The School District of Palm Beach County Biology 1 Honors · PDF filefunctions of lipids in...

Benchmarks

Next Generation SSS Benchmarks (2008)

[Includes all benchmarks in the current course description]

StandardTopic,

Benchmark Vocabulary, and Pacing

Core - Pearson Student Targets Lesson Plans

SC.912.N.1.1 AA (H) Define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following: 1. pose questions about the natural world, 2. conduct systematic observations, 3. examine books and other sources of information to see what is already known, 4. review what is known in light of empirical evidence,

1 - The Practice of Science

The School District of Palm Beach CountyBiology 1 Honors

Scope & Sequence 2013-14

1st NINE WEEKS

The Science of Biology:

inferenceinvestigationlawobservationscientisttheory

Chapter 1

[Note: Ch. 1.3 loosely covers many benchmarks as they serve as an introduction to

1a) I can state the goals of science.1b) I can describe the steps used in scientific methodology.2a) I can explain the relationship between science and society.2b) I can describe what a scientific theory is, the importance of peer review, and how scientific attitudes generate new ideas.

Lesson 001Lesson 002 Lesson 003

Pre-Unit: Introduction - Chapter 1 08/20 - 08/21 [2 Days]

Teacher Prep including Lab Safety - 08/19 [1 Day]

evidence, 5. plan investigations,6. 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), 7. pose answers, explanations, or descriptions of events, 8. generate explanations that explicate or describe natural phenomena (inferences), 9. use appropriate evidence and reasoning to justify these explanations to others, 10. communicate results of scientific investigations, and 11. evaluate the merits of the explanations produced by others.

y

[Note: All Nature of Science, Common Core Math and Literacy in Science benchmarks to be infused all year long, as appropriate!]

Biological concepts addressed completely later on]

attitudes generate new ideas.3a) I can identify the central themes of biology and list the characteristics of living things.3b) I can explain how life can be studied at different levels.



StandardTopic,



SC.912.N.1.3 as AA (L) 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 as AA (H) Identify sources of information and assess their reliability according to the strict standards of scientific investigation.

SC.912.N.1.6 as AA (M) Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.

SC.912.N.2.1 as AA (H) 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 na (H) Identify which questions can be answered through science and which questions are outside the

2 - The Characteristics of Scientific Knowledge

boundaries of scientific investigation, such as questions addressed by other ways of knowing, such as art, philosophy, and religion.SC.912.N.2.4 na (H) Explain that scientific knowledge is both durable and robust and open to change. Scientific knowledge can change because it is often examined and re-examined by new investigations and scientific argumentation. Because of these frequent examinations, scientific knowledge becomes stronger, leading to its durability.



StandardTopic,



SC.912.N.3.1 as AA (H) 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 as AA (M) Recognize that theories do not become laws, nor do laws become theories; theories are well supported explanations and laws are well supported descriptions.MACC.912.F-IF.3.7 na Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.

Math - Interpreting Functions

MACC.912.N-Q.1.1 na Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays.

MACC.912.N-Q.1.3 na Choose a level of

3 - The Role of Theories, Laws, Hypotheses, and Models

Math - Quantities

MACC.912.N-Q.1.3 na Choose a level of accuracy appropriate to limitations on measurement when reporting quantities.



StandardTopic,



LACC.910.RST.1.1 na Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions.LACC.1112.RST.1.1 na Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and to any gaps or inconsistencies in the account.

LACC.910.RST.1.3 na Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks attending to special cases or exceptions defined in the text.LACC.1112.RST.1.3 na Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text.

LACC.910.RST.2.4 na Determine the meaning of symbols, key terms, and other domainspecific words and phrases as they

Reading in Science #2 - Craft and Structure

Reading in Science #1 - Key Ideas and Details

domainspecific words and phrases as they are used in a specific scientific or technical context relevant to grades 9–10 texts and topics.LACC.1112.RST.2.4 na Determine the meaning of symbols, key terms, and other domainspecific words and phrases as they are used in a specific scientific or technical context relevant to grades 11-12 texts and topics.LACC.910.RST.2.5 na Analyze the structure of the relationships among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy).



StandardTopic,



LACC.910.RST.3.7 na Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematically (e.g., in an equation) into words.LACC.1112.RST.3.7 na Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem.

Reading in Science #3 - Integration of Knowledge and Ideas

LACC.910.RST.4.10 na By the end of grade 10, read and comprehend science/technical texts in the grades 9-10 text complexity band independently and proficiently.LACC.1112.RST.4.10 na By the end of grade 12, read and comprehend science/technical texts in the grades 11-CCR text complexity band independently and proficiently.

Reading in Science #4 - Range of Reading and Level of Text Complexity

LACC.910&1112.WHST.1.2 na Write informative/explanatory texts, including the narration of historical

t i tifi d / i t

Writing in Science #1 - Text Type and Purposes

events, scientific procedures/ experiments, or technical processes.

LACC.910&1112.WHST.3.9 na Draw evidence from informational texts to support analysis, reflection,and research.

Writing in Science #3 - Research to Build and Present Knowledge



StandardTopic,



SC.912.P.8.7 na (M) Interpret formula representations of molecules and compounds in terms of composition and structure.

[Honors only]

8 - Matter

SC.912.P.10.1 na (M) Differentiate among the various forms of energy and recognize that they can be transformed from one form to others.

[Honors only]

10 - Energy

SC.912.L.18.1 AA (M) Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules.

SC.912.L.18.2 na (M) Describe the important structural characteristics of monosaccharides, disaccharides, and polysaccharides and explain the functions of

b h d t i li i thi

18 - Matter and Energy Transformations

Lesson 004Lesson 005Lesson 006Lesson 007

4a) I can identify the three subatomic particles found in atoms, and explain how all of the isotopes of an element are similar and how they are different.4b) I can explain how compounds are different from their component elements, and describe the two main types of chemical bonds.5a) I can discuss the unique properties of water.5b) I can differentiate between solutions and suspensions, and explain what acidic and basic solutions are.6a) I can describe the unique qualities of carbon.6b) I can describe the structures and functions of each of the four groups of macromolecules.7a) I can explain how chemical

Chapter 2The Chemistry of Life:

activation energyamino acidcarbohydratecatalystcompounddisaccharideenergyenvironmentenzymefatty acidfreezemoleculemonosaccharidepHphospholipidpolysaccharide

Unit 1: Chemistry of Life - Chapter 2 08/22 - 09/06 [10 Days (including 1 Day for LTM)]

carbohydrates in living things.

[Honors only]

SC.912.L.18.3 na (M) Describe the structures of fatty acids, triglycerides, phospholipids, and steroids. Explain the functions of lipids in living organisms. Identify some reactions that fatty acids undergo. Relate the structure and function of cell membranes.

[Honors only]

7a) I can explain how chemical reactions affect chemical bonds.7b) I can explain how energy changes affect how easily a chemical reaction will occur, and why enzymes are important to living things.

polysaccharidesteroidtriglyceride



StandardTopic,



SC.912.L.18.4 na (M) Describe the structures of proteins and amino acids. Explain the functions of proteins in living organisms. Identify some reactions that amino acids undergo. Relate the structure and function of enzymes.

[Honors only]

SC.912.L.18.11 as AA (M) Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity.

SC.912.L.18.12 AA (M) 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.



StandardTopic,



SC.912.L.14.1 AA (M) Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science.

SC.912.L.14.2 as AA (M) Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport).

SC.912.L.14.3 AA (M) Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells.

SC.912.L.14.4 as AA (M) Compare and contrast structure and function of various types of microscopes.

14 - Organization and Development of Living Organisms

Unit 2: Cell Structure, Function, and Energy - Chapters 7, 8, & 9 09/09 - 10/03 [19 Days (including 2 Days for Diagnostics and 1 Day for LTM)]


8a) I can state the cell theory and distinguish between prokaryotes and eukaryotes.8b) I can describe how the different types of microscopes work.9a) I can describe the structure and function of the cell nucleus and the cell membrane.9b) I can describe the role of ribosomes, endoplasmic reticulum, and Golgi apparatus in making proteins and the function of the chloroplasts and mitochondria in the cell.10) I can describe passive and active transport.11) I can explain how unicellular and multicellular organisms maintain homeostasis.

Chapter 7

[Note: Ch. 7.4 (Homeostasis and Cells) loosely covers benchmark SC.912.L.14.2 when addressing multicellular life]

Cell Structure and Function:

cellmembranemicroscope

SC.912.L.18.7 as AA (M) Identify the reactants, products, and basic functions of photosynthesis.

SC.912.L.18.10 as AA (H) Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell.

Photosynthesis:

ATPphotosynthesis


Lesson 012Lesson 013Lesson 014

12a) I can describe the role of ATP in cellular activities.12b) I can explain where plants get the energy they need to produce food.13a) I can explain the role of light, pigments, and electron carrier molecules in photosynthesis.13b) I can state the overall equation for photosynthesis.14a) I can describe what happens during the light-dependent and light-independent reactions.14b) I can identify factors that affect the rate at which photosynthesis occurs.

Chapter 8

[Note: Ch. 8.3 (The Process of Photosynthesis) covers SC.912.L.18.7 and SC.912.L.18.10 in great detail.]



StandardTopic,



SC.912.L.18.8 as AA (M) Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration.

SC.912.L.18.9 AA (M) Explain the interrelated nature of photosynthesis and cellular respiration.


15a) I can explain where organisms get the energy they need for life processes.15b) I can define cellular respiration and compare it to photosynthesis.16a) I can describe what happens during glycolysis and the Krebs cycle.16b) I can explain how high-energy electrons are used by the electron transport chain and identify how much ATP cellular respiration generates.17a) I can explain how organisms get energy in the absence of oxygen.17b) I can identify the pathways the body uses to release energy during exercise.

Pre-Unit - Unit 2 (Chapters 1, 2, 7-9) Comprehension Check #1

Chapter 9

[Note: Ch. 9.2 (The Process of Cellular Respiration) covers SC.912.L.18.8 in great detail.]

Cellular Respiration and Fermentation:

aerobicanaerobic




StandardTopic,



SC.912.L.16.8 as AA (M) Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer.

SC.912.L.16.14 as AA (M) Describe the cell cycle, including the process of mitosis. Explain the role of mitosis in the formation of new cells and its importance in maintaining chromosome number during asexual reproduction.

SC.912.L.16.15 na (M) Compare and contrast binary fission and mitotic cell division.

[Honors only]


18a) I can explain the problems that growth causes for cells.18b) I can compare asexual and sexual reproduction.19a) I can describe the role of chromosomes in cell division.19b) I can name the main events of the cell cycle, describe what happens during the four phases of mitosis, and describe the process of cytokinesis.20a) I can describe how the cell cycle is regulated.20b) I can explain how cancer cells are different from other cells.21a)I can describe the process of differentiation, and define stem cells and explain their importance.21b) I can identify the possible benefits and issues relating to stem-cell research.

Chapter 10

[Note: Ch. 10.4 (Cell Differentiation) loosely covers benchmark SC.912.L.16.14 when addressing differentiation and stem cells]

Cell Growth and Division:

asexual reproductionchromosomefissionmitosis

16 - Heredity and Reproduction

Unit 3: Mitosis, Meiosis, and Mendel - Chapters 10, 11 10/04 - 10/17 [10 Days (including 1 Day for LTM)]

[Honors only]



StandardTopic,



SC.912.L.16.1 AA (H) Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance.

SC.912.L.16.2 as AA (H) Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles.

SC.912.L.16.16 as AA (M) Describe the process of meiosis, including independent assortment and crossing over. Explain how reduction division results in the formation of haploid gametes or spores.

SC.912.L.16.17 AA (H) Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for

Introduction to Genetics:

codominantdominancegametegenetichaploidmeiosispolygenicrecessive


Chapter 11 Lesson 022Lesson 023Lesson 024Lesson 025

22a) I can describe Mendel's studies and conclusions about inheritance.22b) I can describe what happens during segregation.23a) I can explain how geneticists use the principles of probability to make Punnett squares, and explain the principle of independent assortment.23b) I can explain how Mendel's principles apply to all organisms.24a) I can describe the other inheritance patterns.24b) I can explain the relationship between genes and the environment.25a) I can contrast the number of chromosomes in body cells and in gametes and describe how alleles from different genes can be inherited together.25b) I can summarize the events of meiosis and contrast meiosis and mitosis.

reproduction and their consequences for genetic variation.



StandardTopic,



SC.912.L.16.3 AA (H) Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information.


DNA:

DNAreplication

Chapter 12

[Note: Ch. 12.1 (Identifying the Substance of Genes) loosely covers benchmark SC.912.L.16.3 when addressing the discovery of the role of DNA]

26a) I can summarize the process of bacterial transformation and describe the role of bacteriophages in identifying genetic material.26b) I can identify the role of DNA in heredity.27a) I can identify the chemical components of DNA.27b) I can discuss the experiments leading to the identification of DNA as the molecule that carries the genetic code and the steps leading to the development of the double-helix model of DNA.28a) I can summarize the events of DNA replication.28b) I can compare DNA


2nd NINE WEEKS

Unit 4: DNA and Genetic Engineering - Chapters 12 - 15 10/21 - 11/26 [26 Days (including 1 Day for LTM)]

28b) I can compare DNA replication in prokaryotes with that of eukaryotes.



StandardTopic,



SC.912.L.16.4 as AA (H) 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.

SC.912.L.16.5 as AA (H) Explain the basic processes of transcription and translation, and how they result in the expression of genes.

SC.912.L.16.9 as AA (M) Explain how and why the genetic code is universal and is common to almost all organisms.


Chapter 13

[Note: Ch. 13.4 (Gene Regulation and Expression) covers the part of SC.912.L.16.5 addressing gene expression in great detail]

From DNA to Proteins:

mutationoffspringorganism


29a) I can contrast RNA and DNA.29b) I can explain the process of transcription.30a) I can identify the genetic code and explain how it is read, and summarize the process of translation.30b) I can describe the "central dogma" of molecular biology.31a) I can define mutations and describe the different types of mutations.31b) I can describe the effects mutations can have on genes.32a) I can describe gene regulation in prokaryotes and explain how most eukaryotic genes are regulated.32b) I can relate gene regulation to development in multicellular organisms.



StandardTopic,



SC.912.L.16.12 na Describe how basic DNA technology (restriction digestion by endonucleases, gel electrophoresis, polymerase chain reaction, ligation, and transformation) is used to construct recombinant DNA molecules (DNA cloning).

[Honors only]


HE.912.C.1.4 as AA Analyze how heredity and family history can impact personal health.

Health

SC.912.L.16.10 AA (H) Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues.


Genetic Engineering:

biotechnology

Chapter 15 36a) I can explain the purpose of selective breeding.36b) I can explain how people increase genetic variation.37a) I can explain how scientists manipulate DNA and describe the


Human Heredity:

cloneelectrophoresisligation

Chapter 14 33a) I can identify the types of human chromosomes in a karyotype.33b) I can describe the patterns of the inheritance of human traits, and explain how pedigrees are used to study human traits.34a) I can explain how small changes in DNA cause genetic disorders.34b) I can summarize the problems caused by nondisjunction.35a) I can summarize the methods of DNA analysis.35b) I can state the goals of the Human Genome Project and explain what we have learned so far.


manipulate DNA and describe the importance of recombinant DNA.37b) I can define transgenic and describe the usefulness of some transgenic organisms to humans.38a) I can describe the benefits of genetic engineering as they relate to agriculture and industry and explain how recombinant DNA technology can improve human health.38b) I can summarize the process of DNA fingerprinting and explain its uses.39a) I can describe some of the ethical issues that relate to biotechnology.39b) I can identify some of the pros and cons of genetically modified food.

Units 3 & 4 (Chapters 10-15) Comprehension Check #2



StandardTopic,



SC.912.L.15.1 AA (H) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change.

SC.912.L.15.13 AA (M) Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential

15 - Diversity and Evolution of Living Organisms


40a) I can state Charles Darwin's contribution to science.40b) I can describe the three patterns of biodiversity noted by Darwin.41a) I can identify the conclusions drawn by Hutton and Lyle about Earth's history.41b) I can describe Lamarck's hypothesis of evolution and describe Malthus's view of population growth, and explain the role of inherited variation in artificial selection.42a) I can describe the conditions under which natural selection occurs.42b) I can explain the principle of common descent.43a) I can explain how geologic distribution of species, fossils, the fossil record homologous

Chapter 16Darwin's Theory of Evolution:

anatomyembryologyevolutionfossilnatural selection

Unit 5: Evolution and History of Life - Chapters 16, 17, 19, 26 12/02 - 01/22 [22 Days (including 1 Day for LTM and 2 Days for Diagnostics)]

survive, which result in differential reproductive success.

fossil record, homologous structures, embryology, and molecular evidence demonstrate the process of evolution.43b) I can explain the results of the Grants' investigation of adaptation in Galapagos finches.



StandardTopic,



SC.912.L.15.2 na (M) Discuss the use of molecular clocks to estimate how long ago various groups of organisms diverged evolutionarily from one another.

[Honors only]

SC.912.L.15.3 na (M) Describe how biological diversity is increased by the origin of new species and how it is decreased by the natural process of extinction.

[Honors only]

SC.912.L.15.13 AA (M) Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. [revisited]

SC.912.L.15.14 as AA (M) Discuss mechanisms of evolutionary change other than natural selection such as genetic drift

d fl


44a) I can define evolution in genetic terms.44b) I can identify the main sources of genetic variation in a population and state what determines the number of phenotypes for a trait.45a) I can explain how natural selection affects single-gene and polygenic traits and describe genetic drift.45b) I can explain how different factors affect genetic equilibrium.46a) I can identify the types of isolation that can lead to the formation of new species.46b) I can describe the current hypothesis about Galapagos finch speciation.47a) I can explain how molecular clocks are used and how new genes evolve.47b) I can describe how Hox genes may be involved in evolutionary change.

Chapter 17

[Note: Ch. 17.2 (Evolution as Genetic Change in Populations) loosely revisits benchmark SC.912.L.15.13 when addressing specific types of natural selection]

Evolution of Populations:

diversity


and gene flow.

SC.912.L.15.15 as AA (M) Describe how mutation and genetic recombination increase genetic variation.

1st SEMESTER EXAM - 12/17 thru 12/20



StandardTopic,



SC.912.L.14.5 na (H) Explain the evidence supporting the scientific theory of the origin of eukaryotic cells (endosymbiosis).

[Honors only]


SC.912.L.15.1 AA (H) Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. [revisited]

SC.912.L.15.8 AA (M) Describe the scientific

3rd NINE WEEKS Lesson 048Lesson 049Lesson 050

48a) I can describe how environmental processes and living things have shaped life on Earth and explain what information fossils can reveal about ancient life.48b) I can identify the divisions of the geologic time scale and differentiate between relative dating and radiometric dating.49a) I can identify the processes that influence survival or extinction of a species or clade, and explain the evolutionary characteristics of coevolving organisms.49b) I can name two important patterns in macroevolution and contrast gradualism and punctuated equilibrium.50a) I can identify some of the hypotheses about early Earth and the origin of life and explain the

d bi i h

Chapter 19

[Note: Ch. 19.1 (The Fossil Record) revisits the part of SC.912.L.15.1 addressing fossils in great detail and also loosely covers SC.912.L.15.8]

The History of Life:

endosymbiosis


SC.912.L.15.8 AA (M) Describe the scientific explanations of the origin of life on Earth. endosymbiotic theory.

50b) I can explain the significance of sexual reproduction in evolution.



StandardTopic,



SC.912.L.15.10 as AA (M) 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.

SC.912.L.15.7 na (M) Discuss distinguishing characteristics of vertebrate and representative invertebrate phyla, and chordate classes using typical examples.

[supporting benchmark (Honors only) - not in course description]


Unit 6: Classification - Chapter 17 01/23 - 01/30 [6 Days including 1 Day for LTM]


51a) I can explain what fossil evidence indicates about the timing of the evolution of the first animals.51b) I can interpret the cladogram of invertebrates.52a) I can describe the most ancient chordates.52b) I can interpret the cladogram of chordates.53a) I can identify the characteristics that all primates share and the major evolutionary groups of primates.53b) I can describe current scientific thinking about the genus Homo and the adaptations that enabled later hominine species to walk upright.

Chapter 26

[Note: Chs. 26.1 & 26.2 (Invertebrate Evolution and Diversity & Chordate Evolution and Diversity) cover SC.912.L.15.7 which is not in the course description but should be addressed in order to place primate evolution into context to better comprehend SC.912.L.15.10.]

Animal Evolution and Diversity:

hominid

SC.912.L.15.4 as AA (H) Describe how and why organisms are hierarchically classified and based on evolutionary relationships.

SC.912.L.15.5 as AA (H) Explain the reasons for changes in how organisms are classified.

SC.912.L.15.6 AA (M) Discuss distinguishing characteristics of the domains and kingdoms of living organisms.



The Tree of Life: Chapter 18 54a) I can describe the goals of binomial nomenclature and systematics.54b) I can identify the taxa in the classification system devised by Linnaeus.55a) I can explain the difference between evolutionary classification and Linnaean classification and explain the use of DNA sequences in classification.55b) I can describe how to make and interpret a cladogram.56a) I can name the six kingdoms of life as they are currently identified.56b) I can explain what the tree of life represents.



StandardTopic,



SC.912.E.7.1 as AA (H) Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.

7 - Earth Systems and Patterns

SC.912.L.17.9 AA (M) 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.

SC.912.L.17.7 na (M) Characterize the biotic and abiotic components that define freshwater systems, marine systems and terrestrial systems.

The Biosphere:

consumerdecomposermatterproducer

Unit 7: Ecology - Chapters 3 - 6 01/31 - 03/03 [20 Days (including 1 Day for FCAT 2.0 Writing)]

Chapter 3

[Note: Ch. 3.1 (What is Ecology?) covers SC.912.L.17.7 which is not in the course description but needed to be understood in order to comprehend other benchmarks.]

57a) I can describe the study of ecology and the methods used to study ecology.57b) I can explain how biotic and abiotic factors influence an ecosystem.58a) I can define primary producers.58b) I can describe how consumers obtain energy and nutrients.59a) I can trace the flow of energy through living systems.59b) I can identify the three types of ecological pyramids.60a) I can describe how matter cycles among the living and nonliving parts of an ecosystem and how water cycles through the biosphere.60b) I can explain why nutrients are important in living systems


17 - Interdependence

[supporting benchmark - not in course description]

are important in living systems and how the availability of nutrients affects the productivity of ecosystems.



StandardTopic,



SC.912.L.17.2 as AA (H) 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 as AA (M) Describe changes in ecosystems resulting from seasonal variations, climate change and succession.

SC.912.L.17.3 na (M) Differentiate and describe the various interactions among Earth systems, including: atmosphere, hydrosphere, cryosphere, geosphere, and biosphere.

[supporting benchmark - not in course description]SC.912.L.17.6 na (M) Compare and contrast the relationships among organisms, including predation, parasitism, competition, commensalism, and mutualism.

17 - Interdependence Ecosystems and Communities:

aquaticlight

Chapter 4

[Note: Ch. 4.1 (Climate) partially covers SC.912.L.17.3 which is not in the course description but needed to be understood in order to better comprehend SC.912.L.17.4.]

[Note: Ch. 4.2 (Niches and Community Interactions) covers SC.912.L.17.6 which is not in the course description but needed to be

61a) I can differentiate between weather and climate.61b) I can identify the factors that influence climate.62a) I can define niche.62b) I can describe the roles competition and predation play in shaping communities and identify the three types of symbiotic relationships in nature.63a) I can describe how ecosystems recover from a disturbance.63b) I can compare succession after a natural disturbance with succession after a human-caused disturbance.64) I can explain how organisms are adapted to the conditions of their biomes.65a) I can explain the ecological importance of aquatic ecosystems and describe the criteria ecologists use to classify them.65b) I can list major categories of freshwater ecosystems and major

Lesson 061Lesson 062Lesson 063Lesson 064Lesson 065


SC.912.L.17.5 AA (H) Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity.

17 - Interdependence Populations:

abioticbiotic

Chapter 5 66a) I can list the characteristics used to describe a population and identify factors that affect population growth.66b) I can describe exponential and logistic growth.67a) I can identify factors that determine carrying capacity.67b) I can identify the limiting factors that depend on population density and the limiting factors that do not depend on population density.68a) I can discuss the trend of human population growth.68b) I can explain why population growth rates differ in countries throughout the world.


understood in order to comprehend other benchmarks.]

freshwater ecosystems and major ocean zones.



StandardTopic,



SC.912.L.17.8 as AA (H) 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.L.17.11 as AA (H) Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests.

SC.912.L.17.13 as AA (H) Discuss the need for adequate monitoring of environmental parameters when making policy decisions.

[Regular Only]

SC.912.L.17.16 na (H) Discuss the large-scale environmental impacts resulting from human activity, including waste spills, oil spills, runoff, greenhouse gases, ozone depletion, and surface and groundwater pollution.

17 - Interdependence Chapter 6Humans in the Biosphere:

gasnonrenewable resourcepollution


69a) I can describe human activities that can affect the biosphere.69b) I can describe the relationship between resource use and sustainable development.70a) I can describe how human activities affect soil and land.70b) I can describe how human activities affect water and air resources.71a) I can define biodiversity and explain its value.71b) I can identify current threats to biodiversity and describe how biodiversity can be preserved.72a) I can explain the concept of ecological footprint.72b) I can identify the role of ecology in a sustainable future.

[Honors only]

SC.912.L.17.20 AA (H) Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability.

Units 5 - 7 (Chapters 3-6, 16-19, 26) Comprehension Check #3



StandardTopic,



SC.912.L.14.26 AA (L) Identify the major parts of the brain on diagrams or models.

SC.912.L.14.27 na (L) Identify the functions of the major parts of the brain, including the meninges, medulla, pons, midbrain, hypothalamus, thalamus, cerebellum and cerebrum.

[Honors only]

SC.912.L.14.21 na (M) Describe the anatomy, histology, and physiology of the



73a) I can identify the functions of the nervous system.73b) I can describe the functions of neurons and how a nerve impulse is transmitted.74a) I can discuss the functions of the brain and spinal cord.74b) I can describe the effects of drugs on the brain.75a) I can describe the functions of the sensory division of the peripheral nervous system.75b) I can describe the functions of the motor division of the peripheral nervous system.

Chapter 31- sections 1-3 only

[Note: Chs. 31.1 & 31.3 (The Neuron & The Peripheral Nervous System) covers part of SC.912.L.14.21 which is not in the course description but helps to place SC.912.L.14.26 into context.]

[Note: Ch. 31.2 (The Central Nervous System) covers

Nervous System:

cerebellumcerebrumhypothalamusmedulameninxmidbrainmedullamodelponsthalamus

Unit 8: Human Body Systems - Chapters 31.1-3, 33 - 35 03/04 - 04/08 [20 Days (including 1 Day for LTM)]

central and peripheral nervous systems and name the major divisions of the nervous system.


SC.912.L.14.28 na (L) Identify the major functions of the spinal cord.


System) covers SC.912.L.14.26 and SC.912.L.14.27 entirely within diagrams on pp. 902 & 903 only. The rest of the section covers benchmarks which are not in the course description but help to place SC.912.L.14.26 into context.]



StandardTopic,



SC.912.L.14.36 AA (M) Describe the factors affecting blood flow through the cardiovascular system.

SC.912.L.14.44 na (M) Describe the physiology of the respiratory system including the mechanisms of ventilation, gas exchange, gas transport and the mechanisms that control the rate of ventilation.



Respiratory & Circulatory Systems:

cardiovascular system

Chapter 33

[Note: Ch. 33.3 (The Respiratory System) covers SC.912.L.14.44 which is not assessed but needed to be understood in order to better comprehend SC.912.L.14.36 in the course description, which it also loosely covers.]

76a) I can identify the functions of the human circulatory system.76b) I can describe the structure of the heart, explain how it pumps blood through the body, and name three types of blood vessels.77a) I can explain the functions of blood plasma, red blood cells, and platelets, and describe the role of the lymphatic system.77b) I can list three common circulatory diseases and describe the connection between cholesterol and circulatory disease.78a) I can identify the structures of the respiratory system and describe their functions, including gas exchange and how breathing is controlled.78b) I can describe the effects of smoking on the respiratory system.




StandardTopic,



SC.912.L.14.6 as AA (H) 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.14.52 AA (M) Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics.

HE.912.C.1.3 as AA Evaluate how environment and personal health are related.

HE.912.C.1.8 as AA Analyze strategies for prevention, detection, and treatment of communicable and chronic diseases.


4th NINE WEEKS 79a) I can identify the causes of infectious disease.79b) I can explain how infectious diseases are spread.80a) I can describe the body's nonspecific defenses against invading pathogens.80b) I can list the body's specific defenses against pathogens and describe the function of the immune system's specific defenses.81a) I can distinguish between active immunity and passive immunity.81b) I can describe how public health measures and medications fight disease and why patterns of infectious disease have changed.82a) I can explain what happens when the immune system overreacts to harmless pathogens.82b) I can describe how HIV is

i d d h i ff h


Health

Immune System and Disease:

immune systemvaccine

[Note: SC.912.L.14.6 was introduced (genetic factors) in chapter 14]

Chapter 35

transmitted and how it affects the immune system.



StandardTopic,



SC.912.L.16.13 AA (M) Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy.


SC.912.L.14.31 na (M) Describe the physiology of hormones including the different types and the mechanisms of their action.

[supporting benchmark (Honors only) - not in course description]


Endocrine and Reproductive Systems:

fertilizationphysiologyreproductive system

Chapter 34

[Note: Chs. 34.1 & 34.2 (The Endocrine System & Glands of the Endocrine System) covers SC.912.L.14.31 which is not in the course description but needed to be adressed in order to better comprehend SC.912.L.16.13.]

OR

Human Growth & Development Curriculum for 9th Graders

83a) I can describe the structure and function of the endocrine system.83b) I can explain how hormones work.84a) I can identify the functions of the major endocrine glands.84b) I can explain how endocrine glands are controlled.85a) I can name and discuss the structures of the male and female reproductive systems and describe the effects the sex hormones have on development.85b) I can describe some of the most common sexually transmitted diseases.86a) I can describe fertilization and the early stages of development.86b) I can identify the major events of later stages of development.




StandardTopic,



Plant Structure and Function:

organtissue

Chapter 23 87a) I can identify the principal organs and explain the primary functions of the main tissue systems of seed plants.87b) I can contrast meristems with other plant tissues.88a) I can describe the main tissues in a mature root.88b) I can describe the different functions of roots.89a) I can describe the main functions of stems.89b) I can contrast the processes of primary growth and secondary growth in stems.90a) I can describe how the structure of a leaf enables it to carry out photosynthesis.90b) I can explain how gas exchange in leaves relates to homeostasis.91a) I can explain the process of

Lesson 087Lesson 088Lesson 089Lesson 090Lesson 091

SC.912.L.14.7 AA (M) Relate the structure of each of the major plant organs and tissues to physiological processes.


Unit 9: Plant Structure and Physiology - Chapters 23 & 24 04/09 - 04/25 [12 Days (including 1 Day for LTM & 2 Days for FCAT 2.0 Reading)]

91a) I can explain the process of water movement in a plant.91b) I can describe how the products of photosynthesis are transported throughout a plant.



StandardTopic,



Plant Reproduction and Response:

Chapter 24 92a) I can identify the functions of various structures of a flower and define vegetative reproduction.92b) I can explain how fertilization differs between angiosperms and other plants.93a) I can describe the development of seeds and fruits and explain how seeds are dispersed.93b) I can list the factors that influence the dormancy and germination of seeds.94a) I can describe the effects of hormones on plant growth and development and how plants respond to seasonal change.94b) I can identify three tropisms exhibited in plants.95a) I can identify the major food-supply crops for humans.95b) I can describe how humans benefit from plants.


Units 8 & 9 (Chapters 23, 24, 31-35) Comprehension Check #4

Biology 1 EOC* - 05/05 - 05/09

Biology 1 NGSSS Benchmark Review - 04/28 - 05/02



StandardTopic,



Introduction to Plants: Chapter 22 96a) I can describe what plants need to survive.96b) I can describe how the first plants evolved and explain the process of alternation of generations.97a) I can identify the characteristics of green algae.97b) I can describe the adaptations of bryophytes and explain the importance of vascular tissue.98a) I can describe the reproductive adaptations of seed plants.98b) I can identify the reproductive structures of gymnosperms.99a) I can identify the reproductive structures of angiosperms.99b) I can identify some of the


SC.912.L.15.6 AA (M) Discuss distinguishing characteristics of the domains and kingdoms of living organisms. [revisited]


Unit 10: Diversity of Life - Chapters 20 - 22, 25 05/12 - 05/30 [14 Days]



Introduction to Animals: Chapter 25 100a) I can list the characteristics that all animals share and discuss the essential functions that animals perform in order to survive.100b) I can differentiate between invertebrates and chordates.101a) I can discuss some trends in animal evolution.101b) I can explain the differences among the animal phyla.

Lesson 100Lesson 101

99b) I can identify some of the ways angiosperms can be categorized.



StandardTopic,



SC.912.L.14.6 as AA (H) Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. [revisited]




SC.912.L.14.6 as AA (H) Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health. [revisited]



102a) I can explain how viruses reproduce.102b) I can explain how viruses cause infection.103a) I can explain how prokaryotes vary in structure and function, and explain how the two groups of prokaryotes differ.103b) I can explain the role of bacteria in the living world.104a) I can explain how bacteria and viruses cause disease.104b) I can define emerging disease and explain why emerging diseases are a threat to human health.

Chapter 20Viruses and Prokaryotes:


105a) I can explain what a protist is.105b) I can describe how protists are related to other eukaryotes.106a) I can describe the various methods of protist locomotion.106b) I can describe how protists reproduce.107a) I can describe the

Chapter 21Protists and Fungi:



2nd SEMESTER EXAM - 06/02 thru 06/05

107a) I can describe the ecological significance of photosynthetic protists and how heterotrophic protists obtain food.107b) I can identify the symbiotic relationships that involve protists.108a) I can identify the defining characteristics of fungi.108b) I can describe how fungi affect homeostasis.

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