duval county public schools biology 1 (standard and...

Duval County Public Schools

Biology 1 (Standard and Honors) (2000310 and 2000320)

2008-09

Curriculum and Learning Schedule

The Three Stages of Understanding by Design Page 2 Curriculum Definitions 3 The 5 E’s Model 4 Pacing Guide and Course Outline 5 Middle School Science Overview 6 Unit 1 Molecular Biology (Part 1) 8 Unit 2 Molecular Biology (Part 2) 14 Unit 3 Cellular Biology (Part 1) 18 Unit 4 Cellular Biology (Part 2) 24 Unit 5 Cellular Biology (Part 3) 30 Unit 6 Environmental Biology (Part 1) 38 Unit 7 Environmental Biology (Part 2) 44

Adopted Textbook for Standard and Honors: Prentice Hall Biology (2006), Miller and Levine

Important information:

District science website: www.duvalschools.org/ Science Office, Room 334, Administration Building, 1701 Prudential Drive, (904) 390-2129 Science Resource Center, 2924 Knights Lane East, (904) 732-5120 Riverdeep Learning Village: www.duvalschools.org and click on Curriculum/Riverdeep

DUVAL COUNTY PUBLIC SCHOOLS 2008-09

BIOLOGY I 2

The Three Stages of Understanding by Design

This curriculum is based on the framework of Understanding by Design©, which is an instructional design developed by Grant Wiggins and Jay McTighe and which has been adopted by the four academic subject areas. It includes three stages for teaching and learning.

Stage 1 Identify desired results

Enduring Understandings

Essential Questions

Benchmarks from the Sunshine State Standards

Tested on the Science FCAT in 2009, 2010, and 2011

The student will know (that):

Crosswalks to New Benchmarks

Adopted in Feb. 2008 To Be Tested on the Science FCAT

2012

District Standards The student will be able to:

Stage 2 Determine acceptable evidence of understanding

Informal checks for understanding (formative assessments) Formal (summative) assessments Performance Task

• Questions during lab activities (perception checks)

• Observations (on-task behavior, comprehension, correct use of vocabulary)

• Examination of student work (class work, homework, performance task)

• Short quizzes (possibly student-graded) • Informal discussions

• Quizzes and tests, including FCAT-like items • Scenario-based questions (short and extended

response items) • District formatives (by semester and week of

unit) to assess progress on mastery of benchmarks and related biology content

• District end of course exam

• Introduced at beginning of unit. • Ongoing assessments/check points are given to

ensure that all students’ work to acquire the information needed to complete the task

• Student completion of the task.

Stage 3 Plan engaging and effective instruction First Nine Weeks

EQs (Essential Questions)

SSS Benchmarks

Standard Investigations and Resources Note: investigations and text support pages are

grouped together

Honors Investigations and Resources Note: Resources are provided to supplement the lesson – all need not be used for the unit.

• Teachers develop unit plans based on curriculum units • Teachers develop lesson plans based on groups of topics within each unit and following the 5 E’s model. A lesson plan extends over several

days. Stage 1 is provided by the school district. Stage 2 includes assessments produced and implemented by teachers as well as district-level assessments. Stage 3 is to be planned by individual teachers or groups of teachers working collaboratively using identified resources. Some lesson plans will be posted on the Riverdeep Learning Village site.


BIOLOGY I 3

Curriculum Definitions Learning schedule Shows the order in which units and lessons should be taught and estimates the number of weeks to be spent teaching each unit and

lesson. Teachers should use this as a guide for planning instruction. The recommended number of weeks per unit was also derived from the work of many teachers.

Lesson Provides a coherent set of knowledge and skills that students should master organized around a topic. Lessons should be planned using the 5 E’s instructional model (see next page).

5 E’s model for lesson planning

Is the science version of the workshop model. It includes five steps that teachers should use to plan lessons. Using the model ensures that students are actively engaged in learning science. See the complete 5 E’s model on the next page for details.

Enduring understandings

Are the big ideas for each specific unit. Teachers are to use the enduring understandings to guide their own thinking and planning for instruction.

Essential questions Are designed to engage students in uncovering the big ideas. Posting the essential questions for a unit will guide student work.

Benchmarks from the Sunshine State Standards for Science

• The Florida Comprehensive Achievement Test (FCAT) for Science is given annually in March to Grades 5, 8, and 11 to measure students’ achievement of the science benchmarks.

• Bold type and the words annually assessed are used to mark benchmarks that are tested each year on the Science FCAT. Other benchmarks will be tested randomly from year to year.

• The FCAT Science Test Item and Performance Task Specifications booklet (commonly called the Item Specifications) describes and clarifies how benchmarks are assessed on the Science FCAT. Copies have been distributed to science department chairpersons, science teacher leaders, and secondary principals. It is also available on the Florida Department of Education website, www.fcat.fldoe.org/fcatis01.asp.

Crosswalk to New Standards

Provides the new Sunshine State Standards for Science that were adopted February 2008. This information will assist you as we transition from the current to the new standards. The 2012 Science FCAT will be completely based on the new standards. Benchmarks in black indicated a state-identified crosswalk; benchmarks in red are anticipated crosswalks for the course.

District standards Clarify what students should do to demonstrate understanding of the Sunshine State Standards and Benchmarks.

Knowledge Refers to concepts that students should understand after instruction.

Skills Are scientific processes that students should be able to perform successfully and are typically found in lab investigations.

District Formatives Are periodic district created assessments designed to evaluate student understanding of a group of benchmarks focused on during an instructional unit. Provides teacher with checkpoints for the course’s content and skill.

Unit challenges or performance tasks

Are required performances that all students should do. Teachers at each school should collaborate to select or develop appropriate rubrics for each task and to discuss student results. Early dismissal afternoons are an ideal time for this teacher collaboration.

Honors Course Credit The Florida Department of Education expects that districts will establish guidelines for awarding honors credit in a science course. DCPS requires an experimental science project to satisfy this requirement.


BIOLOGY I 4

The 5 E’s Science Instructional Delivery Model

In the district science curriculum Understanding by Design is the outline for the plan for instructional units. Stage 3, Instruction, in UbD is the overall plan for delivering the unit. The 5 E’s model is used for planning sub-units, which are several days to several weeks of instruction within the unit. Students engage by Teachers help students engage by • demonstrating background knowledge on a topic or • viewing and questioning a discrepant or novel (surprising) event or • pondering an essential, open-ended question or problem-based scenario or • participating in a discovery activity

• checking students’ background knowledge with o the K and W of K-W-L, o a preconception quiz, o an anticipation guide, o a Think-Pair-Share, or o other best practices strategy

• demonstrating a discrepant event or • providing an open-ended question, problem-based scenario, or discovery activity

Students explore by Teachers help students explore by • experiencing an inquiry activity or investigation introducing one or more

concepts and • sharing ideas and • building common knowledge base, and • identifying further questions and • analyzing and interpreting data from inquiry activity

• planning and preparing a directed or guided inquiry activity and • organizing how students will get, use, and return materials safely and • clarifying procedures and • monitoring student interactions, and • monitoring data interpretation and asking questions and • identifying students’ misconceptions

Dire

cted

or

Gui

ded

Inqu

iry

Students explain by Teachers help students explain by • sharing interpretations of data with other students and the teacher and • building mental and/or concrete models and • writing about concepts and • creating vocabulary maps and graphic organizers.

• directing whole group discussion of data interpretations and • clarifying concepts and • providing pertinent information through direct instruction and • determining levels of understanding and • addressing students’ misconceptions

Students extend by Teachers help students extend by • making connections to related concepts and • applying what they have learned to new problems or situations and • clarifying concepts and explanations with teachers and other sources of

scientific knowledge by reading, researching, and discussing

• asking questions that encourage transfer and application of concepts and • guiding connections to related concepts and • posing new problems or situations and • providing textbooks, trade books, periodicals, reference materials, and technology

resources and • making science materials and tools available and • guiding further explorations in or outside of the science class

Students evaluate understanding by Teachers help students evaluate by • reviewing what they have learned and • completing short-answer and extended response items and scoring them

with a rubric and • organizing information needed for the unit performance task and • discussing written items and performance tasks with others and the teacher

and • taking quizzes and tests

• providing written practice with concepts, including short answer and extended response items with rubrics and

• allowing students to discuss rubrics and self-score selected items and • providing opportunity to organize information related to the unit performance task and its

rubric and • observing and questioning and • giving quizzes and tests


BIOLOGY I 5

Biology I Course Outline and Learning Schedule

The suggested number of days in the pacing guide may be affected at times by activities at your school.

SEMESTER 1

UNIT TOPICS PERFORMANCE TASK

(format)

A-B BLOCK SCHEDULE WEEKS

(in each semester)

1 Molecular Biology Part 1 How Scientists Work Properties of Water Organic Molecules

Brochure or PowerPoint presentation 10 class periods

Weeks

1-4

2 Molecular Biology Part 2 Biogeochemical Cycles The Laws of Thermodynamics

Narrative 7 class periods

Weeks

5-7

3 Cellular Biology Part 1 Plant Anatomy Photosynthesis Cellular Respiration

To be Announced

13 class periods Weeks

8-12

4 Cellular Biology Part 2 The Cell Membrane Cell Communication

To be Announced 15 class periods

Weeks

13-18

SEMESTER 2

UNIT TOPICS PERFORMANCE TASK

(format)

A-B BLOCK SCHEDULE WEEKS

(in each semester)

5 Cellular Biology Part 3 Cell Growth and Division Mendelian Genetics Human Inheritance DNA, RNA, and Protein Synthesis Genetic Technology

Power Point or poster presentation

17 class periods

Weeks

1-7

6 Environmental Biology Part 1 The Scientific Theory of Evolution Population Evolution The History of Life Classification

Brochure

17 class periods

Weeks

8-14

7 Environmental Biology Part 2 Population Biology Human Impact on The Environment

To Be Announced 10 class periods

Weeks

15-18


BIOLOGY I 6

WHAT YOUR STUDENTS LEARNED IN MIDDLE SCHOOL SCIENCE PACING Comprehensive Science 1, Grade 6 Comprehensive Science 2, Grade 7 Comprehensive Science 3, Grade 8

Unit 1: Changes in Matter • Variables in experiments • Properties of matter • Physical and chemical changes in matter • Atoms in solids, liquids, and gases • Structure of the atom

First 9 weeks

Unit 1: Energy Flow through Weather • Scientific models • Movement of atoms in solids, liquids, and gases • Heat and temperature • Heat and light as forms of energy • Conduction, convection, and radiation • Cause of seasons • Conditions in the troposphere • Humidity, dew point, and cloud formation • Air pressure, winds and wind belts, the Coriolis effect, & jet stream. • Warm air and cold air masses, weather patterns, and storms • Latitude and longitude • What meteorology studies

Unit 1: Amusement Parks • Speed and acceleration • Contact and non-contact forces • Newton’s laws of motion; inertia • Simple machines and work • Mechanical efficiency

Second

9

weeks

Unit 2: Dynamic Earth • Interior layers of Earth (crust, mantle, inner/outer core) • Major surface features and events on Earth due to plate tectonics

(seafloor spreading, mountain building, earthquakes, and volcanoes). Earthquakes and volcanoes Types of rocks and the rock cycle Weathering as it applies to the rock cycle Time required for earth processes

• Fossils in sedimentary rocks • Work of geologists, seismologists, and volcanologists

Unit 2: Building Blocks of Nature • Cell theory • Prokaryotes and eukaryotes • Plant and animal cells • Osmosis • Unicellular and multicellular organisms • Structure vs. function • Levels of cellular organization • Cell cycle • Asexual and sexual reproduction • Characteristics and needs of living things • Viruses • Classification of living things • Bacteria, fungi, and protists • Plants

Unit 2: The Final Frontier • Electromagnetic radiation • Waves, light, and sound • Cause of Earth’s seasons • Solar system • Causes of moon phases • Mass, weight, and gravity • Causes of Earth’s tides • Stars and galaxies

Unit 3 Earth’s Systems • Cycling of matter and energy • Effect of people on ecosystems

Third 9 weeks

Unit 3: Power Plants • Parts of the atom (nucleus and electrons only) • Magnetic domains and magnetic fields • Forms of energy • Energy transformations • Static electricity • Current electricity • Series and parallel circuits • Electromagnetism • Safety with electricity • Renewable and non-renewable energy sources

Unit 3: Global Connections • Abiotic and biotic parts of an environment • Population, community, and ecosystem • Energy flow in ecosystems (food webs and energy

pyramids) • Adaptations of organisms • Interactions among organisms; cycles of matter • How plants and animals change the landscape • Human changes in ecosystems

Unit 4: Your Genes and You • Patterns of heredity • Asexual and sexual reproduction • Meiosis • Science ethics involving humans and animals • Adaptations in organisms over time; fossils • Ethical treatment of animals and humans in scientific research.

Fourth 9

weeks

Unit 4: Alive and Well • Cellular organization • Human body systems (structure and function) • Animal kingdom characteristics • Invertebrate and vertebrate animals

Unit 4: Water Movement on Earth • Physical and chemical weathering • Fresh water: underground and surface water • Importance of Water • Water pollution • Erosion by liquid and solid water, wind, & gravity • Salt water: currents, waves, beach erosion, and deposition • Effect of oceans on climate • Saltwater and fresh water wetlands • Human effects on coastlines

Unit 5: It’s Elementary (bridge to grade 9) • Characteristic properties of matter, including

density and boiling point • Atomic structure; atoms and ions • The significance of the atomic number of

elements • Elements and compounds; intro. to periodic table • Pure substances and mixtures • Acids and bases


BIOLOGY I 7

This page intentionally left blank.


BIOLOGY I 8

Unit 1: Molecular Biology Part 1 Chapter 1.3: Studying Life / Chapter 2: The Chemistry of Life / Chapter 38.1: Food & Nutrition

Stage 1 Identify Desired Results


Essential Questions





To Be Tested on the Science FCAT 2012

District Standards

The student will be able to:

Science uses empirical data, logical arguments, and skepticism to find the best possible explanations about the natural world. Living things are made of elements and compounds that are organized into cells, organisms, populations, communities, and ecosystems. The biosphere is made up of all living things on Earth Life processes depend on the properties of water. Molecules based on carbon are critical to life.

What does a scientist do? What makes something alive? How are living things organized? Are all carbohydrates, proteins, and fats created equal? Why is an organic molecule important? Could we do without water? How do we get essential elements into our bodies to make organic molecules?

SC.H. 2.4.2 Scientists control conditions in order to obtain evidence, but when that is not possible for practical or ethical reasons, they try to observe a wide range of natural occurrences to discern patterns. SC.A.2.4.2 There are differences between an element, a molecule, and a compound. SC.G.1.4.3 The chemical elements that make up the molecules of living things are combined and recombined in different ways. SC.F.1.4.1 The body processes involve specific biochemical reactions governed by biochemical principles. SC.E. 1.4.3 The various reasons that Earth is the only planet in our Solar System that appears to be capable of supporting life as we know it. (assessed as SC.E. 1.4.1)

SC.912.N.1.1 Define a problem based on a specific body of knowledge. SC.912.N.1.6 Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. SC.912.P.8.7 Interpret formula representations of molecules and compounds in terms of composition and structure. SC.912.L.18.12 Discuss the properties of water that contribute to Earth’s suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent. SC.912.L.18.1 Describe the basic molecular structures and primary functions of the four categories of biological macromolecules. SC.912.L.18.3 Describe the structures of fatty acids, triglycerides, phospholipids, and steroids. Explain the functions of lipids in living organisms. Identify some reactions that fatty acids undergo. Relate the structure and function of cell membranes.

1. Explain and use the processes of the scientific method: forming a question that can be investigated; posing a hypothesis, designing an investigation to gather data that will answer the question; collecting, recording, and analyzing data; and developing a conclusion.

2. Introduce biological hierarchy of life

from atoms to biosphere. 3. Distinguish between elements and

compounds 4. Identify the most important

elements and compounds in living things.

5. Explore the unique properties of

water, due to hydrogen bonding, and explain how these properties affect living systems

6. Understand that monomers are

used to form polymers. 7. Compare and contrast the

processes of dehydration synthesis and hydrolysis in the formation and breaking of covalent bonds between monomers and polymers.


BIOLOGY I 9


Essential Questions




Crosswalks to New Benchmarks Adopted Feb. 2008


District Standards


How does the body influence the rates of chemical reactions?

SC.F.1.4.5 Complex interactions among the different kinds of molecules in the cell cause distinct cycles of activity governed by proteins. (assessed annually as SC.F.1.4.1) SC.A.1.4.4 The rates of reaction among atoms and molecules depend on the concentration, pressure, and temperature of the reactants and the presence or absence of catalysts.

SC.912.L.18.4 Describe the structures of proteins and amino acids. Explain the functions of lipids in living organisms. Identify some reactions that fatty acids undergo. Relate the structure and function of cell membranes. SC.912.L.18.11 Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors such as pH and temperature, and their effect on enzyme activity. SC.912.P.12.12 Explain how various factors, such as concentration, temperature, and presence of a catalyst affect the rate of a chemical reaction

8. Compare and contrast carbohydrates, lipids, proteins, and nucleic acids, including their elements and functions.

9. Discuss the roles of organic

molecules in digestion and metabolism.

10. Evaluate the role of enzymes in

body processes and appreciate the relationship between enzyme structure and function.

11. Distinguish between acids and

bases. 12. Identify factors (e.g., surface area,

pH, catalysts, and temperature) that affect the rate of reaction among atoms and molecules.


BIOLOGY I 10

Knowledge

Concepts students should know: Skills

Students should be able to: • Process used by scientists to investigate the natural world. • Ethics and sources of bias in science • Levels of organization of life including sub atomic particles,

atom, element, molecule, compound, organelle, cell, tissue, organ, etc.

• The properties of water • The difference between a monomer and polymer • The 4 classes of organic compounds • Biochemical molecule, catalyst, enzyme, active site,

substrate, activation energy

• Plan and conduct a scientific investigation. • Observe the properties of water. • Identify the elements that compose carbohydrates, lipids, proteins,

and nucleic acids. • Determine the presence of carbohydrates, lipids, and proteins in

various foods. • Interpret charts and data. • Demonstrate how temperature affects an enzyme-catalyzed

biochemical reaction.

FCAT Vocabulary Words (includes 5, 8, and 11 grade words appropriate to this unit) acid, activation energy, amino acid, atom, base, calorie, catalyst, compound, covalent bond, element, experiment, organ, pH, protein, rate of reaction, solubility, tissue, variable

Additional Text Dependent Vocabulary active site, adhesion, carbohydrate, cohesion, enzyme, hydrogen bond, lipid, monomer, nucleic acid, nucleotide, polymer, substrate


BIOLOGY I 11








response items) • District formatives (Semester 1, Week 4) to

assess progress on mastery of benchmarks and related biology content





Performance Task for Unit 1

Teachers are asked to provide feedback on the tasks to the Science Office during this school year.

Goal To create a menu that will address the nutritional needs of a client with special dietary needs. Clients will include people with specific nutritional needs (e.g., an athlete, a person with high blood pressure, a growing child).

Role Nutritionist

Audience Client / Patient

Situation Prepare a detailed analysis of benefits of specific foods for people with medical conditions.

Product A brochure or PowerPoint presentation created to clearly explain the elements or compounds found in living things. Also, explain how carbohydrates, lipids, proteins, nucleic acids, and water function in living things.

Standards for Grading

SC.G.1.4.3 SC.F.1.4.1 SC.F.1.4.4

The brochure or PowerPoint presentation must: • Include a full day’s worth of nutritionally balanced meals (breakfast, lunch, dinner, snacks) specific to the client’s needs. • Must address liquid intake and include why drinking water is important to this client. • Justify why the content of each meal fit the client’s needs. • Identify enzymes specific for digestion of meals. • Identify what meal products are used for in the body. • Identify the major elements and organic molecules contained in each of the meals.

HONORS EXTENSION: Identify the major vitamins and minerals contained in each of the meals and the function of these in the human body.

Time frame: Note: Days allotted for the performance task are meant to be divided throughout the unit of study to provide teachers with periodic assessment of 2 Days student progress along with a culminating assessment grade.


BIOLOGY I 12

Stage 3 Plan engaging and effective instruction

First Nine

Weeks

Essential Questions

District Standard Investigations & Resources Honors Resources

Week 1 What does a scientist do? What makes something alive?

1 2

Investigations: “Go Online: Active Art” (p. 9) and “Writing in Science” critique a hypothesis (p.15) Chapter 1, pp. 1-15 Activity: “What are the Characteristics of Life?” (pg. 19) Chapter 1, pp. 16-22

Week 2

Could we do without water? Are all carbohydrates, proteins, and fats created equal?

3 4 5

6 7

Lab: Properties of Water (In Resource Folder) Chapter 2, pp. 40-43 Lab: Dehydration Synthesis Slime (In Resource Folder) Chapter 2, pp. 44-48 Chapter 38, pp. 970-977

Week 3

Why is an organic molecule important? How can the body make chemical reactions go faster?

4 8 9 11

10 12

Food Inquiry Introduction Analyzing Data: “Evaluating Food Labels”, pg. 977 Lab: “Are Foods Acidic or Basic?”, pg. 42 Lab: Factors Affecting Enzymes “How Does pH Affect An Enzyme?”, pg. 51 “Investigating the Effect of Temperature of Enzyme Activity”, pg. 54-55 Chapter 2, pgs. 49-53 Digestive Enzyme Chart (see Performance Task), pg. 981

Week 4 How do we get essential elements into our bodies to make organic molecules?

3-12 Summative “Go Online-Active Art: Food Guide Pyramid”, pg. 976

Begin discussion of science project required for students doing advanced work beginning 2006-07. Projects should be well under way by the end of the nine weeks. Look for science workshops on inquiry and science projects on the Schultz website.

Issues in Biology, pg. 23 Investigating the Effects of Enzymes on Food Molecules, pg. 990-991


BIOLOGY I 13



BIOLOGY I 14

Unit 2: Molecular Biology Part 2

Chapter 3: The Biosphere Stage 1 Identify Desired Results

Enduring

Understandings

Essential Questions




Crosswalks to New Benchmarks Adopted Feb. 2008


District Standards


Life depends on the relationships between the living and non-living portions of the environment. Matter is recycled throughout the environment in nutrient cycles. In an ecosystem, energy moves in one direction.

How are the living and non-living parts of the environment interdependent? How do we get essential elements such as carbon, nitrogen, phosphorus, hydrogen, and oxygen into our bodies to make organic molecules? What does the water cycle do for us? How do living things get and use energy?

SC.G.1.4.3 The chemical elements that make up the molecules of living things are combined and recombined in different ways. SC.F.1.4.4 Biological systems obey the same laws of conservation as physical systems. SC.G.1.4.1 There is great diversity and inter-dependence of living things. SC.G.1.4.2 How the flow of energy through an ecosystem made up of producers, consumers, and decomposers carries out the processes of life and that some energy dissipates as heat and is not recycled. ( assessed as SC.G.1.4.1) SC.B.1.4.2 There is conservation of mass and energy when matter is transformed. ( assessed as SC.B.1.4.1) SC.H. 2.4.1 Scientists assume that the universe is a vast system in which basic rules exist that may range from very simple to extremely complex, but that scientist operate on the belief that the rules can be discovered by careful, systemic study.

SC.912.L.17.10 Diagram and explain the biogeochemical cycles of an ecosystem, including water, carbon, and nitrogen cycles. SC.912.N.1.2 Describe and explain what characterizes science and its methods. SC.912.L.17.7 characterize the biotic and abiotic components that define freshwater systems, marine systems, and terrestrial systems SC.912.N.1.1 Define a problem based on a specific body of knowledge. SC.912.N.1.3 Recognize that 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.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. E.7.1 Analyze the movement of matter and energy through the different biogeochemical cycles, including carbon and water.

13. Explain what a biogeochemical cycle is and give examples.

14. Compare and contrast how

matter is recycled between living and nonliving parts of the biosphere via the water, carbon, and nitrogen cycles.

15. Trace energy through biotic and

abiotic parts of the biosphere. 16. Apply the laws of conservation

of mass and energy to biotic systems such as the biogeochemical cycles.

17. Explain that, although matter is

recycled in an ecosystem, energy is not, because energy for life moves in one direction --from radiant to various forms of energy and eventually to heat (Laws of Thermodynamics).


BIOLOGY I 15

Knowledge


Students should be able to: • First and Second Laws of Thermodynamics • biogeochemical cycle, evaporation, transpiration, nutrient,

nitrogen fixation, algal bloom

• model the water cycle. • draw the carbon cycle and identify its movement through the biosphere • draw the nitrogen cycles and identify its movement through the biosphere.

FCAT Vocabulary (includes 5, 8, and 11 grade words appropriate to this unit) abiotic, conservation of energy, consumer, decomposer, deposition, ecosystem, energy, energy transfer, entropy, evaporation, fossil fuel, heat, life cycle, matter, nutrient, organism, photosynthesis, producer, the First Law of Thermodynamics, The Second Law of Thermodynamics, thermal energy, water cycle Additional Text Dependent Vocabulary ammonification, carbon cycle, cellular respiration, denitrification, evaporation, nitrification, nitrogen cycle, nitrogen fixation, protein, transpiration


BIOLOGY I 16
















Goal Students can simultaneously trace nutrients and energy through each of the biogeochemical cycles.

Role An expert on the biogeochemical cycles in the environment.

Audience Ecology magazine

Situation Students choose an animal and a plant to write an article about an environment and its inhabitants being cycled through each of the biogeochemical cycles before and after death.

Product Written narrative including the role of carbon, nitrogen, and water in living and non-living parts of the chosen specific environment.


SC.G.1.4.3 SC.F.1.4.4 SC.G.1.4.1 SC.G.1.4.2 SC.D.1.4.2 SC.H.2.4.1

Narrative should include • trace the movement of carbon through the plant, animal and the environment • trace the movement of nitrogen through the plant, animal and the environment • trace the movement of water through the plant, animal and the environment • explain how decomposers recycle nitrogen and carbon • identify appropriate decomposers within their environment • the importance of water in the other biogeochemical cycles • illustrations of their plant and animal • illustrations of their carbon and nitrogen cycles • examples of how the cycles described with these organisms apply on a more global scale

Time frame: Note: Days allotted for the performance task are meant to be divided throughout the unit of study to provide teachers with periodic assessment of 2 Days student progress along with a culminating assessment grade.


BIOLOGY I 17


First Nine

Weeks

Essential Questions


Weeks 5-7

How are the living and non-living parts of the environment interdependent? What does the water cycle do for us? How do we get essential elements such as carbon, nitrogen, phosphorus, hydrogen, and oxygen into our bodies to make organic molecules?

13 14 15 16 17

Activity Art: Model the Water Cycle, pg. 75 Investigate the Carbon Cycle Go On-Line: “Sci-Links”, pg. 76 Lab Manual A: “Investigating Chemical Cycles In the Biosphere” Investigate the Nitrogen Cycle Analyzing Data: “Farming In The Rye”, pg. 79 Chapter 3, pgs. 74-80

Science projects topics should be chosen by the end of the 9 weeks.

Phosphorous Cycle, pg. 79

Research phosphate mining in Florida


BIOLOGY I 18

Unit 3: Cellular Biology Part 1 Chapter 8: Photosynthesis / Chapter 9: Cellular Respiration / Chapter 23: Roots, Stems & Leafs


Enduring

Understandings

Essential Questions

Benchmarks from the Sunshine State Standards Tested on the Science FCAT

in 2009, 2010, and 2011



Adopted Feb. 2008 To Be Tested on the Science FCAT 2012

District Standards


Cells contain specialized parts for energy capture, transformation, and release. Plants and other producers use the energy from light to produce sugars. Organisms use energy stored in the chemical bonds of food to maintain life.

How does photosynthesis work? How do plants get the energy they need to stay alive? How does food give us energy? Why do we breathe?

SC.F.1.4.4 Biological systems obey the same laws of conservation as physical systems. SC.B.1.4.2 There is conservation of mass and energy when matter is transformed. (assessed as SC.B.1.4.1) SC.F.1.4.3 Membranes are sites for chemical synthesis and essential energy conversions. (assessed as SC.F.1.4.1) SC.B.1.4.1 Knowledge of energy is fundamental to all scientific disciplines. SC.F.1.4.1 The body processes involve specific biochemical reactions governed by biochemical principles. SC.F.1.4.2 Body structures are uniquely designed and adapted for their function. (assessed as SC.F.2.4.3)

SC.912.L..14.2 Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport) SC.912.L..14.7 Relate the structure of each of the major plant organs and tissues to physiological processes. SC.912.L..18.3 Describe the structures of fatty acids, triglycerides, phospholipids, and steroids, Explain the function of lipids in living organisms. Identify some reactions that fatty acids undergo. Relate the structure and function of cell membranes. SC.912.L..18.7 Identify the reactants, products, and basic functions of photosynthesis. SC.912.P.12.12 Explain how various factors, such as concentration, temperature, and presence of a catalyst affect the rate of a chemical reaction. SC.912.L..18.10 Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell.

18. Review how water, carbon, and nitrogen enter plants.

19. Describe the major structures and

functions of vascular leafs including: stomata, mesophyll, xylem, and phloem.

20. Explain how the structures unique to

plant cells enable plants to survive in their environment.

21. Write a balanced equation for

photosynthesis and explain how the equation illustrates conservation of matter.

22. Identify the parts of the chloroplast

involved in photosynthesis stressing that internal membranes are the primary sites of reactions.

23. Identify the roles of light, water, carbon

dioxide, and chlorophyll in photosynthesis.

24. Predict how environmental factors (e.g.,

light intensity/ wavelength, temperature) will affect the rate of photosynthesis

25. Trace the path of energy and its

transformation from the sun to glucose in photosynthesis including the role of ATP.


BIOLOGY I 19

Enduring

Understandings

Essential Questions


in 2009, 2010, and 2011



Adopted Feb. 2008 To Be Tested on the Science FCAT

2012

District Standards


SC.H.1.4.1 Investigations are conducted to explore new phenomena, to check on previous results, to test how well a theory predicts, and to compare different theories. SC.H.1.4.3 No matter how well one theory fits an observation, an new theory might fit them as well or better, or might fit a wider range of observations, because in science, the testing, revising, and occasional discarding of theories, new and old, never ends and leads to an increasingly better understanding of how things work in the world, but not to absolute truth. ( assessed as SC.H. 1.4.2)

SC.912.L.18.8 Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. SC.912.L.18.9 Explain the interrelated nature of photosynthesis and cellular respiration. SC.912.N.1.3 Recognize that the strength of 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.1.6 Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. SC.912.N.2.4 Explain that scientific knowledge is both durable and robust and open to change. Scientific knowledge can change because it is often examined and re-examined by new investigations and scientific argumentation. Because of these frequent examinations, scientific knowledge becomes stronger, leading to its durability.

26. Describe the three main components in adenosine triphosphate (ATP) and adenosine diphosphate (ADP).

27. Explain how the addition and removal of a

phosphate group in ATP allows for energy to be stored and released, as needed, for the cell’s work.

28. Explain that the energy needed to produce

ATP comes from food during cellular respiration.

29. Give examples of the cell’s work that are

dependent on ATP. 30. Write a balanced equation for cellular

respiration and explain how the equation illustrates conservation of matter.

31. Trace the path of energy and its

transformation from the glucose to ATP in cellular respiration.

32. Identify the mitochondria as the cellular

structure involved in respiration stressing that internal membranes are the primary site of reactions.

33. Identify tissues in the body that require high

concentration of mitochondria due to high energy requirements.

34. Discuss the role of anaerobic respiration in

living things and in human society.


BIOLOGY I 20

Knowledge


Students should be able to: • xylem, phloem, root, root hair, stomata • radiant / solar energy can be changed to chemical (potential) energy

in weak bonds of compounds such as glucose • the First Law of Thermodynamics • relationship between glucose and ATP • structure of thylakoid membrane and inner membrane of mitochondria

• design an experiment to investigate the effect of an environmental condition, such as temperature, light intensity, or light wavelength on the rate of photosynthesis.

• track the paths of water and carbon through the internal parts of a plant

• track the path of sunlight as it provides energy for the production of glucose in a plant

• track the path of energy transformation (from chemical energy to work) as its used in cellular respiration.

• identify the relationship between glucose and ATP

FCAT Vocabulary (includes 5, 8, and 11 grade words appropriate to this unit) chemical bond, chemical change, compound, concentration, conservation of energy, conservation of matter, energy, energy transfer, experiment, investigation, kinetic energy, light, membrane, organism, photosynthesis, potential energy, producer, products, reactants, The First Law of Thermodynamics, variable, wavelength Additional Text Dependent Vocabulary aerobic respiration, anaerobic respiration, cellular respiration, cell wall, chloroplast, chlorophyll, cuticle, fermentation, grana, guard cell, mitochondria, phloem, stomata, stroma, thylakoid membrane, vacuole, work, xylem


BIOLOGY I 21














Performance Task/Unit Challenge for Units 3 and 4

Teachers are asked to provide feedback on the tasks to the Science Office during this school year. ** Introduce the performance task in this unit and complete it in Unit 4.

Will be added later.


BIOLOGY I 22

Stage 3 Plan engaging and effective instruction 1st / 2nd

Nine Weeks

Essential Questions


Week 8 18 19 20

Microscope Lab: Investigate the appearance of stems, leafs, and roots using the microscope and prepared slides or self-made slides. “Writing in Science”, p.583 Go Online “Science News”, p.593 Go-Online: “Sci-Links”, p. 597 Chapter 23, pp. 579-602

Week 9 How do plants get the energy they need to stay alive?

21 25 26 27

Inquiry Activity: “How do Organisms Capture and Use Energy?”, p. 200 Lab: ADP & ATP Cycle (see Resource Folder) Go Online: “ATP Activity”, p. 202 Chapter 8, pp. 201-203

Week 10 How does photosynthesis work?

21 22 23 24

Quick Lab: “What Waste Material is Produced During Photosynthesis?”, p. 206 Analyzing Data: “Rates of Photosynthesis”, pg. 213 Chapter 8, pp. 204-214

Week 11-12 (2nd Nine weeks)

How does food give us energy? Why do we breathe?

28 29 30 31 32 33

Quick Lab: “How Does Exercise Effect Disposal of Wastes from Cellular Respiration?”, p. 231 Cellular Respiration (See Resource Guide) Problem Solving: “A Family Recipe”, p. 224 Chapter 9, pp. 221-232

Students should begin designing experimental procedure for their science project. Students can design a photosynthesis experiment of choice to study over a 1-week block of time or conduct Design an Experiment: “Investigating Photosynthesis”, pg. 215


BIOLOGY I 23



BIOLOGY I 24

Unit 4: Cellular Biology Part 2

Chapter 7: Cell Structure & Function / Chapter 35: Nervous System / Chapter 39: Endocrine & Reproductive System



Essential Questions


in 2009, 2010, and 2011




District Standards


Theories provide the basis for continued scientific investigations. The cell theory revolutionized how biologists thought about living things. Within the cells are specialized parts necessary for the existence of the cell. Every cell is covered by a cell membrane to maintain homeostasis in the cell.

What is the difference between a theory and law? What are the implications of the cell theory? How does a cell know what to do? How do cell membranes function?

SC.H.1.4.3 Understands no matter how well one theory fits observations, a new theory might fit them as well or better, or might fit a wider range of observations, because in science, the testing, revising, and occasional discarding of theories, new and old, never ends and leads to an increasingly better understanding of how things work in the world, but not to absolute truth. (assessed as SC.H.1.4.2) SC.H.3.4.2 technological problems often create a demand for new scientific knowledge and that new technologies make it possible for scientists to extend their research in a way that advances science. SC.G.1.4.1 the great diversity and interdependence of living things.

SC.912.N.2.4 Explain that scientific knowledge is both durable and robust and open to change. Scientific knowledge can change because it is often examined and re-examined by new investigations and scientific argumentation. Because of these frequent examinations, scientific knowledge becomes stronger, leading to its durability. SC.912.L.14.1 Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the processes of science. 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.1.1 Define a problem on a specific body of knowledge. 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.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.

35. Identify the 3 parts of the cell theory and explain why it is not considered a scientific law

36. Review the differences

between prokaryotic and eukaryotic cells and provide examples of each.

37. Distinguish between the

functions of various body cells based on cell specialization (e.g., neurons, osteoblasts, red blood cells, muscle cells, absorption cells with villi in the intestine, etc.).

38. Illustrate the fluid mosaic

model of the cell membrane and describe how the structure of this selectively permeable membrane helps the cell maintain homeostasis.

39. Review osmosis, diffusion,

and active transport as cells move substances between their internal and external environments


BIOLOGY I 25

Enduring

Understandings

Essential Questions


in 2009, 2010, and 2011




District Standards


SC.F.1.4.1 Body processes involve specific biochemical reactions governed by biochemical principles SC.F.1.4.2 Body structures are uniquely designed and adapted for their function. (assessed as SC.F.2.4.3) SC.F.1.4.3 Membranes are sites for chemical synthesis and essential energy conversions (assessed as SC.F.1.4.1) SC.F.1.4.6. Separate parts of the body communicate with each other using electrical and/or chemical signals. (assessed as SC.F.1.4.7) SC.F.1.4.7. Organisms respond to internal and external stimuli. SC.F.1.4.8 Cell behavior can be affected by molecules from other parts of the organism or even from other organisms. (assessed as SC.F.1.4.7)

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.14.3 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.14.2 Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport). SC.912.L.14.22 Describe the physiology of nerve conduction, including the generator potential, action potential, and the synapse. SC.912.L.14.26 Identify the major parts of the brain on diagrams or models SC.912.L.14.36 Describe the factors affecting blood flow through the cardiovascular system. SC.912.L.14.52 Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics.

40. Investigate how organisms respond to internal and external stimuli in order to survive and maintain homeostasis

41. Analyze the manner in

which the endocrine and nervous systems use a series of chemical and/or electrical signals to communicate with other body systems

42. Discuss the relationship

between the endocrine and reproductive systems


BIOLOGY I 26

Knowledge Concepts students should know:

Skills Students should be able to:

• eukaryotic & prokaryotic cells • specialized plant and animal cells and tissues • levels of organization • fluid mosaic model of cell membranes • diffusion & osmosis (passive transport) and equilibrium • active transport • homeostasis as it applies to the nervous and endocrine systems • function of the nervous system • nerve impulse transmission • function of the endocrine system, including hormones and glands • endocrine control of the menstrual cycle

• use the microscope correctly to observe various cells and organelles • recognize cell specialization as structure to fit function • perform an experiment or demonstration to illustrate osmosis and/or

diffusion • perform an experiment that models cell permeability • compare and contrast resting and action potentials • trace the pathway of neurotransmitters in the nervous system • trace the pathway of hormones in the endocrine system

FCAT Vocabulary (includes 5, 8, and 11 grade words appropriate to this unit) amino acid, concentration, membrane, microscopic, molecule, nucleus, organ, organism, organ system, permeability, protein, sexual reproduction, solubility, stimulus, system, tissue Additional Text Dependent Vocabulary action potential, active transport, axon, cell, cell body, cell theory, dendrite, differentiation, diffusion, endocrine, equilibrium, eukaryote, facilitated diffusion, follicle, homeostasis, hormone, hypothalamus, lipid bilayer, menstrual cycle, neuron, neurotransmitter, osmosis, ovary, ovulation, pituitary gland, prokaryote, reflex, reflex arc, resting potential, synapse, target cell, thalamus


BIOLOGY I 27










• District end of course exam • Honors students will be presenting their science

projects.




Performance Task for Units 3 and 4

Teachers are asked to provide feedback on the tasks to the Science Office during this school year. ** The performance task started in Unit 3 will be completed in this unit.

Will be added later.


BIOLOGY I 28

Stage 3 Plan engaging and effective instruction Second

Nine Weeks

Essential Questions


Week 13 What is the difference between a theory and law?

35 Theories and Laws (See Resource Folder) Chapter 1, pp 14-15 (review)

Week 14 What are the implications of the cell theory?

35 36

Go On-Line: “Sci-Links”, p. 171 Chapter 7, pp. 169-173

Go On-Line: “Sci-Links”, p. 183 Lab: Osmosis (see Resource Folder) Active Art: “Diffusion Activity”, pg. 184 Quick Lab: “How Can You Model Permeability in Cells?”, p. 187 Analyzing Data: “Crossing The Cell Membrane”, p. 188 Active Art: “Active Transport Activity”, p. 189 Chapter 7, pp. 182-189 Student Workbook: “Diversity of Cellular Life”, Chapter 7, pp. 190-193 Go On-Line: “Sci-Links”, p. 898 Lab: The Nervous System and Reflexes (see Resource Folder) Chapter 35, pp. 897-904

Weeks 15-18

How does a cell know what to do? How do cell membranes function?

38 39

Go On-Line: “Sci-Links”, p.1002 Chapter 39, pp. 997-1002

Students should submit experimental design for science project before Thanksgiving. Experiments should be conducted and results collected by early December. Projects should be presented in January. Learn the specific classes of drugs and their effects on the nervous system as well as physiological outcomes. Learn the specific parts of the human brain and where the 5 senses are located in the human brain.


BIOLOGY I 29



BIOLOGY I 30

Unit 5: Cellular Biology Part 3 Chapter 10: Cell Growth & Division / Chapter 11: Introduction to Genetics / Chapter 12: DNA & RNA /

Chapter 13: Genetic Engineering / Chapter 14: The Human Genome



Essential Questions





Adopted Feb. 2008 To Be Tested on the Science FCAT

2012

District Standards


Growth and division of the cell are controlled by the interactions among the different kinds of molecules in the cell that initiate various cycles of cellular activities governed by proteins. The sorting and recombination of genes in sexual reproduction result in a great variety of possible gene combinations in the offspring of any two parents. DNA molecules are long chains whose precise sequence encodes genetic information.

How do cells make more cells? How do genes influence the variety of organisms that exist? How can we know if organisms with different appearances have similar heredity? What do we know about DNA and how do we know it? Why is the sequence of genes on DNA molecules so important?

SC.F.1.4.5 Complex interactions among the different kinds of molecules in the cell cause distinct cycles of activity governed by proteins. (assessed as SC.F.1.4.1) SC.F.2.4.1 Understand the mechanisms of asexual and sexual reproduction and know the different genetic advantages and disadvantages of asexual and sexual reproduction. SC.F.2.4.2 Every cell contains a blueprint coded in DNA molecules that specify how proteins are assembled to regulate cells. SC.H.1.4.2 From time to time, major shifts occur in the scientific view of how the world works, but that more often, the changes that take place in the body of scientific knowledge are small modifications of prior knowledge

SC. 912 L.16.15 Compare and contrast binary fission and mitotic cell division. 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.16.17 Compare and contrast mitosis and meiosis and relate them to the processes of sexual and asexual reproduction and their consequences for genetic variation. 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. SC.912.L.16.10 Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues.

43. Review the importance of the cell nucleus and its structure.

44. Know the events, not specific stages, of the

cell cycle. 45. Compare and contrast mitosis and meiosis

(not specific stages) in terms of their functions and the number of chromosomes in the resulting cells.

46. Describe the forms and advantages of

asexual reproduction as it relates to mitosis. 47. Describe sexual reproduction as it relates to

meiosis and provides genetic variability. 48. Review the basic principles of Mendelian

genetics. 49. Predict the probability of an organism

inheriting a specific trait using a Punnett square.

50. Use the Punnett square as it relates to

Mendel’s laws and the production of gamete and offspring possibility.

51. Review how to solve basic inheritance

problems that contain genetic terms such as heterozygous, homozygous, dominant, recessive, genotype, and phenotype.


BIOLOGY I 31


Essential Questions






District Standards


Genes are segments of DNA molecules. The information passed from parents to offspring is coded in DNA molecules. An altered gene may be passed on to every cell that develops from it.

How and why are proteins made? How do changes in the genetic code occur?

SC.H.1.4.3 No matter how well one theory might fit them as well or better, or might fit a wider range of observations, because in science, the testing, revisiting, and occasional discarding of theories, new and old, never ends and leads to an increasingly better understanding better understanding of how things work in the world, but not to absolute truth. (assessed as SC.H.1.4.2) SC.H.1.4.7 The importance of a sense of responsibility, a commitment to peer review, truthful reporting of the methods and outcomes of investigations, and making the public aware of the findings. SC.H.3.4.2 Technological problems often create a demand for new scientific knowledge and that new technologies make it possible for scientists to extend their research in a way that advances science. SC.H.3.4.5 Science, technology and society are interwoven and interdependent. ( assessed as SC.H.3.4.2)

SC.912.N.2.2 Identify which questions can be answered through science and which questions are outside the boundaries of scientific investigations, such as art, philosophy, and religion. SC.912.L.16.2 Discuss observed inheritance patterns caused by various modes of inheritance, including dominate, recessive, co-dominate, sex-linked, polygenic, and multiple alleles. SC.912.L.6.3 Describe the basic process of DNA replication and how it relates to transmission and conservation of the genetic information. SC.912.L.16.9 Explain how and why the genetic code is universal and is common to almost all organisms. SC.912.L.16.5 Explain the basic processes of transcription and translation, and how they result in the expression of genes. SC.912.N.4.1 Explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society’s decision making. SC.912.L.16.8 Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. SC.912.L.16.4 Explain how mutations in DNA sequences may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring.

52. Explore how other patterns of inheritance such as incomplete dominance, multiple alleles, and sex-linked traits affect genetic diversity within a species.

53. Investigate common genetic disorders (e.g.,

sickle cell anemia, Tay-Sachs, Huntington’s disease, trisomy 21).

54. Compare and contrast the structures and

functions of DNA and RNA. 55. Relate the DNA molecule to DNA structure. 56. Diagram the sequence of events that occur

during DNA replication and transcription. 57. Describe the role of ribosomes, mRNA, tRNA,

rRNA, and amino acids in protein synthesis. 58. Illustrate the sequence of events that occurs

during protein synthesis as the hereditary code moves from DNA to RNA, and finally to the sequence of amino acids in protein.

59. Explain that proteins are manufactured,

packaged, and sometimes excreted from the cell to perform actions in other parts of the body.

60. Describe the importance of the Human Genome

project and other genomic research 61. Explain that mutations are changes to genetic

material and describe the causes and effects. 62. Explain how recombinant technology can benefit

mankind. 63. Explain that mutations and genetic

recombination are sources of genetic variability.


BIOLOGY I 32

Knowledge


Students should be able to do: • asexual reproduction including: binary fission, vegetative propagation,

budding, regeneration, and sporulation. • results of interphase, mitosis / meiosis, cytokinesis. (students do not need

the individual stages of mitosis and meiosis). • chromosome number in daughter cells for mitosis and meiosis. • crossing over and sexual reproduction provides sources of genetic

variability. • asexual reproduction does not provide genetic variability. • Mendel’s three laws. • Punnett square illustrates possible gametes and statistical offspring. • common human genetic disorders. • DNA replication to prepare for mitosis and meiosis. • path of DNA code during transcription and translation (mRNA to tRNA to

polypeptide to protein). • structure of a chromosome including genes, DNA, and nucleotides. • nucleotides in DNA and RNA as well as the base pairing rules. • differences between DNA and RNA. • importance of proteins. • different forms of DNA technology including recombinant DNA and DNA

fingerprinting. • causes of mutations and why this is a source of genetic variability to

offspring. • effects of mutations (new alleles, genetic disorders, cancer)

• create a graphic organizer or Venn diagram to show the advantages and disadvantages of sexual and sexual reproduction.

• label the cell cycle for both gametes and body cells. • create a Venn diagram or chart to compare and contrast mitosis and meiosis

in terms of chromosome number, number of daughter cells, and number of divisions.

• construct monohybrid Punnett squares and predict phenotypes and genotypes from them.

• analyze a Punnett square for evidence of Mendel’s three laws. • solve simple inheritance problems that contain genetic terms such as

heterozygous, homozygous, dominant, recessive, genotype, and phenotype. • solve complex inheritance problems involving X-linked traits, co-dominance,

and incomplete dominance. • create a karyotype and use it to identify human chromosomal abnormalities. • pair nucleotides correctly with DNA and RNA. • create a model of a short piece of a DNA molecule, label its parts, and use it

to show how replication works. • use the same DNA model to show how transcription works, creating a short

piece of an RNA molecule. • use the model of the RNA molecule to show how translation works. • construct the correct amino acid sequence in a protein when given a series

of DNA base pairs and a codon and amino acid table or wheel.

FCAT Vocabulary (includes 5, 8, and 11 grade words appropriate to this unit) amino acids, biodiversity, DNA, gene, genotype, heterozygous, homozygous, meiosis, mitosis, molecule, mutation, nucleus, phenotype, protein, Punnett square, recessive, RNA, sexual reproduction Additional Text Dependent Vocabulary adenine, binary fission, budding, codon, cytokinesis, cytosine, DNA fingerprinting, DNA replication, dominant, gamete, guanine, interphase, karyotype, mRNA, nucleotide, plasmid, polypeptide, recombinant DNA, regeneration, restriction enzyme, somatic cell, sporulation, thymine, transcription, translation, tRNA, uracil, vegetative propagation


BIOLOGY I 33

Stage 2 Determine acceptable evidence of understanding Informal checks for understanding

(formative assessments) Formal (summative) assessments Performance Task














Goal To present a proposal for research funding to study a specific human genetic disorder (preferably not one discussed in book). Students would research a specific genetic disorder of their choosing, the chromosome(s) that have been identified as the cause of the disorder, the type of mutation which causes the disorder, how amino acids and proteins are affected by the mutation, the percent of human population that currently have the disorder, and future possible cures/avenues for cures of the disorder.

** See http://www.ornl.gov/sci/techresources/Human_Genome/home.shtml as a resource which can provide all of the information required above**

Role Professor at a medical college seeking a grant for research on a specific human genetic disorder.

Audience Pharmaceutical research funding committee

Situation There are hundreds of human genetic disorders. Some are more likely to receive funding for research than others because:

1.They occur in a larger percent of the population

2. There are a lesser number of gene mutations that cause the disease making it easier to pinpoint possible medical cures

3. The disease is known to be primarily caused by genetics vs. environmental (e.g. breast cancer has genetic basis but may also be caused by environmental factors like smoking)

4. Prior research contributes to the base of research for this disorder.

A pharmaceutical company seeks to fund research on a genetic disorder in order to develop drug/gene therapy which may help to combat or cure the disease and thus make the pharmaceutical company a profit. Applicants for the funds should list reasons why the disorder they selected should be chosen to receive funding.


BIOLOGY I 34

Product PowerPoint or Poster presentation

Standard for each topic:

SC.F.1.4.5

SC.F.2.4.2

SC.H.1.4.7

SC.H.3.4.2

SC.H.3.4.5

The presentation should include:

• what chromosome and genes are mutated that cause the genetic disorder

• how transcription and translation are affected because of the mutation including specific amino acids and proteins that may be altered

• what percentage of the human population is affected by the genetic disorder

• the type of mutation that occurs to cause the disorder

• current status of finding a possible cure

• a judgment as to whether or not gene therapy would be a plausible cure for this disorder (Genetic disorders that have mutations in multiple genes are less likely to be candidates for gene therapy.)

• social and economic factors that might influence funding for this research.

• why this genetic disorder should receive funding over others (choose from one of three possible reasons in the situation section above)

• the cells most likely to see physiological effects of the disorder

• the cause of the mutation (most mutations chosen should be inherited – the student should provide then the genotype possibilities for those who are normal and those affected with the disorder)

• the physical effects of the genetic disorder

** At the end of presentations, the pharmaceutical committee may decide who will receive research grants?**

Time frame: Note: Days allotted for the performance task are meant to be divided throughout the unit of study to provide teachers with periodic 3 Days assessment of student progress along with a culminating assessment grade.


BIOLOGY I 35


3rd Nine

Weeks

Essential Questions


Week 1

How do cells make more cells?

43 44 45

46 47

Go-Online: “Links on Cell Growth”, p. 242 Go-Online: “Sci-Links”, p. 245 Chapter 10, pp. 240-253 Connecting Concepts: “Sexual and Asexual Reproduction”, pg. 278 Student Worksheet: “Sexual vs. Asexual Reproduction”, (see Resource Folder) Chapter 11, pgs. 275-278

Week 2 How do genes influence the variety of organisms that exist?

48 49 50 51

Quick Lab: “How Are Dimples Inherited?”, p.268 Lab Manual A: “Investigating Inherited Traits” Go-Online: “Sci-Links”, p. 272 Chapter 11, pp. 263-272

Week 3 How can we know if organisms with different appearances have similar heredity?

52 53

Human Inheritance Genetics Problems, (see Resource Folder) Lab Manual A: “Making Karyotypes” Chapter 11, pp. 273-274 Chapter 14, pp. 341-346, 349-353

Week 4

What do we know about DNA and how do we know it? Why is the sequence of genes on DNA molecules so important? How and why are proteins made?

54 55 56 57 58 59

Inquiry Activity: “How Do Codes Work?”, p. 286 Analyzing Data: “Synthesis of New DNA Molecules”, p. 296 Exploration: “Modeling DNA Replication”, p. 313 Chapter 12, pp. 286, 291-299 Quick Lab: “How Does a Cell Interpret DNA?”, p. 303 Active Art: “Protein Synthesis Activity”, p. 305 Chapter 12, pp. 300-306

Students should have completed their science projects by the middle of January. Those projects to be entered into the science fair should be selected by mid-January. Research stem cells and conduct an ethical discussion on the implications of stem cell research including the current state of government funding for stem cell research. (see Stem Cells: Promises & Problems pg. 253) Have students research scientists who contributed to the discovery of the structure and function of DNA and prepare short class presentations. (see Chapter 12-1:pgs. 287-290, pgs. 292-293) Explore with students gene regulation. (see Chapter 12-5: pgs. 309-312) Solve dihybrid genetic crosses. Conduct a lab involving gel electrophoresis.


BIOLOGY I 36

3rd Nine Weeks

Essential Questions

District Standard

Investigations & Resources Honors Resources

How do changes in the genetic code occur?

61 63

Writing In Science, pg. 308 Chapter 12, pp. 307-308

Weeks 5-7

60 62 63

Quick Lab: “How Can Restriction Enzymes Be Modeled?”, p. 326 Active Art: “Gel Electrophoresis Activity”, p. 333 Go On-Line: “Sci-Links”, p. 332 Chapter 13, pp. 322-33 Chapter 14, pp. 355-360 Concepts of Biotechnology: “Human Gene Therapy” (used in conjunction with Performance Task)


BIOLOGY I 37

This page is intentionally left blank.


BIOLOGY I 38

Unit 6: Environmental Biology Part 1

Chapter 15: Darwin’s Theory of Evolution / Chapter 16: Evolution of Populations / Chapter 17: The History of Life / Chapter 18: Classification / Chapter 32-3: Primates & Human Origins


Enduring

Understandings

Essential Questions



The student will know (that)::



District Standards


Offspring of individuals with genetic advantages are more likely than others to survive and reproduce. Inheritable characteristics can result from new combinations of existing genes or mutations of genes in reproductive cells.

How does science account for the great diversity of life on Earth? How do organisms adapt to their environment? How do new populations develop through natural selection? Where is the “best” place for everything to live?

SC.G.1.4.1 There is great diversity and interdependence of living things on Earth. SC.D.1.4.3 Changes in Earth’s climate, geological activity, and life forms may be traced and compared. SC.D.1.4.4 Earth’s systems and organisms are the result of a long, continuous change over time. (assessed as SC.F.2.4.3) SC.F.2.4.3 Mechanisms of change (e.g., mutation and natural selection) lead to adaptations in a species and their ability to survive naturally in changing conditions and to increase species diversity. SC.F.1.4.2 Body structures are uniquely designed and adapted for their function. (assessed as SC.F.2.4.3)

SC.912.L.15.13 Describe the conditions required for natural selection, including: overpopulation of offspring, inherited variation, and the struggle to survive, which results in differential reproductive success. SC.912. N.1.1 Define a problem based on a specific body of knowledge. 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.1.6 Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied. SC.912.L.15.1 Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. 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).

64. Summarize Darwin’s observations from his travels that provided evidence that organisms change over time.

65. Explain, with examples, what a

species is and how genetic variation of individuals can be passed on to offspring.

66. Explain how genetic variation

within a population leads to natural selection.

67. Explain the process of natural

selection, and state that it is the only agent of evolution that promotes adaptation of organisms to their environment

68. Recognize that the population is

the unit of evolution.

69. Provide examples of populations and recognize that the population is the unit of evolution.

70. Explain how allele frequencies

within a population change because of genetic drift and how this causes specific traits to become more common in small populations


BIOLOGY I 39


Essential Questions



The student will know (that)::



District Standards


SC.H.2.4.1 Scientists assume that the universe is a vast system in which basic rules exist that may range from very simple to extremely complex, but that scientists operate on the belief that the rules can be discovered by careful, systemic study. SC.H.1.4.1 Investigations are conducted to explore new phenomena, to check on previous results, to test how well a theory predicts, and to compare different theories. SC.H.1.4.2 From time to time, major shifts occur in the scientific view of how the world works, but that more often the changes that take place in the body of scientific knowledge are small modifications of prior knowledge.

SC.912.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 art, philosophy, and religion. 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 swell supported explanations and laws are well supported descriptions. SC.912.L.15.15 Describe how mutation and genetic recombination increases genetic variation. SC.912.L.15.14 Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. SC.912.L.15.8 Describe the scientific explanations of the origin of life on Earth.

71. Explain that the theory of evolution is the most powerful explanation scientists have to offer for the diversity of living organisms

72. Provide specific evidence for the

theory of evolution, with emphasis on hominids, including: embryology, DNA sequences, fossil record, biogeography, and comparative anatomy delete

73. Explain why the fossil record is

incomplete. 74. Describe the current scientific

hypothesis about the origin of life on Earth

75. Organisms are classified into a

hierarchy of groups and subgroups based on similarities which reflect their evolutionary relationships.


BIOLOGY I 40


Essential Questions





District Standards

SC.912.L.14.5 Explain the evidence supporting the scientific theory of the origin of eukaryotic cells (endosymbiosis) SC.912.L.15.4 Describe how and why organisms are hierarchically classified and based on evolutionary relationships. SC.912.L.15.5 Explain the reason for changes in how organisms are classified. SC.912.L.15.6 Discuss distinguishing characteristics of the domains and kingdoms of living organisms. SC.912.L.15.10 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.

Knowledge


Students should be able to do: • role of the population as the unit of evolution • relate natural selection to adaptation • importance of mutation and sexual reproduction in genetic variation • factors that enable a species to survive including different examples of

adaptations • how genetic drift effects allele frequencies within a population • basic trends in hominid evolution from early ancestors six million years ago

to modern humans including: brain size, jaw size, and manufacturing of tools

• create a timeline from the origin of life to present • classify fossils (or pictures of fossils) based on evolutionary features • group organisms into classification schemes based on evolutionary

similarities

FCAT Vocabulary: (includes 5, 8, and 11 grade words appropriate to this unit) adaptation, biodiversity, biome, carnivore, community, consumer, decomposer, ecosystem, energy, energy pyramid, environment, food chain, food web, fossil, habitat, life cycle, mutation, natural selection, niche, organism, population, species, succession. Additional Text Dependent Vocabulary artificial selection, common descent, descent with modification, endangered species, endosymbiosis, evolution, gene pool, genetic drift, homologous structure, hominid, index fossil, invasive species, punctuated equilibrium, speciation, vestigial organ


BIOLOGY I 41



• Questions during lab activities (perception checks) • Observations (on-task behavior, comprehension,

correct use of vocabulary) • Examination of student work (class work, homework,

performance task) • Short quizzes (possibly student-graded) • Informal discussions


response items) • District formatives (Semester 2, Week 14) to assess

progress on mastery of benchmarks and related biology content





Performance Task/Challenge for Unit 6


Goal To educate citizens about animals which live in Florida now or have lived here in the distant past.

Role You are a member of a team of zoologists or paleontologists.

Audience Florida citizens

Situation The State of Florida has initiated a public education campaign called “Florida Animals: Then and Now.” The campaign will focus on the animals that live in Florida now or that lived here in various eras and periods in the distant past. Zoologists and paleontologists world-wide have been asked to contribute a brochure to be distributed statewide. Brochure selected for publication must include information about adaptations that enable the animal to live in the present Florida environment or that enabled it to live in an environment in the past. The land and water environments and the time period must be included for animals from the past and present.

Product Brochure


SC.G.1.4.1 SC.D.1.4.3 SC.D.1.4.4 SC.G.2.4.3 SC.F.1.4.2

The brochure must include: • at least 2 animals; 1 that is currently living in Florida and 1 from the past • information about the adaptations of the animals that enable it to survive now or that enabled it to survive in the past. • the land and/or water environments of the selected animals • an attention-getting title and include correctly labeled drawings and/or photographs • the source of the information provided • what selecting factors (geologic, climatic, and biotic) caused the extinction of the selected animal that died out • the period and era of the geologic time scale for both animals • what fossils or evidence was used to prove the existence of the animal that has now died out

Time frame: Note: Days allotted for the performance task are meant to be divided throughout the unit of study to provide teachers with periodic 3 Days assessment of student progress along with a culminating assessment grade.


BIOLOGY I 42


3rd/4th Nine

Weeks

Essential Questions


How does science account for the great diversity of life on Earth? How do organisms adapt to their environment?

64 65 66 67 71

Inquiry Activity: “Do Lima Beans Show Variation?”, p. 368 Go-Online: “Sci-Links”, p. 380 Teaching Resources: “Unique Islands”, p. 190 Lab: “Modeling Adaptation”, p. 387 or Lab Manual A: “Comparing Bird Adaptations, p. 131-136 Lab Manual B: “Modeling Camouflage and Natural Selection”, p. 119-122 Chapter 15, pp. 369-386

68 69 70 71

Go On-Line: “Genetic Drift Activity”, p. 400 Quick Lab: “Can The Environment Affect Survival?”, p. 401 Analyzing Data: “How Are These Fishes Related?”, p. 408 Chapter 16, pp. 393-396, 400-410

How do new populations develop through natural selection?

72 Lab Manual A/B: “Comparing Primates” Chapter 32, pp. 833-841

Weeks 8-14

Where is the “best” place for everything to live?

73 74 75

Active Art: “Fossil Formation Activity”, p. 418 Go-Online: Sci-Links, p. 421 Thinking Visually, p. 422 Analyzing Data: “Changing Number of Marine Families”, p. 438 Thinking Visually, p. 440 Chapter 17, pp. 417-439

Have students conduct a study on the history of the theory of evolution choosing one scientist to focus on pgs. 374-375 or “Creative Writing”, pg. 377 Study Selection Pressures, pgs. 395-397 Issues in Biology, “Should the Use of Antibiotics be Restricted?”, pg. 403 Have students create a timeline of Hominid History using pgs. 836-837 Have students create a timeline of the history of the Earth including all major eras and periods. Students may combine their hominid history timelines.


BIOLOGY I 43

This page is intentionally left blank.


BIOLOGY I 44

Unit 7: Environmental Biology Part 2

Chapter 3: The Biosphere / Chapter 4: Ecosystems & Communities / Chapter 5: Populations / Chapter 6: Humans in the Biosphere

Stage 1 Identify Desired Results


Essential Questions


in 2009, 2010, and 2011




District Standards


Populations are not static. Ecosystems are constantly changing in response to natural and human disturbances. Matter is recycled throughout the environment in nutrient cycles. In an ecosystem, energy moves in one direction.

How do populations change? What shapes an ecosystem? How can human actions affect the biosphere? How do living things get and use energy?

SC.G.2.4.4 The world’s ecosystems are shaped by physical factors that limit their productivity. (assessed as SC.B.2.4.1) SC.G.2.4.5 The amount of life any environment can support is limited and that human activities can change the flow of energy and reduce the fertility of the Earth. (assessed as SC.G.2.4.3) SC.G.2.4.6 The ways in which humans today are placing their environmental support systems at risk (e.g., rapid human population growth, environmental degradation, and resource depletion). SC.G.1.4.1 There is great diversity and interdependence of living things.

SC.912.L.17.5 Analyze how populations size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. SC.912.L.14.6 Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspective of both individual and public health. 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.L.17.11 Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. SC.912.L.17.20 Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. SC.912.L.17.13 Discuss the need for adequate monitoring of environmental parameters when making policy decisions. SC.912.N.1.1 Define a problem based on a specific body of knowledge. SC.912.L.17.4 Describe changes in ecosystems resulting from seasonal variations, climate change and succession.

76. Explain how population size is determined including: births, deaths, immigration, emigration, and limiting factors

77. Using appropriate graphs,

distinguish between exponential and logistic growth of a population

78. Predict the carrying capacity of a

population 79. Predict how future growth of the

human population will affect existing environmental concerns.

80. Illustrate how primary and

secondary succession, caused by natural and human disturbances (including invasive species, catastrophic events, and climate change), is constantly changing ecosystems and its biodiversity.

81. Determine that the number of

individuals an ecosystem can support is dependent on the amount of energy (kcal or biomass) available on each trophic level.


BIOLOGY I 45


Essential Questions






District Standards


SC.G.1.4.2 How the flow of energy through an ecosystem made up of producers, consumers, and decomposers carries out the processes of life and that some energy dissipates as heat and is not recycled. (assessed as SC.G.1.4.1) SC.F.1.4.4 Biological systems obey the same laws of conservation as physical systems. SC.B.1.4.2 There is conservation of mass and energy when matter is transformed. (assessed as SC.B.1.4.1) SC.H.3.4.2 that technological problems often create a demand for new scientific knowledge and that new technologies make it possible for scientists to extend their research in a way that advances science. SC.H.3.4.3 that scientists can bring information, insights, and analytical skills to matters of public concern and help people understand the possible causes and effects of events.

SC.912.L.17.6 Compare and contrast the relationships among organisms, including predation, parasitism, competition, commensalism, and mutualism. SC.912.N.4.1 Explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society’s decision making. 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.17.9 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

82. Identify the trophic levels on energy or biomass pyramids, and predict from the model the amount of usable energy on each trophic level.

83. Apply the laws of conservation of

mass and energy to biotic systems such as food webs and energy pyramids.

84. Explain that, although matter is

recycled in an ecosystem, energy is not, because energy for life moves in one direction --from radiant to various forms of energy and eventually to heat.


BIOLOGY I 46

Knowledge


Students should be aAble to: • factors affecting population {growth: immigration, emigration, births,

deaths, available resources (limiting nutrients), competition, predation, parasitism, disease, natural disasters, and human activities}.

• exponential and logistic growth. • increasing in human population can have adverse effects on the

environment • primary and secondary succession is an attempt of nature to bring

an ecosystem back into balance. • value of biodiversity as Earth’s greatest natural resource. • through the advancements of biotechnology (e.g. genetic

engineering, green revolution), conservation, and the use of sustainable development we can try to reverse the damage caused on the environment.

• First and Second Laws of Thermodynamics • trophic levels and ecological pyramids.

• use tables and charts to analyze the effects of limiting factors on population size. • predict the effects of increased human population on the environment. • predict the events of secondary succession and identify examples of primary

succession. • research and employ strategies of sustainable development in efforts to correct the

crisis of human actions on the biosphere. • explore the advantages of using alternative sources of energy (wind, water, solar,

nuclear, etc). • analyze the relationships between organisms and their habitat. • analyze the shape of ecological pyramids as it relates to a conservation of mass

and decrease in the amount of usable energy. • apply the First and Second Laws of Thermodynamics to an ecosystem.

FCAT Vocabulary (includes 5, 8, and 11 grade words appropriate to this unit) biodiversity, conservation, conservation of energy, conservation of mass, consumer, decomposer, ecosystem, first law of thermodynamics, food chain, food web, producer, second law of thermodynamics, succession

Additional Text Dependent Vocabulary biological magnification, biomass, biosphere, carrying capacity, community, deforestation, ecological pyramid, emigration, energy pyramid, eutrophication, exponential growth, global warming, habitat fragmentation, immigration, invasive species, limiting nutrient, logistic growth, natural resources, nonrenewable resource, pollution, population, population density, species, sustainable development


BIOLOGY I 47








response items) • No District Formative • District end of course exam





To be added later.


BIOLOGY I 48


3rd/4th Nine

Weeks

Essential Questions


How do populations change?

75 76 77 78

Inquiry Activity: “How Do Populations Grow?”, p. 118 Student Workbook B: “Factors Affecting Population Size”, p. 45 Analyzing Data: “Population Trends”, p. 123 Lab: “My Family in a Hundred Years”, (see Resource Folder) Student Workbook: “Human Population Growth”, p. 50 Chapter 5, pp. 118-132 Have Students Celebrate Earth Day (April 22). www.agiweb.com and www.coj.net for local activities.

What shapes an ecosystem? How do living things get and use energy

79 80 81 82 83

Writing In Science, p. 73 Chapter 3, pp. 63-73 Student Workbook B: “Ecological Succession”, p. 38 Writing In Science, p. 97 (use as pre-requisite to Performance Task Chapter 4, pp. 87-97 You & Your Community: “Mapping Community Growth”, p. 143 (use as pre-requisite to Performance Task) Quick Lab: “How Does Biological Magnification Work?”, p. 153 Analyzing Data: “Banning CFC’s”, p. 158 Chapter 6, pp. 139-160

Weeks 15-18

How can human actions affect the biosphere?

78 79

Documentary: An Inconvenient Truth (remember to get student release forms) or The Green Monster/ Revenge of the River ** (check school libraries) or other environmental movie that is appropriate ** This movie is preferable and directly linked to the Performance Task. For copies of the movie, please contact www.StJohnRiverkeeper.org**

Mini Lesson on Aquatic Ecosystems p.106-112

Analyze Fish Stocks in Georges Bank and teach Sustainable Development –Fishery Resources p.147

Writing in Science pg. 155

Read: Environment and Society: Human Perspectives on Environmental Issues, Second Edition, Charles L. Harper

Compare and contrast biomes, Section 4-3, pages 98-112.

Investigate nutrient limitation and their effects on populations and do Real-World Lab, pages 80-81

duval county public schools biology 1 (standard and...

Documents