: Evaluate how environment and personal health are interrelated. HE.912.C.1.5: Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. HE.912.C.1.7: 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.


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?

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 Fetal Pig Dissection video: http://www.cleanvideosearch.com/media/action/yt/watch?v=kSUqw7E9nxc






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

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

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

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

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

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

http://www.cleanvideosearch.com/media/action/yt/watch?v=kSUqw7E9nxc

http://www.cleanvideosearch.com/media/action/yt/watch?v=kSUqw7E9nxc

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Time Allowed:

6 days

3rd Quarter


HS Biology I

Unit 12.1 Human Body Systems / Blood Flow

Key Vocabulary: cardiovascular system, blood, blood pressure, blood volume, resistance, disease, exercise, arteries, veins, atrium, ventricles, valve

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Time Allowed:

6 days

3rd Quarter


HS Biology I

Unit 12.2 Human Body Systems / Immunity











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) Key Vocabulary: immune system, nonspecific immune response, vaccine, antibiotics, pathogen, vector,

Learning Goal: Students will understand how the immune system protects individuals from health hazards. Objectives: Students will identify and/or explain the basic functions of the human immune system, including specific and nonspecific immune responses. Students will describe how the human immune system responds to vaccines and/or antibiotics. Students will 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 Florida ELA and Math 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. HE.912.C.1.3#: Evaluate how environment and personal health are interrelated. HE.912.C.1.5: Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases. HE.912.C.1.7: Analyze how heredity and family history can impact personal health.


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?

Resources/Links: Task Card for SC.912.L.14.52 Activities 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




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Time Allowed:

6 days

3rd Quarter


HS Biology I

Unit 12.3 Human Body Systems / Reproduction and Development












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 Key Vocabulary: reproductive system, seminal vesicle, prostate gland, vas deferens, urethra, epididymis, scrotum, penis, testes, ovaries, oviduct

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: Students will identify and/or describe the basic anatomy and physiology of the human reproductive system. Students will describe the process of human development from the zygotic stage to the end of the third trimester and birth.



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

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?

Resources/Links: Task Card for SC.912.L.16.13 Task Card for SC.912.N.1.1 Activities 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






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Time Allowed:

6 days

3rd Quarter


HS Biology I

Unit 12.3 Human Body Systems / Reproduction and Development

(fallopian tube), uterus, cervix, vagina, placenta, umbilical cord, amniotic sac, amniotic fluid, implantation, morula, blastocyst, gastrulation, neurulation, trimester

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Time Allowed:

Fourth Quarter

following the

Biology EOC


HS Biology I

Unit 13.0 STEM Career Research


Annually Assessed Benchmark(s): Key Vocabulary: Biome

Learning Goal: Students will be able to understand the different career opportunities within the science field. Objectives: Students will be able to examine and further understand the job requirements and descriptions of various jobs within the science field.

Benchmarks/Standards: Supporting Florida ELA and Math Standards (as required by course description)


Students will be able to research a career related to science.

Students will be able to give a job description about the career choice.

Students will be able to understand what educational background is needed to pursue the career.

Students will be able to understand what colleges/technical schools offer the program of choice.

Students will be able to understand the job market and salary expected.

display pictures and graphs representing various STEM related careers

Essential Questions: What career related to science would you like to know more about? How does it relate to science?

Resources/Links: Activities Career Research Requirements http://moodle.lake.k12.fl.us

Career Research Requirements Labs


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

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Time Allowed:

Fourth Quarter

following the

Biology EOC


HS Biology I

Unit 13.1 Biome Research











Key Vocabulary: Biome

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

Benchmarks/Standards: Supporting Florida ELA and Math Standards (as required by course description)

Biome Project Requirements Due Date:_________________________

Poster board must have Title of Biome List all group members on the back of

your poster Must describe characteristics such as:

o Temperature o Precipitation o Plants o Animals o Climate o Location

Must display at least 5 pictures Must display at least one graph

o Display a legend Must be colorful Grade will be on effort and creativity


Students will research major biomes in groups by displaying poster boards with a presentation. Biome characteristics include: Temperature, Precipitation, plants, animals, climate, and location.

Students will 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: Activities Biome Research Requirements http://moodle.lake.k12.fl.us Biome Research Requirements Labs



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

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Time Allowed:

Fourth Quarter

following the

Biology EOC


HS Biology I

Unit 13.2 / Disease Research












Key Vocabulary: As Applicable to Focus of Study

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

Benchmarks/Standards: Supporting Florida ELA and Math Standards (as required by course description) HE.912.C.1.3#: Evaluate how environment and personal health are interrelated. HE.912.C.1.5: 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.


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: Activities Labs




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Time Allowed:

6 days Following

the Biology EOC


HS Biology I

Unit 13.3 / Introduction to Chemistry












Key Vocabulary: As Applicable to Focus of Study

Learning Goal: Students will understand the importance of chemistry. Objectives: Students will 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: Activities Labs




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Supporting Florida ELA and Math Standards

LAFS.910.SL.1.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

LAFS.910.SL.1.2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. LAFS.910.SL.1.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. LAFS.910.SL.2.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. LAFS.910.SL.2.5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. LAFS.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. LAFS.910.RST.1.2: Determine the central ideas or conclusions of a text; trace the text’s explanation or depiction of a complex process, phenomenon, or concept; provide an accurate summary of the text. LAFS.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. LAFS.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. LAFS.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). LAFS.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. LAFS.910.RST.3.9: Compare and contrast findings presented in a text to those from other sources (including their own experiments), noting when the findings support or contradict previous explanations or accounts. LAFS.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. LACFS910.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.

http://www.cpalms.org/Standards/PublicPreviewBenchmark6216.aspx






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Supporting Florida ELA and Math Standards

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) LAFS.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).

LAFS.910.WHST.2.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. LACC.910.WHST.2.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. LAFS.910.WHST.2.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. LAFS.910.WHST.3.7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. LAFS.910.WHST.3.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. LAFS.910.WHST.3.9: Draw evidence from informational texts to support analysis, reflection, and research. LAFS.910.WHST.4.10: Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences. MAFS.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. MAFS.912.N-Q.1.3: Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.




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