Biology, Ongoing Expectations

Size: px
Start display at page:

Download "Biology, Ongoing Expectations"

Transcription

1 Biology, Ongoing Expectations Big Ideas/Key Concepts: Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21 st century. Society benefits when engineers apply scientific discoveries to design materials and processes that develop into enabling technologies. Science applies mathematics to investigate questions, solve problems, and communicate findings. Ongoing Expectations Note: Do not teach a separate unit at year s beginning. Embed inquiry, tech/engineering, and math throughout all 4 quarters within content where appropriate. Honors Addendum Note for Teachers of Honors: Do not teach this Honors Addendum at the end of the quarter. Embed the Honors Addendum within the regular Scope & Sequence (see end of quarter). Embedded Inquiry SPI 3210.Inq.1 Select a description or scenario that reevaluates and/or extends a scientific finding. SPI 3210.Inq.2 Analyze the components of a properly designed scientific investigation. SPI 3210.Inq.3 Determine appropriate tools to gather precise and accurate data. SPI 3210.Inq.4 Evaluate the accuracy and precision of data. SPI 3210.Inq.5 Defend a conclusion based on scientific evidence. SPI 3210.Inq.6 Determine why a conclusion is free of bias. SPI 3210.Inq.7 Compare conclusions that offer different, but acceptable explanations for the same set of experimental data.

2 Biology, Quarter 1 Big Ideas/Key Concepts: All living things are made of cells that perform functions necessary for life. Standards Cells Macromolecules: SPI Distinguish among proteins, carbohydrates, lipids, and nucleic acids. SPI 3210.Inq.2 Analyze the components of a properly designed scientific investigation. SPI 3210.Inq.3 Determine appropriate tools to gather precise and accurate data. SPI Identify positive tests for carbohydrates, lipids, and proteins. SPI 3210.Inq.7 Compare conclusions that offer different, but acceptable explanations for the same set of experimental data. Enzymes: SPI Identify how enzymes control chemical reactions in the body. SPI 3210.Inq.3 Determine appropriate tools to gather precise and accurate data. SPI 3210.Inq.5 Defend a conclusion based on scientific evidence. SPI 3210.Inq.2 Analyze the components of a properly designed Student Friendly I Can Statements Cells Macromolecules: I can identify and model the structure and function of the four macromolecules. I can conduct a scientific investigation to test for the presence of macromolecules (simple sugars, complex carbohydrates, lipids and proteins). I can use data from indicator tests (Sudan Red, Iodine, Benedict s Solution, Biuret Reagent) to identify the presence of macromolecules in unknown solutions. I can compare conclusions that offer different, but acceptable explanations for the same set of experimental data. Enzymes: I can identify how enzymes control chemical reactions in the body. I can compare and contrast graphs showing a reaction without enzymes vs. an enzyme catalyzed reaction. I can design an experiment to test the effect of a variable (ph, temperature, enzyme concentration, substrate concentration) on enzyme rate of reaction. I can select appropriate tools to measure ph, concentration, temperature, and rate of enzyme reaction. I can defend a conclusion based on scientific evidence.

3 scientific investigation. SPI 3210.Inq.6 Determine why a conclusion is free of bias. I can analyze experimental results and reflect upon possible sources of bias or experimental error. I can model in 2D and 3D, the structure and function of an enzyme and the enzyme substrate relationship. Cell Parts: SPI Identify the cellular organelles associated with major cell processes. SPI Distinguish between prokaryotic and eukaryotic cells. Cell Parts: I can trace the historical development of cell theory. I can compare and contrast the structures and functions of cell organelles and components. I can use a microscope to differentiate between prokaryotic and eukaryotic cells, and between plant and animal cells. I can recreate models that focus on organic molecules making up cellular structures. I can compare and contrast models, identify patterns and use structural and functional evidence to engage in an argument about the characteristics of life.

4 Diffusion and Osmosis: SPI Predict the movement of water and other molecules across selectively permeable membranes. Diffusion and Osmosis: I can explain the significance of the surface area-to-volume ratio of cells. I can predict the movement of water or particles, given a diagram of relative concentrations on either side of a selectively permeable membrane (hypotonic, hypertonic, isotonic solutions). I can choose and construct appropriate graphical representations for a data set showing the change in mass of a cell (dialysis tubing bag, egg, potato, etc.) in a hypotonic, hypertonic, isotonic solution. I can analyze experimental data showing the movement of materials from high concentration to low concentration or vice versa. SPI Compare and contrast active and passive transport. Cells Macromolecules: SPI Identify positive tests for carbohydrates, lipids, and proteins. I can compare and contrast cellular examples of active and passive transport. Cells Macromolecules: I can design and conduct a scientific investigation that includes a testable question and a verifiable hypothesis to test for the presence of macromolecules (simple sugars, complex carbohydrates, lipids and proteins). I can design and write an experiment to test the effect of a variable (ph, temperature, enzyme concentration, substrate concentration) on enzyme rate of reaction.

5 Enzymes: SPI Identify how enzymes control chemical reactions in the body Diffusion and Osmosis: SPI Predict the movement of water and other molecules across selectively permeable membranes. Enzymes: I can compare or combine experimental evidence from two or more investigations to draw conclusions about how enzymes would perform in various environments. Diffusion and Osmosis: I can design experiments and collect and analyze experimental data showing the movement of materials from high concentration to a low concentration or vice versa to distinguish between active and passive transport.

6 Biology, Quarter 2 Big Ideas/Key Concepts: Matter cycles and energy flows through the biosphere. All living things are made of cells that perform functions necessary for life. Organisms reproduce and transmit hereditary information. Standards Student Friendly I Can Statements Photosynthesis and Respiration: SPI Compare and contrast photosynthesis and cellular respiration in terms of energy transformation. Photosynthesis and Respiration: I can identify the organelles of photosynthesis and respiration and describe how their structure relates to their function. I can compare and contrast photosynthesis and cellular respiration in terms of energy transformation, reactants and products. I can demonstrate the relatedness of the equations for both photosynthesis and cellular respiration. I can investigate photosynthesis and respiration, including: the measure of photosynthesis and/or cellular respiration rates, testable questions, verifiable hypotheses, and appropriate variables to explore new phenomena or verify the experimental results of others. I can select appropriate tools and technology to collect precise and accurate quantitative and qualitative data while conducting scientific practice. SPI Distinguish between aerobic and anaerobic respiration. I can compare and contrast aerobic respiration reactions to anaerobic respiration and fermentation reactions, identifying differences in reactants, products, cellular localization, and efficiency of energy transfer to ATP between these sets of reactions.

7 Heredity SPI Identify the structure and function of DNA. SPI Associate the process of DNA replication with its biological significance. SPI Recognize the interactions between DNA and RNA during protein synthesis. SPI Determine the relationship between cell growth and cell reproduction. Heredity I can model the structure and function of DNA and its significance as the basis for inheritance. I can analyze the organization and ability of DNA to encode information, and explain how transcriptional and translational processes are used by the cell to convert gene sequences based on 4 nucleotides, into protein sequences based on 20 amino acids. I can model the interactions of DNA, RNA, and amino acids to explain protein synthesis I can explain the relationship between a cell growing too large and the cell s need to divide and reproduce.

8 SPI Describe how meiosis is involved in the production of egg and sperm cells. I can describe how the process of meiosis controls the number of chromosomes in a gamete. SPI Describe how meiosis and sexual reproduction contribute to genetic variation in a population. I can explain the mechanism by which sexual reproduction produces offspring that contain genetic similarities and differences with parents, and how much this contributes to genetic variation in a population. Honors Addendum Note for Teachers of Honors: Do not teach this Honors Addendum at the end of the quarter. Embed the Honors Addendum within the regular Scope & Sequence. Photosynthesis and Respiration: SPI Compare and contrast photosynthesis and cellular respiration in terms of energy transformation. Photosynthesis and Respiration: I can design and conduct scientific investigations on the rates of photosynthesis and/or cellular respiration that include testable questions, verifiable hypotheses, and appropriate variables to explore new phenomena or verify the experimental results of others. SPI Distinguish between aerobic and anaerobic respiration. I can design and conduct scientific investigations on fermentation that include testable questions, verifiable hypotheses, and appropriate variables to explore new phenomena or verify the experimental results of others. I can make and defend a claim about fermentation that reflects scientific knowledge, and student-generated evidence. Heredity SPI Identify the structure and function of DNA. SPI Determine the relationship between cell growth and cell reproduction. Heredity I can extract DNA using appropriate scientific tools and procedures. I can create and analyze graphs that interpret the cell cycle.

9 Biology, Quarter 3 Big Ideas/Key Concepts: Heredity & Evolution Organisms reproduce and transmit heredity information. A rich variety and complexity of organisms have developed in response to changes in the environment. Standards Heredity SPI Determine the probability of a particular trait in an offspring based on the genotype of the parents and the particular mode of inheritance. SPI 3210.Math.2 Predict the outcome of a cross between parents of known genotype. Student Friendly I Can Statements Heredity I can determine the probability of a particular trait in an offspring based on the genotype of the parents and the particular mode of inheritance. I can predict the outcome of monohybrid and dihybrid crosses. I can determine whether a trait is dominant or recessive, given information on the phenotypes of parents and offspring. I can explain co-dominance, incomplete dominance, multiple alleles, sex linkage, and polygenic traits. SPI Apply pedigree data to interpret various modes of genetic inheritance. SPI Determine the relationship between mutations and human genetic disorders. I can apply pedigree data to interpret and predict various modes of genetic inheritance. I can describe the relationship between human genetic disorders and mutations. I can analyze a karyotype to determine patterns, such as the presence or absence of a chromosomal disorder.

10 SPI Evaluate the scientific and ethical issues associated with gene technologies: genetic engineering, genetically modified foods, cloning, transgenic organism production, stem cell research, and DNA fingerprinting. SPI 3210.T/3 Evaluate the overall benefit to cost ratio of a new technology. I can describe the connection between mutations and human genetic disorders while assessing the scientific and ethical ramifications of emerging genetic technologies. I can obtain, evaluate and communicate information on how molecular biotechnology (PCR, electrophoresis, restriction enzyme digestion of DNA, DNA sequence, plasmid-based transformation and transfection) may be used in a variety of fields (medicine, agriculture, biomedical engineering and forensic science). I can explore how the unintended consequences of new technologies (genetic engineering) can impact human and non-human communities. SPI 3210.T/1 Distinguish among tools and procedures best suited to conduct a specified scientific inquiry. SPI Compare and contrast the structural, functional, and behavioral adaptations of animals or plants found in different environments. SPI Recognize the relationship between form and function in living things. SPI Recognize the relationships among environmental change, genetic variation, natural selection, and the emergence of a new species. I can infer how an adaptation has helped a species survive in its environment. I can compare and contrast the structural, functional, and behavioral adaptations of animals or plants in different environments. I can determine the relationship between form and function in living things. I can model the role of mutation and variation in the process of natural selection. I can explain how natural selection is responsible for the accumulation of progressively complex adaptive traits in a population over time within a given environment. I can evaluate evidence supporting claims that isolation and/or environmental changes that persist over generations can result in speciation.

11 SPI Describe the relationship between the amount of biodiversity and the ability of a population to adapt to a changing environment. SPI 3210.Inq.1 Select a description or scenario that reevaluates and/or extends a scientific finding. SPI 3210.Inq.7 Compare conclusions that offer different, but acceptable explanations for the same set of experimental data. I can explain how changing environments and natural selection over time can lead to an increase in biodiversity over the history of life on earth. I can investigate using a model, the process of change in a population through several generations with a modifiable environment, to compare the processes of selection (natural selection, sexual selection, artificial selection) and genetic drift. I can investigate using a model, the effects of interdependent relationships between species, nonrandom mating, resource availability, and other environmental factors affecting this process of change. I can compare the biodiversity observed in various biomes, identify patterns that reflect the latitudinal diversity gradient, and gather evidence for explanation of global biodiversity patterns. I can summarize the main threats to biodiversity in our world today. SPI 3210.Inq.4 Evaluate the accuracy and precision of data. SPI Apply evidence from the fossil record, comparative anatomy, amino acid sequences, and DNA structure that support modern classification systems. I can evaluate the accuracy and precision of data. I can infer the relatedness of species given amino acid sequences or DNA sequences to compare. I can infer the relatedness of species by comparing similar anatomical, embryological, or cellular structures. I can compare the relative ages of fossils, given a diagram of the rock layers in which they were found. I can evaluate scientific data collected from analyses of: fossil records, biogeography, DNA and protein sequences, and embryological development.

12 Honors Course Addendum Note for Teachers of Honors: Do not teach this Honors Addendum at the end of the quarter. Embed the Honors Addendum within the regular Scope & Sequence. Heredity SPI Determine the probability of a particular trait in an offspring based on the genotype of the parents and the particular mode of inheritance. Heredity I can analyze and determine the probability of a particular trait in an offspring based on the genotype of the parents and the particular mode of inheritance. I can research and present the characteristics of various human proteins and discuss the relationships to genetic disorders. I can construct and analyze a pedigree given data to interpret various modes of genetic inheritance. I can research various genetic disorders and present my findings. SPI Evaluate the scientific and ethical issues associated with gene technologies: genetic engineering, cloning, transgenic organism production, stem cell research, and DNA fingerprinting. I can explore how the unintended consequences of new technologies (genetic engineering) can impact human and non-human communities and present the findings in a public service announcement. I can research and defend a claim about the scientific and ethical issues concerned with genetic engineering. SPI Recognize the relationships among environmental change, genetic variation, natural selection, and the emergence of a new species. SPI Apply evidence from the fossil record, comparative anatomy, amino acid sequences, and DNA structure that support modern classification systems. I can conduct and present research on current bioengineering technologies that advance health and contribute to improvements in our daily lives. I can design and use multiple types of models to represent and support explanations of phenomena (mutation modeling lab). I can construct and analyze graphs to interpret biological events. I can apply the concepts of Hardy-Weinberg equilibrium to explain the change in frequency of alleles.

13 Biology, Quarter 4 Big Ideas/Key Concepts: Classification & Ecology Matter cycles and energy flows through the biosphere. All life is interdependent and interacts with the environment. A rich variety and complexity of organisms have developed in response to changes in the environment. Standards Student Friendly I Can Statements SPI Recognize the relationship between form and function in living things. SPI Infer relatedness among different organisms using modern classification systems. Interdependence SPI Predict how population changes of organisms at different trophic levels affect an ecosystem. SPI Interpret the relationship between environmental factors and fluctuations in population size. SPI Determine how the carrying capacity of an ecosystem is affected by interactions among organisms. SPI Predict how various types of human activities affect the environment. I can compare and contrast the major phyla of the animal kingdom in terms of the presence of symmetry and body systems. I can compare and contrast the major structures of plants. I can infer the relatedness of species given their taxonomic classification. Interdependence I can analyze graphs of predator prey population fluctuations. I can analyze population growth curves and age structure diagrams. I can determine how the carrying capacity of an ecosystem for one species can be affected by changes in the populations of other species in that ecosystem. I can predict in writing through evidence-based research how a specific environmental change, both natural and/or man-made, may lead to environmental stress that can affect the amount of biodiversity, and/or lead to the extinction of a species. Page 1 of 3

14 SPI Make inferences about how a specific environmental change can affect the amount of biodiversity. SPI Predict how a specific environmental change may lead to the extinction of a particular species. SPI Analyze factors responsible for the changes associated with biological succession. SPI Interpret a diagram that illustrates energy flow in an ecosystem. SPI Predict how changes in a biogeochemical cycle can affect an ecosystem. I can research and communicate an evidence-based argument that supports the claim that greater biodiversity and complex interactions within an ecosystem tend to enhance ecosystem stability in response to disturbances. I can analyze examples of ecological succession, identifying and explaining the factors and order of events responsible for the formation of a new ecosystem in response to extreme fluctuation in environmental conditions or catastrophic events. I can model the flow of energy through an ecosystem, such as a food chain, web, and pyramid for a given ecosystem. I can use a mathematical model to describe the transfer of energy between trophic levels and explain 1) how the inefficiency of energy transfer between trophic levels affects the relative number of organisms supported at each trophic level, and 2) how energy loss and organic matter loss between trophic levels remains consistent with the laws of conservation of energy and matter. I can describe the major events which occur during the carbon, nitrogen, and water cycles. I can model the tracking of carbon atoms between inorganic molecules and organic molecules in an ecosystem, identifying the processes that transform carbon between each carbon pool, including: photosynthesis, respiration, consumption, decomposition, combustion, and diffusion. I can use a carbon tracking model to predict size effects on carbon pools when a given process is enhanced or diminished. Page 2 of 3

15 Honors Course Addendum Note for Teachers of Honors: Do not teach this Honors Addendum at the end of the quarter. Embed the Honors Addendum within the regular Scope & Sequence. SPI Infer relatedness among different organisms using modern classification systems. Given a group of organisms and characteristics, I can construct a cladogram illustrating relatedness. I can construct a dichotomous key to help identify a group of organisms. I can formulate and revise scientific explanations and models using logic and evidence. I can research and defend a claim about a cladogram that reflects scientific knowledge, and student-generated evidence. I can evaluate and present the claims, evidence, and reasoning behind currently accepted explanations or solutions to determine the merits of arguments. Interdependence SPI Predict how population changes of organisms at different trophic levels affect an ecosystem. SPI Interpret the relationship between environmental factors and fluctuations in population size. SPI Predict how various types of human activities affect the environment SPI Interpret a diagram that illustrates energy flow in an ecosystem. Interdependence I can construct and analyze graphs of predator prey population fluctuations. I can construct and analyze population growth curves and age structure diagrams. I can research and debate how various types of human activities affect the populations of organisms. I can create a food chain, web, and pyramid and calculate the change of energy from each tropic level. Page 3 of 3

Curriculum Map. Biology, Quarter 1 Big Ideas: From Molecules to Organisms: Structures and Processes (BIO1.LS1)

Curriculum Map. Biology, Quarter 1 Big Ideas: From Molecules to Organisms: Structures and Processes (BIO1.LS1) 1 Biology, Quarter 1 Big Ideas: From Molecules to Organisms: Structures and Processes (BIO1.LS1) Focus Standards BIO1.LS1.2 Evaluate comparative models of various cell types with a focus on organic molecules

More information

Unit # - Title Intro to Biology Unit 1 - Scientific Method Unit 2 - Chemistry

Unit # - Title Intro to Biology Unit 1 - Scientific Method Unit 2 - Chemistry Intro to Biology Unit 1 - Scientific Method Unit 2 - Chemistry What is Biology? What is Science? What tools, skills, knowledge, and dispositions are needed to conduct scientific inquiry? How do the rules

More information

Biology II : Embedded Inquiry

Biology II : Embedded Inquiry Biology II : Embedded Inquiry Conceptual Strand Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21 st century. Guiding Question What tools, skills,

More information

Standard Topics Labs & Literacy SPI s. Labs *Magazine Advertisements & Experimental Design

Standard Topics Labs & Literacy SPI s. Labs *Magazine Advertisements & Experimental Design Biology I Honors Syllabus/Pacing Guide Course Description: Honors Biology is offered for highly motivated science students. Independent work and critical thinking are essential in an honors class. The

More information

Content Standards Learning and Performance Expectations Assessment of Learning

Content Standards Learning and Performance Expectations Assessment of Learning Thinking Skills - The student demonstrates: 1. Critical Thinking Skills include the ability to analyze, criticize, advocate ideas, reason inductively and deductively, and to reach factual and judgemental

More information

Biology Science Crosswalk

Biology Science Crosswalk SB1. Students will analyze the nature of the relationships between structures and functions in living cells. a. Explain the role of cell organelles for both prokaryotic and eukaryotic cells, including

More information

Side-by-Side Comparison of the Texas Educational Knowledge and Skills (TEKS) and Louisiana Grade Level Expectations (GLEs) SCIENCE: Biology

Side-by-Side Comparison of the Texas Educational Knowledge and Skills (TEKS) and Louisiana Grade Level Expectations (GLEs) SCIENCE: Biology Side-by-Side Comparison of the Texas Educational Knowledge and Skills (TEKS) and Louisiana Grade Level Expectations (GLEs) SCIENCE: Biology TEKS Comments Louisiana GLE (Bio.1) Scientific Processes. The

More information

TEST SUMMARY AND FRAMEWORK TEST SUMMARY

TEST SUMMARY AND FRAMEWORK TEST SUMMARY Washington Educator Skills Tests Endorsements (WEST E) TEST SUMMARY AND FRAMEWORK TEST SUMMARY BIOLOGY Copyright 2014 by the Washington Professional Educator Standards Board 1 Washington Educator Skills

More information

1. CHEMISTRY OF LIFE. Tutorial Outline

1. CHEMISTRY OF LIFE. Tutorial Outline Tutorial Outline North Carolina Tutorials are designed specifically for the Common Core State Standards for English language arts, the North Carolina Standard Course of Study for Math, and the North Carolina

More information

Ohio Tutorials are designed specifically for the Ohio Learning Standards to prepare students for the Ohio State Tests and end-ofcourse

Ohio Tutorials are designed specifically for the Ohio Learning Standards to prepare students for the Ohio State Tests and end-ofcourse Tutorial Outline Ohio Tutorials are designed specifically for the Ohio Learning Standards to prepare students for the Ohio State Tests and end-ofcourse exams. Biology Tutorials offer targeted instruction,

More information

Biology EOC Review Study Questions

Biology EOC Review Study Questions Biology EOC Review Study Questions Microscopes and Characteristics of Life 1. How do you calculate total magnification on a compound light microscope? 2. What is the basic building block of all living

More information

Milford Public Schools Curriculum Department: Science Course Name: HIGH SCHOOL BIOLOGY

Milford Public Schools Curriculum Department: Science Course Name: HIGH SCHOOL BIOLOGY Milford Public Schools Curriculum Department: Science Course Name: HIGH SCHOOL BIOLOGY UNIT 1 Cell Structure and Function LEARNING GOALS Enduring Understanding(s): All life is made of cells, yet there

More information

Formative/Summative Assessments (Tests, Quizzes, reflective writing, Journals, Presentations)

Formative/Summative Assessments (Tests, Quizzes, reflective writing, Journals, Presentations) Biology Curriculum Map 2017-18 2 Weeks- Introduction to Biology: Scientific method, lab safety, organizing and analyzing data, and psuedoscience. This unit establishes the fundamental nature of scientific

More information

STAAR Biology Assessment

STAAR Biology Assessment STAAR Biology Assessment Reporting Category 1: Cell Structure and Function The student will demonstrate an understanding of biomolecules as building blocks of cells, and that cells are the basic unit of

More information

Text of objective. Investigate and describe the structure and functions of cells including: Cell organelles

Text of objective. Investigate and describe the structure and functions of cells including: Cell organelles This document is designed to help North Carolina educators teach the s (Standard Course of Study). NCDPI staff are continually updating and improving these tools to better serve teachers. Biology 2009-to-2004

More information

Biology Assessment. Eligible Texas Essential Knowledge and Skills

Biology Assessment. Eligible Texas Essential Knowledge and Skills Biology Assessment Eligible Texas Essential Knowledge and Skills STAAR Biology Assessment Reporting Category 1: Cell Structure and Function The student will demonstrate an understanding of biomolecules

More information

Compare and contrast the cellular structures and degrees of complexity of prokaryotic and eukaryotic organisms.

Compare and contrast the cellular structures and degrees of complexity of prokaryotic and eukaryotic organisms. Subject Area - 3: Science and Technology and Engineering Education Standard Area - 3.1: Biological Sciences Organizing Category - 3.1.A: Organisms and Cells Course - 3.1.B.A: BIOLOGY Standard - 3.1.B.A1:

More information

BIOLOGY I: COURSE OVERVIEW

BIOLOGY I: COURSE OVERVIEW BIOLOGY I: COURSE OVERVIEW The academic standards for High School Biology I establish the content knowledge and skills for Tennessee students in order to prepare them for the rigorous levels of higher

More information

Biology Pacing Guide

Biology Pacing Guide Unit Dates Glencoe Chapters 0 8/10 N/A Biology Intro 8/12 1 Cells 8/15 9/30 6.4 6.2 7.1 18.2 7.3 6.3 7.2 7.4 Topic GPS Classroom Procedures, Introduction to Biology SCSh 1-7 Macromolecules (6 days) Monomer/

More information

COMPETENCY GOAL 1: The learner will develop abilities necessary to do and understand scientific inquiry.

COMPETENCY GOAL 1: The learner will develop abilities necessary to do and understand scientific inquiry. North Carolina Draft Standard Course of Study and Grade Level Competencies, Biology BIOLOGY COMPETENCY GOAL 1: The learner will develop abilities necessary to do and understand scientific inquiry. 1.01

More information

HAWAII CONTENT AND PERFORMANCE STANDARDS BIOLOGICAL SCIENCE

HAWAII CONTENT AND PERFORMANCE STANDARDS BIOLOGICAL SCIENCE HAWAII CONTENT AND PERFORMANCE STANDARDS BIOLOGICAL SCIENCE Correlated to BIOLOGY: CYCLES OF LIFE 2006 5910 Rice Creek Parkway, Suite 1000 Shoreview, Minnesota 55126 Telephone (800) 328-2560 www.agsglobe.com

More information

EOC Study Guide. CELLS SB1. Students will analyze the nature of the relationships between structures and functions in living cells.

EOC Study Guide. CELLS SB1. Students will analyze the nature of the relationships between structures and functions in living cells. EOC Study Guide CELLS SB. Students will analyze the nature of the relationships between structures and functions in living cells. Unit. What are the characteristics that all living things share?. What

More information

Grade Level: Biology I Grading Period: 1 st 9 weeks

Grade Level: Biology I Grading Period: 1 st 9 weeks June 206 Grading Period: st 9 s Scientific Method and Parts of Experiment Chemical Bonding, Properties of Water, ph scale b- Formulate questions that can be answered through research and experimental design.

More information

Performance Indicators: Students who demonstrate this understanding can:

Performance Indicators: Students who demonstrate this understanding can: OVERVIEW The academic standards and performance indicators establish the practices and core content for all Biology courses in South Carolina high schools. The core ideas within the standards are not meant

More information

Biology Curriculum Pacing Guide MONTGOMERY COUNTY PUBLIC SCHOOLS

Biology Curriculum Pacing Guide MONTGOMERY COUNTY PUBLIC SCHOOLS MONTGOMERY COUNTY PUBLIC SCHOOLS Biology Curriculum Pacing Guide 1 st 9 Weeks SOL Objectives Vocabulary 7 Days 14 Days BIO.1 The student will demonstrate an understanding of scientific reasoning, logic,

More information

Scope and Sequence. Course / Grade Title: Biology

Scope and Sequence. Course / Grade Title: Biology Course / Grade Title: Biology Course / Grade Content: What will students be expected to know and do? Provide the core knowledge and skills (standards) that will be taught and assessed. Organize the essential

More information

Norton City Schools Standards-Based Science Course of Study 2003

Norton City Schools Standards-Based Science Course of Study 2003 NINTH/TENTH GRADE BIOLOGY (USED AS A YEAR-LONG OR BLOCK-SCHEDULED COURSE) Life Sciences Standard (LS) 9-10 Benchmarks By the end of the 9-10 program, the student will: Grade Level Indicators and Sub-Objectives

More information

FINAL VERSION_ Secondary Preservice Teacher Standards -- Life Science AFK12SE/NGSS Strand Disciplinary Core Idea

FINAL VERSION_ Secondary Preservice Teacher Standards -- Life Science AFK12SE/NGSS Strand Disciplinary Core Idea Secondary Preservice Teacher Standards -- Life Science AFK12SE/NGSS Strand Disciplinary Core Idea LS1: From Molecules to Organisms: Structures and Processes LS1.A: Structure and Function How do the structures

More information

FAIRBANKS NORTH STAR BOROUGH SCHOOL DISTRICT - SCIENCE CURRICULUM. Prentice Hall Biology (Miller/Levine) 2010 MASTERY CORE OBJECTIVES HIGH SCHOOL

FAIRBANKS NORTH STAR BOROUGH SCHOOL DISTRICT - SCIENCE CURRICULUM. Prentice Hall Biology (Miller/Levine) 2010 MASTERY CORE OBJECTIVES HIGH SCHOOL MASTERY CORE OBJECTIVES HIGH SCHOOL LIFE SCIENCE Overview: Life Science is a one-year course for students who learn best with extra time to approach the subject. The academic focus is to develop student

More information

Name Date Period Unit 1 Basic Biological Principles 1. What are the 7 characteristics of life?

Name Date Period Unit 1 Basic Biological Principles 1. What are the 7 characteristics of life? Unit 1 Basic Biological Principles 1. What are the 7 characteristics of life? Eukaryotic cell parts you should be able a. to identify and label: Nucleus b. Nucleolus c. Rough/smooth ER Ribosomes d. Golgi

More information

Chetek-Weyerhaeuser High School

Chetek-Weyerhaeuser High School Chetek-Weyerhaeuser High School Unit 1 The Science of Biology (5 days) Biology I Units and s Biology I A s 1. I can design a scientific experiment that includes a control group, experimental group, constants,

More information

Biology Teaching & Learning Framework (Block) Unit 4. Unit 1 1 week. Evolution SB5

Biology Teaching & Learning Framework (Block) Unit 4. Unit 1 1 week. Evolution SB5 Biology Biology Standards The Cobb Teaching and Learning Standards of Excellence for Science are designed to provide foundational knowledge and skills for all students to develop proficiency in science.

More information

Chetek-Weyerhaeuser Middle School

Chetek-Weyerhaeuser Middle School Chetek-Weyerhaeuser Middle School Science 7 Units and s Science 7A Unit 1 Nature of Science Scientific Explanations (12 days) s 1. I can make an informed decision using a scientific decision-making model

More information

Biology Scope and Sequence Student Outcomes (Objectives Skills/Verbs)

Biology Scope and Sequence Student Outcomes (Objectives Skills/Verbs) C-4 N.12.A 1-6 N.12.B.1-4 Scientific Literacy/ Nature of (embedded throughout course) Scientific Inquiry is the process by which humans systematically examine the natural world. Scientific inquiry is a

More information

GACE Biology Assessment Test I (026) Curriculum Crosswalk

GACE Biology Assessment Test I (026) Curriculum Crosswalk Subarea I. Cell Biology: Cell Structure and Function (50%) Objective 1: Understands the basic biochemistry and metabolism of living organisms A. Understands the chemical structures and properties of biologically

More information

Second Semester Biology Study Guide

Second Semester Biology Study Guide Second Semester Biology Study Guide All of the information on this review is fair game for the final Some information will be more prevalent on the test (Think about which topics we spent more time on

More information

Philipsburg-Osceola Area School District Science Department. Standard(s )

Philipsburg-Osceola Area School District Science Department. Standard(s ) Philipsburg-Osceola Area School District Science Department Course Name: Biology Grade Level: 10 Timelin e Big Ideas Essential Questions Content/ Concepts Skills/ Competencies Standard(s ) Eligible Content

More information

GRADE 7. Units of Study: Cell Structure and Function Energy and Life Cell Reproduction and Genetics Environmental Changes Through Time Classification

GRADE 7. Units of Study: Cell Structure and Function Energy and Life Cell Reproduction and Genetics Environmental Changes Through Time Classification GRADE 7 Course Overview: In seventh grade, students are actively engaged in the inquiry process as they collaborate with others to understand complex scientific concepts. Students identify a question,

More information

Use evidence of characteristics of life to differentiate between living and nonliving things.

Use evidence of characteristics of life to differentiate between living and nonliving things. Grade Big Idea Essential Questions Concepts Competencies Vocabulary 2002 Standards All living things have a common set characteristic needs and functions that separate them from nonliving things such as:

More information

End of Course Review. Review sheet

End of Course Review. Review sheet Review Tips: Review ALL vocabulary, notes, assignments and worksheets Holt Biology CP: Review Science Skills on pages 1050 1063 and Lab safety on pages xxiv xxvii Modern Biology H: Review Lab safety &

More information

Field 045: Science Life Science Assessment Blueprint

Field 045: Science Life Science Assessment Blueprint Field 045: Science Life Science Assessment Blueprint Domain I Foundations of Science 0001 The Nature and Processes of Science (Standard 1) 0002 Central Concepts and Connections in Science (Standard 2)

More information

STRANDS BENCHMARKS GRADE-LEVEL EXPECTATIONS. Biology EOC Assessment Structure

STRANDS BENCHMARKS GRADE-LEVEL EXPECTATIONS. Biology EOC Assessment Structure Biology EOC Assessment Structure The Biology End-of-Course test (EOC) continues to assess Biology grade-level expectations (GLEs). The design of the test remains the same as in previous administrations.

More information

Miller & Levine Biology

Miller & Levine Biology A Correlation of To the Science Biology A Correlation of, 2014 to the, Table of Contents From Molecules to Organisms: Structures and Processes... 3 Ecosystems: Interactions, Energy, and Dynamics... 4 Heredity:

More information

Hampton High School Biology Competencies & Requisite Skills

Hampton High School Biology Competencies & Requisite Skills Hampton High School Biology Competencies & Requisite Skills Competency 1: Scientific Inquiry A. Evaluate a question or hypothesis to develop an experimental design for a scientific investigation. B. Justify

More information

Teaching Licensure: Biology

Teaching Licensure: Biology Teaching Licensure: Biology About the test Teacher qualification test in biology is a 2-hour computerized test that targets teachers who teach biology in cycle 3 schools in UAE. The content of this test

More information

GREENCASTLE ANTRIM SCHOOL DISTRICT Planned Course Board Approved February 16, 2012 Course Title: Biology Grade Level(s) 10 11th

GREENCASTLE ANTRIM SCHOOL DISTRICT Planned Course Board Approved February 16, 2012 Course Title: Biology Grade Level(s) 10 11th GREENCASTLE ANTRIM SCHOOL DISTRICT Planned Course Board Approved February 16, 2012 Course Title: Biology Grade Level(s) 10 11th Course Materials: Primary Source(s) Supplemental Source(s) Course Materials:

More information

Biology Spring Final Exam Study Guide

Biology Spring Final Exam Study Guide Name: Hour: Basic Biology Skills Graphing Know the keys to creating a graph Know how to interpret a graph Independent variable Dependent variable Biology Spring Final Exam Study Guide Levels of Organization

More information

Area of Focus: Biology. Learning Objective 1: Describe the structure and function of organs. Pre-Learning Evaluation: Teaching Methods and Process:

Area of Focus: Biology. Learning Objective 1: Describe the structure and function of organs. Pre-Learning Evaluation: Teaching Methods and Process: Area of Focus: Biology Learning Objective 1: Describe the structure and function of organs. Pre- Diagram and label the structure of the primary components of representative organs in plants and animals

More information

Peddie Summer Day School

Peddie Summer Day School Peddie Summer Day School Course Syllabus: BIOLOGY Teacher: Mr. Jeff Tuliszewski Text: Biology by Miller and Levine, Prentice Hall, 2010 edition ISBN 9780133669510 Guided Reading Workbook for Biology ISBN

More information

Biology 1. NATURE OF LIFE 2. THE CHEMISTRY OF LIFE 3. CELL STRUCTURE AND FUNCTION 4. CELLULAR ENERGETICS. Tutorial Outline

Biology 1. NATURE OF LIFE 2. THE CHEMISTRY OF LIFE 3. CELL STRUCTURE AND FUNCTION 4. CELLULAR ENERGETICS. Tutorial Outline Tutorial Outline Science Tutorials offer targeted instruction, practice, and review designed to help students develop fluency, deepen conceptual understanding, and apply scientific thinking skills. Students

More information

Content Descriptions Based on the Georgia Performance Standards. Biology

Content Descriptions Based on the Georgia Performance Standards. Biology Content Descriptions Based on the Georgia Performance Standards Biology Introduction The State Board of Education is required by Georgia law (A+ Educational Reform Act of 2000, O.C.G.A. 20-2-281) to adopt

More information

Bundle at a Glance Biology 2015/16

Bundle at a Glance Biology 2015/16 Introduction: Scientific Investigation and Reasoning Skills (3 A/B days) Biology Process TEKS: 1A demonstrate safe practices during laboratory and field investigations. 1B demonstrate an understanding

More information

Miller Levine Biology

Miller Levine Biology A Correlation of To the 2018 Mississippi College and Career-Readiness Standards for Biology A Correlation of to the Biology BIO.1 Cells as a System Conceptual Understanding: Biologists have determined

More information

Basic Biology. Content Skills Learning Targets Assessment Resources & Technology

Basic Biology. Content Skills Learning Targets Assessment Resources & Technology Teacher: Lynn Dahring Basic Biology August 2014 Basic Biology CEQ (tri 1) 1. What are the parts of the biological scientific process? 2. What are the essential molecules and elements in living organisms?

More information

Map of AP-Aligned Bio-Rad Kits with Learning Objectives

Map of AP-Aligned Bio-Rad Kits with Learning Objectives Map of AP-Aligned Bio-Rad Kits with Learning Objectives Cover more than one AP Biology Big Idea with these AP-aligned Bio-Rad kits. Big Idea 1 Big Idea 2 Big Idea 3 Big Idea 4 ThINQ! pglo Transformation

More information

California Subject Examinations for Teachers

California Subject Examinations for Teachers California Subject Examinations for Teachers TEST GUIDE SCIENCE SUBTEST II: LIFE SCIENCES Subtest Description This document contains the Life Sciences subject matter requirements arranged according to

More information

Biology Massachusetts

Biology Massachusetts Tutorial Outline Massachusetts Tutorials are designed specifically for the Learning Standards found in the Massachusetts Curriculum Frameworks to prepare students for the MCAS tests. Biology Tutorials

More information

construct a model of DNA. explain that proteins to describe mutations. (DNA mrna determine cell structure predict traits of offspring Protein)

construct a model of DNA. explain that proteins to describe mutations. (DNA mrna determine cell structure predict traits of offspring Protein) Biology 1-2 Essential Questions: 1. How does the process of evolution drive the unity and diversity of life? 2. How do biological systems utilize free energy and molecular building blocks to grow, reproduce

More information

Georgia Standards of Excellence Biology

Georgia Standards of Excellence Biology A Correlation of Foundation Edition 2014 to the A Correlation of Miller & Levine 2014, Foundation Edition to the in Introduction This document demonstrates how Miller & Levine : Foundation Edition 2014

More information

SCOPE AND SEQUENCE COURSE TITLE: 10th Grade Biology (Trimester 1)

SCOPE AND SEQUENCE COURSE TITLE: 10th Grade Biology (Trimester 1) SCOPE AND SEQUENCE COURSE TITLE: 10th Grade Biology (Trimester 1) UNIT/T OPIC RESOURC ES/ CHAPTER S Essential Learning Outcomes/ I can Statements ACTIVITIES/ HOW ASSESS MENT Standards/ Benchmarks Technology

More information

Miller & Levine Biology 2010

Miller & Levine Biology 2010 A Correlation of 2010 to the Pennsylvania Assessment Anchors Grades 9-12 INTRODUCTION This document demonstrates how 2010 meets the Pennsylvania Assessment Anchors, grades 9-12. Correlation page references

More information

I. Molecules & Cells. A. Unit One: The Nature of Science. B. Unit Two: The Chemistry of Life. C. Unit Three: The Biology of the Cell.

I. Molecules & Cells. A. Unit One: The Nature of Science. B. Unit Two: The Chemistry of Life. C. Unit Three: The Biology of the Cell. I. Molecules & Cells A. Unit One: The Nature of Science a. How is the scientific method used to solve problems? b. What is the importance of controls? c. How does Darwin s theory of evolution illustrate

More information

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS

NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS NEW YORK STATE TEACHER CERTIFICATION EXAMINATIONS TEST DESIGN AND FRAMEWORK DRAFT October 2017 This document is a working draft. The information in this document is subject to change, and any changes will

More information

Stockton Unified School District Instructional Guide for BIOLOGY NGSS Pilot for both 4X4 and Traditional. 1st Quarter

Stockton Unified School District Instructional Guide for BIOLOGY NGSS Pilot for both 4X4 and Traditional. 1st Quarter 1st Quarter Unit NGSS Standards Required Labs Supporting Text Content Academic Suggested Labs and Activities Biochemistry HS-LS-1-6 Ch. 1 & 2 molecules elements amino acids Carbon-based Carbon Hydrogen

More information

Teacher: Cheely/ Harbuck Course: Biology Period(s): All Day Week of: 1/12/15 EOCEP Lesson Plan/5E s

Teacher: Cheely/ Harbuck Course: Biology Period(s): All Day Week of: 1/12/15 EOCEP Lesson Plan/5E s EOCEP Lesson Plan/5E s Day of the Week Monday Curriculum 2005 SDE Support Doc Standard:: B-4: The student will demonstrate an understanding of the molecular basis of heredity. Indicator: B-4.5 Goals (Objectives

More information

BIOLOGY STANDARDS BASED RUBRIC

BIOLOGY STANDARDS BASED RUBRIC BIOLOGY STANDARDS BASED RUBRIC STUDENTS WILL UNDERSTAND THAT THE FUNDAMENTAL PROCESSES OF ALL LIVING THINGS DEPEND ON A VARIETY OF SPECIALIZED CELL STRUCTURES AND CHEMICAL PROCESSES. First Semester Benchmarks:

More information

Honors Biology Midterm Exam Study Guide--January 2019

Honors Biology Midterm Exam Study Guide--January 2019 Objective Response Reflection 3 = I totally know this! :) 2 = I remember this somewhat 1 = I don't remember this at all Explain the difference between independent and dependent variables. Explain what

More information

A Correlation of. to the. Georgia Standards of Excellence Biology

A Correlation of. to the. Georgia Standards of Excellence Biology A Correlation of to the Introduction The following document demonstrates how Miller & Levine aligns to the Georgia Standards of Excellence in. Correlation references are to the Student Edition (SE) and

More information

Killingly Public Schools. Grade 10 Draft: March 2004

Killingly Public Schools. Grade 10 Draft: March 2004 Killingly Public Schools Grade 10 Draft: March 2004 BIOLOGY Grade 10 Safety CONTENT STANDARD 10 B 1: The student will understand the critical role of safety in the science classroom setting. The student

More information

Compare cellular structure and their functions in prokaryote and eukaryote cells.

Compare cellular structure and their functions in prokaryote and eukaryote cells. Grade Big Idea Essential Questions Concepts Competencies Vocabulary 2002 Standards DNA molecules contain genetic information that is found in all cells. Genes are sections of DNA that code for proteins,

More information

Miller & Levine Biology 2014

Miller & Levine Biology 2014 A Correlation of Miller & Levine Biology To the Essential Standards for Biology High School Introduction This document demonstrates how meets the North Carolina Essential Standards for Biology, grades

More information

Cellular Genetics, Structure and Function of DNA in Cells, Genetic Mechanisms and Inheritance, Mutations, Modern genetics 6-7 weeks

Cellular Genetics, Structure and Function of DNA in Cells, Genetic Mechanisms and Inheritance, Mutations, Modern genetics 6-7 weeks Biology Curriculum Map Each unit is allocated an approximate number of weeks using a traditional period schedule. Teachers should adjust these timeframes as needed based on student mastery and formative

More information

Tutorials are designed specifically for the Virginia Standards of Learning to prepare students for the Standards of Learning tests.

Tutorials are designed specifically for the Virginia Standards of Learning to prepare students for the Standards of Learning tests. Tutorial Outline Tutorials are designed specifically for the Virginia Standards of Learning to prepare students for the Standards of Learning tests. Biology Tutorials offer targeted instruction, practice,

More information

Oklahoma Academic Standards for Biology I

Oklahoma Academic Standards for Biology I A Correlation of Miller & Levine Biology To the Oklahoma Academic Standards A Correlation of, BIOLOGY I HS-LS1 From Molecules to Organisms: Structures and Processes HS-LS1-1 Students who demonstrate for

More information

Science Online Instructional Materials Correlation to the 2010 Biology Standards of Learning and Curriculum Framework

Science Online Instructional Materials Correlation to the 2010 Biology Standards of Learning and Curriculum Framework and Curriculum Framework Provider York County School Divison Course Title Biology Last Updated 2010-11 Course Syllabus URL http://yorkcountyschools.org/virtuallearning/coursecatalog.aspx BIO.1 The student

More information

Campbell Biology Concepts & Connections 2015

Campbell Biology Concepts & Connections 2015 A Correlation of Concepts & Connections 2015 To the Science, , Science - Table of Contents From Molecules to Organisms: Structures and Processes... 3 Ecosystems: Interactions, Energy, and Dynamics... 5

More information

Spring 2017 Biology 1 End-of-Course (EOC) Assessment Next Generation Sunshine State Standards (NGSSS) Form 1

Spring 2017 Biology 1 End-of-Course (EOC) Assessment Next Generation Sunshine State Standards (NGSSS) Form 1 Form 1 SC.912.L.1.1 Cell theory; Evaluating scientific claims cell theory 2 SC.912.L.1. Cell membrane; Comparing plant and animal cells common structures; Comparing plant and animal cells mitochondria;

More information

Biology Curriculum Map. Assessments. Labs. Formative Assessments. Quizzes. Summative Assessments. Projects

Biology Curriculum Map. Assessments. Labs. Formative Assessments. Quizzes. Summative Assessments. Projects Timeframe Marking Periods 1 & 2 Unit/Topic Biological principles, biochemistry Study of life Unifying Themes Biology tools & technology atoms, ions & molecules properties of water & carbon bonding & chemical

More information

Biology Unit Overview and Pacing Guide

Biology Unit Overview and Pacing Guide This document provides teachers with an overview of each unit in the Biology curriculum. The Curriculum Engine provides additional information including knowledge and performance learning targets, key

More information

Biology Final Review Ch pg Biology is the study of

Biology Final Review Ch pg Biology is the study of Biology Final Review Ch. 1 1-3 pg. 17-25 1. Biology is the study of Ch.2 2-3 pg. 45-49 2. All organic compounds contain. 3. Starch is an example of which type of organic compound? 4. What monomers make

More information

A A A A B B1

A A A A B B1 LEARNING OBJECTIVES FOR EACH BIG IDEA WITH ASSOCIATED SCIENCE PRACTICES AND ESSENTIAL KNOWLEDGE Learning Objectives will be the target for AP Biology exam questions Learning Objectives Sci Prac Es Knowl

More information

Biology regimented study plan

Biology regimented study plan For each topic, write down notes, make it organized, always have a pencil and paper while studying. At the end of each section, test yourself (Answer past exam questions, practice Quizlet, watch Crash

More information

Biology 1 EOC Study Guide

Biology 1 EOC Study Guide Name: Biology 1 EOC Study Guide Date: Standard 2: The student will demonstrate an understanding of the structure and function of cells and their organelles 1. What are three tenets of the cell theory?

More information

Biology Scope & Sequence

Biology Scope & Sequence Process Standards: Tools to Know: B.1(A) demonstrate safe practices during laboratory and field investigations B.1(B) demonstrate an understanding of the use and conservation of resources and the proper

More information

I. Molecules and Cells: Cells are the structural and functional units of life; cellular processes are based on physical and chemical changes.

I. Molecules and Cells: Cells are the structural and functional units of life; cellular processes are based on physical and chemical changes. I. Molecules and Cells: Cells are the structural and functional units of life; cellular processes are based on physical and chemical changes. A. Chemistry of Life B. Cells 1. Water How do the unique chemical

More information

Developed in Consultation with Florida Educators

Developed in Consultation with Florida Educators Developed in Consultation with Florida Educators Table of Contents Next Generation Sunshine State Standards Correlation Chart............................... 6 Benchmarks Chapter 1 The Nature of Science...............

More information

Biology CP Curriculum Pacing Guide

Biology CP Curriculum Pacing Guide Unit 1 Biochemistry and Enzymes 8 days H.B.2A The essential functions of a cell involve chemical reactions that take place between many different types of molecules (including carbohydrates, lipids, proteins

More information

Enduring understanding 1.A: Change in the genetic makeup of a population over time is evolution.

Enduring understanding 1.A: Change in the genetic makeup of a population over time is evolution. The AP Biology course is designed to enable you to develop advanced inquiry and reasoning skills, such as designing a plan for collecting data, analyzing data, applying mathematical routines, and connecting

More information

Lowndes County Biology II Pacing Guide Approximate

Lowndes County Biology II Pacing Guide Approximate Lowndes County Biology II Pacing Guide 2009-2010 MS Frameworks Pacing Guide Worksheet Grade Level: Biology II Grading Period: 1 st 9 weeks Chapter/Unit Lesson Topic Objective Number 1 The Process of 1.

More information

Keystone Exams: Biology Assessment Anchors and Eligible Content. Pennsylvania Department of Education

Keystone Exams: Biology Assessment Anchors and Eligible Content. Pennsylvania Department of Education Assessment Anchors and Pennsylvania Department of Education www.education.state.pa.us 2010 PENNSYLVANIA DEPARTMENT OF EDUCATION General Introduction to the Keystone Exam Assessment Anchors Introduction

More information

ADVANCED PLACEMENT BIOLOGY

ADVANCED PLACEMENT BIOLOGY ADVANCED PLACEMENT BIOLOGY Description Advanced Placement Biology is designed to be the equivalent of a two-semester college introductory course for Biology majors. The course meets seven periods per week

More information

Biology Year at a Glance

Biology Year at a Glance Pre-Test Intro Unit 1 Unit 2 Unit 3 Unit 4 Unit 5 Unit 6 Unit 7 Unit 8 Intro to The Cell Reproduction Changes Over Balance in Health and Patterns of and Genetics Time Nature Disease Behavior Aug 10-Aug

More information

Norton City Schools Standards-Based Science Course of Study 2003

Norton City Schools Standards-Based Science Course of Study 2003 HIGH SCHOOL ELECTIVE ADVANCED PLACEMENT BIOLOGY (USED AS A YEAR-LONG OR BLOCK-SCHEDULED COURSE) Life Sciences Standard (LS) 11-12 Benchmarks By the end of the 11-12 program, the student will: Grade Level

More information

SC55 Anatomy and Physiology Course #: SC-55 Grade Level: 10-12

SC55 Anatomy and Physiology Course #: SC-55 Grade Level: 10-12 Course #: SC-55 Grade Level: 10-12 Course Name: Anatomy and Physiology Level of Difficulty: High Prerequisites: 1 year Biology # of Credits: 1 Strand 1: Inquiry Process s 1: 2: 3: 4: Science as inquiry

More information

Spring 2018 Biology 1 End-of-Course (EOC) Assessment Next Generation Sunshine State Standards (NGSSS) Form 1

Spring 2018 Biology 1 End-of-Course (EOC) Assessment Next Generation Sunshine State Standards (NGSSS) Form 1 Next Generation Sunshine State Standards () Form 1 SC.912.L.14.1 Cell theory; Evaluating scientific claims cell theory; Identifying what is science cell theory SC.912.L.14. Cell membrane; Comparing plant

More information

B L U E V A L L E Y D I S T R I C T C U R R I C U L U M Science Honors Biology

B L U E V A L L E Y D I S T R I C T C U R R I C U L U M Science Honors Biology B L U E V A L L E Y D I S T R I C T C U R R I C U L U M Science Honors Biology ORGANIZING THEME/TOPIC UNIT 1: CHEMISTRY OF LIFE Life Elements Chemistry Basics Water Organic Molecules Hydrolysis and Dehydration

More information

Introduction to Biology

Introduction to Biology Introduction to Biology Course Description Introduction to Biology is an introductory course in the biological sciences. Topics included are biological macromolecules, cell biology and metabolism, DNA

More information

SCOPE AND SEQUENCE COURSE TITLE: 10th Grade Honors Biology (Trimester 1)

SCOPE AND SEQUENCE COURSE TITLE: 10th Grade Honors Biology (Trimester 1) SCOPE AND SEQUENCE COURSE TITLE: 10th Grade Honors Biology (Trimester 1) UNIT/ TOPIC RESOUR CES/ CHAPTER S Essential Learning Outcomes/ I can Statements ACTIVITIES/ HOW ASSESS MENT Standards/ Benchmarks

More information

Science Textbook and Instructional Materials Correlation to the 2010 Biology Standards of Learning and Curriculum Framework. Publisher Information

Science Textbook and Instructional Materials Correlation to the 2010 Biology Standards of Learning and Curriculum Framework. Publisher Information Publisher Information Copyright date 2013 Contact Carol Kornfeind Phone# 847-486-2065 E-mail carol.kornfeind@pearson.com Biology 1 of 12 Virginia Department of Education Text Miller Levine Biology, Virginia

More information

Big Idea 1: The process of evolution drives the diversity and unity of life.

Big Idea 1: The process of evolution drives the diversity and unity of life. Big Idea 1: The process of evolution drives the diversity and unity of life. understanding 1.A: Change in the genetic makeup of a population over time is evolution. 1.A.1: Natural selection is a major

More information