SCOPE & SEQUENCE CREATED BY TEACHERS, FOR THE TEACHERS OF SRC

Santa Rosa County School District

“Give the pupils something to do; not something to learn; and if the doing is of such a nature as to demand thinking; learning naturally results.”

~John Dewey

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Biology

First Nine Weeks Lab Safety Chapter 1: The Science of Biology Chapter 2: The Chemistry of Life Chapters 3-7: Ecology Second Nine Weeks Chapter 8: Cell Structure and Function Chapter 9: Photosynthesis Chapter 22 & 23.1: Plants Chapter 10: Cellular Respiration SEMESTER EXAMS Third Nine Weeks Chapter 11: Cell Growth & Division Chapter 13: DNA Chapter 14: RNA & Protein Synthesis Chapter 12: Introduction to Genetics and Reproduction (pp.933-936) Chapter 15-16 Biotechnology

Fourth Nine Weeks Chapters 17-20 & 24.3 (Primate Evolution) Chapter 27: The Human Body (focus on blood flow, the brain, a the immune system) EOC REVIEW Chapters 24-25 Animals with dissections

******EOC REVIEW WEB SITE – http://bioeoc4src.weebly.com/

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2019-2020 Santa Rosa School Calendar (Weekly)

Week Dates Days Quarter Week Dates Days Quarter 1 12 August - 16 August 5 Start 1st 19 7 January - 10 January 4 Start 3rd 2 19 August - 23 August 5 20 13 January - 17 January 5 3 26 August - 30 August 5 ↑ 21 21 January - 24 January 4 4 3 September - 6 September 4 9 22 27 January - 31 January 5 ↑ 5 9 September - 13 September 5 Weeks 23 3 February - 7 February 5 10 6 16 September - 20 September 4 ↓ 24 10 February - 14 February 5 Weeks 7 23 September - 27 September 5 25 18 February - 21 February 4 ↓ 8 30 September - 4 October 5 26 24 February – 28 February 5 9 7 October - 11 October 5 End 1st 27 2 March - 6 March 5

10 15 October - 18 October 4 Start 2nd 28 9 March – 12 March 4 End 3rd

11 21 October – 25 October 5 29 23 March – 27 March 5 Start 4th 12 28 October - 1 November 5 30 30 March – 3 April 5 13 4 November - 8 November 5 ↑ 31 6 April - 9 April 4 14 12 November - 15 November 4 9 32 13 April - 17 April 5 ↑ 15 18 November - 22 November 5 Weeks 33 20 April - 24 April 5 10 16 2 December - 6 December 5 ↓ 34 27 April – 1 May 5 Weeks 17 9 December - 13 December 5 35 4 May - 8 May 5 ↓ 18 16 December - 19 December 3 1/2 End 2nd 36 11 May - 15 May 5

* See school-based testing schedule for the course SSA and EOC administration time

37 18 May - 22 May 5 38 26 May - 29 May 3 1/2 End 4th

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Time

Frame

Chapter/Lesson

Science Activities

Vocabulary

NGSSS Benchmarks

ESSENTIAL QUESTIONS: 1. Given a problem, how would you utilize the scientific process to solve the problem? 2. Given a set of data, how would you organize, present, and interpret the data? 3. How has the discovery of the electron microscope impacted science and everyday life?

1st Quarter Weeks 1 & 2 (~ 10 days)

Unit 1: The Nature of Life Chapter 1: The Science of Biology

Procedures for Students Safety Guidelines, Safety Contract, & Safety Quiz

Science Biodiversity Organism Ecosystem Abiotic Biotic Species Cell Homeostasis Biology DNA Evolution Adaptation Observation Data Hypothesis Experiment Ind. Variable Dep. Variable Constant Theory Inference Law Microscope Gene Molecular Genetics Electron Microscope Light Microscope SEM TEM

N.1.1 (High) - Define a problem based on a specific body of knowledge in Biology 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 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 event 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 Evaluate the merits of the explanations produced by others.

N.1.3 (Low) - 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. N.1.4 (High) - Identify sources of information and assess their reliability according to the strict standards of scientific investigation. N.1.6 (Moderate) - Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. N.2.1 (High) - Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria of science). N.2.2 - Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as arts, philosophy, and religions. N.3.1 (High) - Explain that a scientific theory is the culmination of many scientific investigations drawing together at the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer. N.3.4 (Moderate) - Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions. L.14.4 (Moderate) - Compare and contrast structure and function of various types of microscopes.

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Time Frame

Chapter/Lesson

Science Activities

Vocabulary

NGSSS Benchmarks

ESSENTIAL QUESTIONS: 1. What are the four major biological macromolecules and how do they impact the functions of life? 2. What factors affect enzyme activity as a catalyst? 3. What properties of water make it the single most important molecule in plant life?

Weeks 3- 5

( ~12 days)

Unit 1: The Nature of Life

Chapter 2: The Chemistry of Life

Enzyme Lab

Atom Compound Molecule Cohesion Adhesion Solvent Acid/Base pH Monomer Polymer Carbohydrate Lipid Fatty Acid Protein Amino Acid Nucleic Acid Enzyme Monosaccharide Disaccharide Polysaccharide Triglyceride Chemical Reaction Reactant Product Activation Energy Catalyst

L.18.1 (Moderate) - Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. L.18.11 (Moderate) - 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. L.18.12 (Moderate) - 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. HONORS/ADVANCED: L.18.3 - Describe the structures of fatty acids, triglycerides, phospholipids, and steroids. Explain the functions of lipids in living organisms. Identify some reactions that fatty acids under go. Relate the structure and function of cell membrane. L.18.4- Describe the structures of proteins and amino acids. Explain the functions of proteins in living organisms. Identify some reactions that amino acids under go. Relate the structure and function of enzymes.

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Time Frame

Chapter/Lesson

Science Activities

Vocabulary

NGSSS Benchmarks

Essential Questions 1. What is the environmental cost and benefits of using renewable and nonrenewable resources? 2. How do the changing biogeochemical cycles affect organisms in the environment in terms of both energy and matter? 3. What is the difference in the amount of energy available at the first trophic level compared to the amount of energy at the fourth trophic level?

Weeks 6-9 (~15 days)

End of the 1st Quarter

Unit 2: ECOLOGY Chapters 3-7

****Close Read**** “Source of Half Earth’s Oxygen Gets Little Credit”

Ecology Community Ecosystem Byome Biotic Abiotic Biodiversity Keystone Species Producers Autotrophs Consumers Heterotrophs Food Chain Herbivores,etc. Trophic Levels Food Web Biogeochemical cycle Biomass Energy Pyramid Habitat Niche Mutualism Commensalism Parasitism Caring Capacity Succession Biosphere, etc. Biomes Non-renewable Renewable Acid Rain Greenhouse Effect Global Warming

Sustainable

L.17.2 (High) - Explain the general distribution of life in aquatic ecosystems as a function of chemistry, geography, light, depth, salinity and temperature. This benchmark can incorporate changes in salinity and its effect on membranes. L.17.4 (Moderate) - Describe changes in ecosystems resulting from seasonal variations, climate change and succession. L.17.5 (High) - Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. L.17.8 (High) - Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, nonnative species. L.17.9 (Moderate) - Use a food web to identify and distinguish producers, consumers, and decomposers, and explain the transfer of energy through trophic levels.

L.17.11 (High) - Evaluate the cost and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. L.17.13 (High) - Discuss the need for adequate monitoring of environmental parameters when making policy decisions. L.17.20 (High) - Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. E.7.1 (High) - Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.

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Time Frame

Chapter/Lesson

Science Activities

Vocabulary

NGSSS Benchmarks

ESSENTIAL QUESTIONS: 1. Why is the cell theory only a scientific theory and not a scientific law? 2. What are some similarities between eukaryotic and prokaryotic cells? 3. How does water concentration outside of a cell affect the diffusion of water across a membrane?

Start of the 2nd Quarter Weeks 10-11 (~10 days)

Unit 3: CELLS Chapter 8: Cell Structure & Function

Cell Theory Organelle “Cell Parts” Prokaryote Eukaryote Cell Membrane Phospholipid Passive Transport Diffusion Osmosis Facilitated Diffusion Active Transport Endocytosis Phagocytosis Exocytosis Hypotonic Hypertonic Isotonic

L.14.1 (Moderate) - Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. L.14.2 (Moderate) - 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). L.14.3 (Moderate) - Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells. N.3.1 (High) - Explain that a scientific theory is the culmination of many scientific investigations drawing together at the current evidence concerning a substantial range of phenomena; thus, a scientific theory represents the most powerful explanation scientists have to offer.

HONORS/ADVANCED L.14.5- Explain the evidence supporting the scientific theory of the origin of eukaryotic cells (endosymbiosis). L.18.7 (Moderate) - Identify the reactants, products, and basic functions of photosynthesis. L.18.8 (Moderate) - Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration.

Weeks 12-13 (~10 days)

Chapter 9: Photosynthesis

ATP/ADP Photosynthesis Chlorophyll Light-Dependent

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Weeks 14-15 (~10 days)

Chapter 10: Cellular Respiration

Reaction Light-Independent Reaction Cellular Respiration Aerobic Anaerobic

L.18.9 (Moderate) - Explain the interrelated nature of photosynthesis and cellular respiration.

L18.10 (High) - Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell.

Week 18

3 ½ days

SEMESTER

EXAMS

9

Time Frame

Chapter/Lesson

Science Activities

Vocabulary

NGSSS Benchmarks

ESSENTIAL QUESTIONS: 1. Explain why cellular reproduction is vital to living organisms. 2. Mutations occurring in what stage of the cell cycle can lead to uncontrolled cell growth? 3. How does sexual reproduction lead to genetic variation within a species?

Start of 3rd Quarter

Weeks 19-20 (~10 days)

Chapter 11: Cell Growth and Division

Cell Cycle Mitosis Cytokinesis Chromosome Cancer Asexual Reproduction Binary Fission Tissue Organ

L.15.15 (Moderate) - Describe how mutation and genetic recombination increase genetic variation. L.16.8 (Moderate) - Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. L.16.14 (Moderate) - 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.

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Time Frame

Chapter/Lesso

n

Science Activities

Vocabulary

NGSSS Benchmarks

ESSENTIAL QUESTIONS:

1. Why is DNA considered the universal code for life? 2. What is the only difference among the four DNA nucleotides? Weeks 21-22 (~10 days) Weeks 23-24 (~10 days)

Chapter 13: DNA

Chapter 14: RNA & Protein Synthesis

Nucleotide Double Helix Base Paring Rules Replication RNA Transcription mRNA tRNA rRNA Translation Mutation Point mutation Frameshift mutation

Cell Cycle Mitosis Cytokinesis Chromosome Cancer Asexual Reproduction Binary Fission Tissue Organ

Gamete Diploid Haploid Meiosis Homologous Chromosome Autosome Sex Chromosome Sexual Reproduction

L.16.3 (High) - Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic material. L.16.5 (High) - Explain the basic process of transcription and translation, and how they result in the expression of genes. L.16.8 (Moderate) - Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. L.16.9 (Moderate) - Explain how and why the genetic code is universal and is common to almost all organisms. L.16.10 (High) - Evaluate the impact of biotechnology on the individual, society, and the environment including medical and ethical issues L.15.15 (Moderate) - Describe how mutation and genetic recombination increase genetic variation. L.16.8 (Moderate) - Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. L.16.14 (Moderate) - 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 L.16.16 (Moderate) - Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores. L.16.17 (High) - Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation.

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Time Frame

Chapter/Lesso

n

Science Activities

Vocabulary

NGSSS Benchmarks

ESSENTIAL QUESTIONS: 1. Many inherited disorders of humans appear in children of parents who do not have the disorder. How can you explain this? 2. Predict the results of a cross between a rabbit homozygous dominant for black coat color (BB) and a rabbit homozygous recessive for brown coat color (bb).

3. Explain why cellular reproduction is vital to living organisms. 4. Mutations occurring in what stage of the cell cycle can lead to uncontrolled cell growth? 5. How does sexual reproduction lead to genetic variation within a species?

Weeks 19-21 (13 Days)

Weeks 27-28 (~10 days)

Chapter 12: Introduction to Genetics Chapters 15-16: Biotechnology

Genetics Law of Segregation Genotype Phenotype Dominant Recessive Law of Independent Assortment Sex-Linked Gene Incomplete Dominance Codominance Polygenic Trait Crossing Over

L.16.1 (High) - Use Mendel’s Laws of segregation and independent assortment to analyze patterns of inheritance. L.16.2 (High) - Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, co-dominant, sex-linked, polygenic, and multiple alleles. L.16.4 (High) - Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. HE.912.C.1.3 - Evaluate how environment and personal health are interrelated. HE.912.C.1.4 - Analyze how heredity and family history can impact personal health. L.15.15 (Moderate) - Describe how mutation and genetic recombination increase genetic variation. ADVANCED/HONORS L.16.12 - Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, co-dominant, sex-linked, polygenic, and multiple alleles. L.16.10 (High) - Evaluate the impact of biotechnology on the individual, society, and the environment including medical and ethical issues.

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Time Frame

Chapter/Lesson

Science Activities

Vocabulary

NGSSS Benchmarks

ESSENTIAL QUESTIONS: 1. What scientific evidence and explanations support the theory of evolution? 2. What is the impact of extinction, genetic drift, and gene flow on populations? 3. How do limiting factors affect the carrying capacity of each population in a given year? 4. How do humans impact the environment? 5. What factors will cause a decrease in biodiversity and what is the consequence?

Start of the 4th Quarter

Weeks 29-31

(14 Days)

Unit 5: Evolution Chapters 17-20

****Close Read**** “Still Evolving, Human Genes Tell New Story”

Evolution Species Fossil Variation Adaptation Natural Selection Population Homologous Structure Analagous Structure Vestigial Structure Biogeography Immigration Emigration Gene pool Directional Selection Stabilizing Selection Disruptive Selection Gene Flow Genetic Drift Bottle Neck Effect Founder Effect Sexual Selection Convergent Evolution

L.15.1 (High) - Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. L.15.13 (Moderate) - Describe the conditions required for natural selection including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. N.1.3 (Low) - 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. L.15.1 (High) - Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. L.15.8 (Moderate) - Describe the scientific explanation of the origin of life on Earth. L.15.10 (Moderate) - Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools. L.15.13 (Moderate) - Describe the conditions required for natural selection including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. L.15.14 (Moderate) - Discuss mechanisms of evolutionary change other than natural selection, such as genetic drift and gene flow. L.15.15 (Moderate) - Describe how mutation and genetic

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Week 32

Unit 5: Evolution Cont.

Chapter 24.3 Primate Evolution

Divergent Evolution Coevolution Taxonomy Taxon Genus Phylogeny Domain Kingdom Binomial Nomenclature

recombination increase genetic variation. N.1.3 (Low)- 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. L.15.4 (High) - Describe how and why organisms are hierarchically classified and based on evolutionary relationships. L.15.5 (High) - Explain the reasons for changes in how organisms are classified. L.15.6 (Moderate) – Discuss distinguishing characteristics of the domains and kingdoms of living organisms L.17.5 (High) - Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. L.17.8 (High) - Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, nonnative species. L.17.9 (Moderate) - Use a food web to identify and distinguish producers, consumers, and decomposers, and explain the transfer of energy through trophic levels. Explain the pathway of energy transfer through the trophic levels and the reduction of available energy at successive trophic levels. L.17.4 (Moderate) - Describe changes in ecosystems resulting from seasonal variations, climate change and succession.

HONORS/ADVANCED L.15.2- Discuss the use of molecular clocks to estimate how long ago various groups of organisms diverged evolutionarily from one another. L.15.3- Describe how biological diversity is increased by the origin of new species and how it is decreased by the natural process of extinction. L.15.12- List the conditions for Hardy-Weinberg equilibrium in a population and why these conditions are not likely to appear in nature. Use the Hardy-Weinberg equation to predict genotypes in a population from observed phenotypes.

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Time Frame

Chapter/Lesson

Science Activities

Vocabulary

NGSSS Benchmarks

ESSENTIAL QUESTIONS: 1. How does blood pressure, blood volume, resistance, disease, and exercise affect the blood flow through the cardiovascular system? 2. Once fertilization of an egg occurs, the blastocyst will implant itself into what part of the female reproductive system to start the beginning of pregnancy? 3. How do people become resistant to antibiotics? 4. How are vaccines important to individual and public health? Week 33 (9 Days)

Chapter 27: The Human Body (focus on blood flow, the brain, and the immune system)

Diagram of the Brain. Diagram for reproductive anatomy. Life’s Greatest Miracle; NOVA “What Makes Your Blood Flow” CPalms

Brain Cerebrum Cerebellum Pons Midbrain Medulla oblongata Brain Stem Frontal Lobe Temporal Lobe Occipital Lobe Parietal Lobe Fertilization Reproductive System Seminal vesicle Prostate gland Vas deferens Urethra Epididymis Scrotum Penis Testes Ovaries Fallopian tube Uterus Cervix Vagina Placenta

L.14.26 (Low) – Identify the major parts of the brain on diagrams or models. Identify the brain as an organ & its parts. **Identify the brain as an organ & its parts. This particular stand-alone benchmark WILL BE TESTED touching on changes in blood pressure, blood volume, resistance, disease, & exercise

L.14.36 (Moderate) – Describe the factors affecting blood flow through the cardiovascular system This particular stand-alone benchmark WILL BE TESTED: touching on changes in blood pressure, blood volume, resistance, disease, & exercise L.16.13 (Moderate) – 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. L.14.52 (Moderate) - Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. L.14.6 (High) – Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. L.16.10 (High) - Evaluate the impact of biotechnology on the individual, society, and the environment including medical and ethical issues.

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Umbilical cord Amniotic sac Amniotic fluid Immune System Pathogen Passive Immunity Active Immunity Phagocyte Antibody T Cell B Cell Antigen Memory Cell Cellular Immunity Humoral Immunity

Weeks 34

(~5days)

EOC REVIEW AND

ASSESSMENT

all

Time Frame

Chapter/Lesson

Science Activities

Vocabulary

NGSSS Benchmarks

ESSENTIAL QUESTIONS:

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Week 36 (~5 days)

Chapters 24-25: Animals and Dissections

Stomata Vascular System Seed Pollination Cones Meristematic tissue Dermal tissue Ground tissue Vascular tissue Cambium Xylem Phloem Transpiration Roots Stem Leaves Flowers Fruits Cones Guard Cells

L.14.7 (Moderate) - Relate the structure of each of the major plant organs and tissues to physiological processes.

Week 37-38 TRANSITION TO NEXT YEAR/END OF YEAR TESTING/ACTIVITIES

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Listed below are the ELA and Mathematics Florida Standards, which should be incorporated into the curriculum of this course.

Biology 1 Related Florida Standards:

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 texts 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 910 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.2.6 Analyze the authors purpose in providing an explanation, describing a procedure, or discussing an experiment in a text, defining the

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question the author seeks to address. 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.3.8 Assess the extent to which the reasoning and evidence in a text support the authors claim or a recommendation for solving a scientific or technical problem.

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 910 text complexity band independently and proficiently.

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 910 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. 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. 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. 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. 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 speakers 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.WHST.1.1 Write arguments focused on discipline-specific content. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among the claim(s), counterclaims, reasons, and evidence. Develop claim(s)

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and counterclaims fairly, supplying data and evidence for each while pointing out the strengths and limitations of both claim(s) and counterclaims in a discipline-appropriate form and in a manner that anticipates the audiences knowledge level and concerns. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. Provide a concluding statement or section that follows from or supports the argument presented.

LAFS.910.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. 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. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audiences knowledge of the topic. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. 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. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. 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.

LAFS.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 ortwo) for a range of discipline-specific tasks, purposes, and audiences.

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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.