1 | P a g e B i o l o g y C u r r i c u l u m M a p

Biology & Biology Honors 2018-2019

Semester 1 Semester 1 Labs

Lab Safety

The Scientific Method

Graphing, Microscopes, and Equipment

Characteristics of Living Things

Principles of Ecology

Interactions in Ecosystems

The Biosphere

Human Impact on Ecosystems

Review of Chemistry

Properties of Water

and Its Biological Importance

Macromolecules, Enzymes, and ATP

Intro to Taxonomy

Cellular Structure and Function

Cellular Transport

Germination inquiry lab

Pond water microscope lab

Intro to graphing lab

Equipment and measurement lab

Predator / prey graphing lab

Trophic level dry lab

Human impact lab

Catalase liver lab

Properties of water lab

Lactase lab (honors)

Macromolecule murder mystery (honors)

Cheek, onion, and elodea microscope lab

Diffusion lab

Osmosis lab

Midterms are December 17

th- 21

st

Semester 2 Semester 2 Labs

Intro to Plant Anatomy, Photosynthesis and Cellular Respiration- 4 weeks

Cell Cycle, Mitosis

DNA & The Central Dogma

Meiosis

Genetics

Evolution – 4 weeks

Intro. to Anatomy- 2 1/2 weeks

- Reproduction

- Brain anatomy

- Heart and circulatory system

- Immune system

EOC review (this goes on ALL year)- Tentative date May 8th (going off of previous year)

Photosynthesis and respiration lab using Elodea.

Flower dissection

Mitosis and meiosis pop beads lab

Strawberry DNA extraction or cheek cell DNA

extraction.

Punnett squares dry lab

Make a baby dry lab

Fruit fly genetics virtual lab (honors)

Grant’s Galapagos finches lab

Natural selection lab

Sheep brain dissection

Frog dissection

Note- lots of dry labs / activities 2nd

semester

3 weeks

5 weeks

4

weeks

5 weeks

7 weeks

2 | P a g e B i o l o g y C u r r i c u l u m M a p

Cognitive Complexity The benchmarks in the Next Generation Sunshine State Standards (NGSSS) identify knowledge and skills students are expected to acquire at each grade level, with the underlying expectation that students also demonstrate critical thinking. The categories—low complexity, moderate complexity, high complexity—form an ordered description of the demands a test item may make on a student. Instruction in the classroom should match, at a minimum, the complexity level of the learning target in the curriculum map

Low Moderate High This category relies heavily on the recall and recognition of previously learned concepts and principles. Items typically specify what the student is to do, which is often to carry out some procedure that can be performed mechanically. It is not left to the student to come up with an original method or solution.

This category involves more flexible thinking and choice among alternatives than low complexity items. They require a response that goes beyond the habitual, is not specified, and ordinarily has more than a single step or thought process. The student is expected to decide what to do—using formal methods of reasoning and problem-solving strategies—and to bring together skill and knowledge from various domains.

This category makes heavy demands on student thinking. Students must engage in more abstract reasoning, planning, analysis, judgment, and creative thought. The items require that the student think in an abstract and sophisticated way often involving multiple steps.

Students will: retrieve information from a chart, table,

diagram, or graph

recognize a standard scientific representation of a simple phenomenon

complete a familiar single-step procedure or equation using a reference sheet

Students will: interpret data from a chart, table, or simple

graph

determine the best way to organize or present data from observations, an investigation, or experiment

describe examples and non-examples of scientific processes or concepts

specify or explain relationships among different groups, facts, properties, or variables

differentiate structure and functions of different organisms or systems

predict or determine the logical next step or outcome

apply and use concepts from a standard scientific model or theory

Students will: analyze data from an investigation or

experiment and formulate a conclusion

develop a generalization from multiple data sources

analyze and evaluate an experiment with multiple variables

analyze an investigation or experiment to identify a flaw and propose a method for correcting it

analyze a problem, situation, or system and make long-term predictions

interpret, explain, or solve a problem involving complex spatial relationships

3 | P a g e B i o l o g y C u r r i c u l u m M a p

Content Breakdown by Benchmark

Molecular and Cell Biology Classification, Heredity, and Evolution Organisms, Populations, and Ecosystems

35% of EOC 25% of EOC 40% of EOC

SC.912.N.1.1 SC.912.L.16.17 SC.912.L.15.1

SC.912.L.15.10

SC.912.N.1.3

SC.912.N.1.4

SC.912.N.1.6

SC.912.N.2.1

SC.912.N.3.1

SC.912.N.3.4

SC.912.L.15.6

SC.912.L.15.4

SC.912.L.15.5

SC.912.N.1.3

SC.912.N.1.6

SC.912.L.15.8 SC.912.L.14.7 SC.912.L17.5

SC.912.N.1.4

SC.912.N.1.6

SC.912.L.14.4

SC.912.L.16.8

SC.912.L.16.14

SC.912.L.16.16

SC.912.N.1.3

SC.912.N.1.4

SC.912.N2.1 SC.912.L.14.26

SC.912.L.14.36

SC.912.L.17.2

SC.912.L.17.4

SC.912.L.17.8

SC.912.N.1.4

SC.912.L.14.1 SC.912.L.18.1 SC.912.L.15.13

SC.912.N.1.3

SC.912.N.2.1

SC.912.N.3.1

SC.912.N.3.4

SC.912.L.14.3

SC.912.L.14.2

SC.912.L.18.11

SC.912.L.18.9

SC.912.L.18.7

SC.912.L.18.8

SC.912.L.18.10

SC.912.L.15.14

SC.912.L.15.15

SC.912.N.1.3

SC.912.L.16.1

SC.912.L.16.2

SC.912.L.14.52

SC.912.L.14.6

SC.912.L.16.10

SC.912.L.16.13

SC.912.L.17.9

SC.912.L.E.6.1

SC.912.L.17.20

SC.912.L.17.11

SC.912.L.17.13

SC.912.N.1.3

SC.912.L.18.12

SC.912.L.16.3

SC.912.L.16.4

SC.912.L.16.5

SC.912.L.16.9

4 | P a g e B i o l o g y C u r r i c u l u m M a p

2018-2019 Biology Weekly Pacing Guide

2018 1q Week 1 8/13- 8/17

Week 2 8/20-8/24

Week 3 8/27-31

Week 4 9/4-9/7

Week 5 9/10-9/14

Week 6 9/17-9/21

Week 7 9/24-9/28

Week 8 10/1-10/5

Week 9 10/8-10/12

Lab Safety and Introduction to the Scientific Method

Scientific Method, Graphing, and Microscopes

Graphing and Characteristics of Life

Wrap up and Unit 1 Exam

Principles of Ecology and Interactions in the Ecosystem,

Ecological Interactions and the Biosphere

Human Impact on Ecosystems

Extra Week Unit 2 Exam

2018 2q Week 10 10/15-10/19

Week 11 10/22-10/26

Week 12 10/29-11/2

Week 13 11/5-11/9

Week 14 11/12-11/16

Week 15 11/19-11/23

Week 16 12/3-12/17

Week 17 12/10-12/14

Week 18 12/17-12/21

Review of Chemistry and Properties of Water

Properties of Water and Macromolecules

Macromolecules, Enzymes, and ATP

Enzymes, ATP, and Unit Test

Intro to Taxonomy and Cells

Cell Structure and Function

Cell Transport

Cells Wrap-up and Midterm Review

Midterms- Cells unit will be assessed on midterm

2019 3q Week 19 1/7-1/11

Week 20 1/14-1/18

Week 21 1/21-1/25

Week 22 1/28-2/1

Week 23 2/4-2/8

Week 24 2/11-2/15

Week 25 2/18-2/22

Week 26 2/25-3/1

Week 27 3 / 4-3/8

Week 28 3/11-3/15

Introduction to Plant Anatomy

Photosynthesis Cellular Respiration

Unit 4 Exam

Cell Cycle and Mitosis

DNA and the Central Dogma

Meiosis Genetics Genetics Unit 5 Exam

2019 4q Week 29 3/18-3/22

Week 30 4/1-4/5

Week 31 4/8-4/12

Week 32 4/15-4/19

Week 33 4/22-4/26

Week 34 4/29-5/3

Week 35 5/6-5/10

Week 36 5/13-5/17

Week 38 5/27-5/31

Evolution Evolution Evolution Unit 6 Exam and EOC Review

Reproduction, Brain Anatomy, and EOC Review

Heart and Circulatory System, Immune System, and EOC Review

EOC Window

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Unit 1- The Scientific Process, Introduction to Biology, and the Characteristics of Living Things Weeks 1-5- August 13th – September 14th

Topic Learning Targets and Skills. Students will be able to….

Standards

Intr

odu

ctio

n t

o B

iolo

gy a

nd

Sci

enti

fic

Pro

cess

es

Follow safety guidelines.

Pose questions about the natural world by articulating the purpose of the investigation and identify the relevant scientific concepts.

Conduct systematic observations by writing procedures that are clear and replicable.

Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable.

Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision.

Examine books and other sources of information to see what is already known,

Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models.

Design and evaluate a scientific investigation. Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probe ware, meter sticks, microscopes, and computers) including set-up, calibration, technique, maintenance, and storage). Pose and generate answers, explanations, or descriptions of events that explicate or describe natural phenomena (inferences). Use appropriate evidence and reasoning to justify explanations to others.

Communicate results of scientific investigations, and evaluate the merits of the explanations produced by others. Interpret and analyze data to make predictions and/or defend conclusions. Will compare and/or contrast the structure and function of the compound microscope, dissecting microscope, scanning electron microscope, and/or the transmission electron microscope. Evaluate the merits of scientific explanations produced by others. Assess the reliability of sources of information according to scientific standards. Describe how scientific inferences are made from observations and identify examples from biology. Read, interpret, and examine the credibility and validity of scientific claims in different sources of information, such as scientific articles, advertisements, or media stories. Explain that a scientific theory is a well-tested hypothesis supported by a preponderance of empirical evidence. Recognize that theories do not become laws, theories explain laws. Recognize that not all scientific laws have accompanying explanatory theories. Understand what makes an organism a living thing.

SC.7.N.1.1 Define a problem based on a specific body of knowledge, for example: biology and chemistry.

SC.912.N.2.1 Identify what is science, what clearly is not science, and what superficially resembles science (but fails to meet the criteria for science). SC.912.N.2.2 Identify which questions can 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.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.N.1.3 Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented. SC.912.N.1.4 Identify sources of information and assess their reliability according to the strict standards of scientific investigation. SC.912.N.1.6

Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.

6 | P a g e B i o l o g y C u r r i c u l u m M a p

Activities, Labs, and Assessments Technology and Other Resources Content Vocabulary

Lab Safety Test

Lab Safety Poster Project

Lab Equipment Identification

Scientific Method Vocabulary quiz

Interpreting graphics (BW) Graphing quiz

Lab- Plant Germination Inquiry Lab Reading Skills (BW)

Looking into how scientists generate ideas and conduct research- John Snow and Cholera article and questions.

Identify the type of microscope (BW) Color and label the microscope

Lab- Pond Microscope Lab- Proper use of lab equipment and data analysis

skills Lab- Graphing

EOC Review questions (BW) Characteristics of living things quiz

Photosynthesis / Cellular Respiration review graphic organizer

Characteristics of living things content quiz

Characteristics of living things reading and question packet.

Reading- The Debate over Spontaneous Generation- how scientists built upon

Unit Test

Amoeba sisters Crash Course Bozeman Science https://www.technologynetworks.com/tn/coffee-break-videos/lab-rules-dua-lipa-new-rules-parody-300194 https://www.youtube.com/watch?v=MEIXRLcC6RA https://www.youtube.com/watch?v=juxLuo-sH6M https://www.youtube.com/watch?v=EtWknf1gzKo&list=PLwL0Myd7Dk1F0iQPGrjehze3eDpco1eVz&index=1 https://www.youtube.com/watch?v=O7eQKSf0LmY http://www.hhmi.org/biointeractive/anole-lizards-example-speciation http://video.ted.com/talk/podcast/2007/None/DavidGallo_2007-480p.mp4 https://www.youtube.com/watch?v=PmcNWJpIXp8

Observation Hypothesis Experiment Independent Variable Dependent Variable Constant/Controlled Variable Experimental Group Control Group Data Probability Normal distribution Theory Law Biosphere Biodiversity Species Biology Organism Population Community Ecosystem Cell Tissue Organ Organ System Metabolism DNA System Ecosystem Homeostasis Evolution Adaptation Autotrophs Heterotrophs Abiotic Biotic Sexual reproduction Asexual reproduction

7 | P a g e B i o l o g y C u r r i c u l u m M a p

Unit 2- Ecological Principles and Human Impact on Ecosystems Weeks 5-8- September 14th-October 12th Topic Learning Targets and Skills.

Students will be able to…. Standards

P

rin

cip

les

of E

colo

gy a

nd

In

tera

ctio

ns

in E

cosy

stem

s, E

colo

gica

l In

tera

ctio

ns,

th

e B

iosp

her

e, a

nd

H

um

an I

mp

act

on E

cosy

stem

s

Demonstrate how energy and nutrients move within and between biotic and abiotic components of ecosystems via physical, chemical, and biological processes.

Use data and information about population dynamics, abiotic factors, and/or biotic factors to explain and / or analyze a change in carrying capacity and its effect on population size in an ecosystem.

Explain that different types of organisms exist within aquatic systems due to chemistry, geography, light, depth, temperature, salinity, oxygen, carbon dioxide, nitrogen, phosphorus, and pH.

Describe potential changes to an ecosystem resulting from seasonal variations, climate changes, and / or succession.

Identify positive and negative consequences that result from a reduction in biodiversity.

Understand that a reduction in biodiversity may be due to catastrophic events, climate change, human activities, invasive and nonnative species, etc.

Assess the reliability of sources of information according to scientific standards.

Describe the energy pathways through the different trophic levels of a food web or energy pyramid.

Analyze the movement of matter through different biogeochemical cycles, specifically the water and carbon cycle. Apply their knowledge of roles of organisms in a food web to describe energy pathways, as well as identify if the organism is a producer, primary consumer, secondary consumer, tertiary consumer, or detritivore / decomposer.

Predict how the action of humans many impact environmental systems and / or affect sustainability.

Evaluate possible environmental impacts resulting from the use of renewable and / or nonrenewable resources.

Identify ways in which a scientific claim is evaluated through scientific argumentation, critical thinking, and alternative explanations.

SC.912.L.17.2Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature.

SC.912.L.17.4Describe changes in ecosystems resulting from seasonal variations, climate change and succession.

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

SC.912.L.17.8Recognize 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.17.9Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels. SC.912.L.17.11Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. SC.912.L.17.13

Discuss the need for adequate monitoring of environmental parameters when making policy decisions.

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

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Activities, Labs, and Assessments Technology and Other Resources Content Vocabulary Ecological organization graphic organizer with

examples (BW)

Interactive notes with embedded Venn diagrams, charts, tables, etc.

Verbal vocabulary review with interactive white boards.

Dry lab- Trophic level lab

Ecology Quiz 1 – vocab and content

Ecological pyramids review (BW)

EOC practice questions (BW)

Keystone species reading and questions

Ecosystem color and label trophic levels with questions.

Niche vs. Habitat checklist

Symbiotic relationship scenarios and videos

Ecological relationships POGIL Succession POGIL

Lab- Natural Controls of Populations Ecology Quiz 2

Growth Curve (BW)

Nutrient Cycles interactive notes using POGIL and Crash Course videos https://www.youtube.com/watch?v=2D7hZpIYlCA

https://www.youtube.com/watch?v=leHy-Y_8nRs

Lab- Human Impact Task Lab

Glaciers: Then and Now

Climate Impact Graph Match-up Biomagnification

Ocean Acidification

Florida Invasive Species

Tragedy of the Commons

Resources & Human Population Growth

The Greenhouse Effect

Conservation Project- Biome and “Most Wanted” Florida

Invasive.

Amoeba Sisters Crash Course https://vimeo.com/106020714

https://www.youtube.com/watch?v=XotF9fzo4Vo

https://www.youtube.com/watch?v=bpb7Oks5kW

I

https://www.youtube.com/watch?v=zSmL2F1t81

Q

https://www.youtube.com/watch?v=Qqa0OPbdvj

w

https://www.youtube.com/watch?v=giA16BoH_n

o

https://www.youtube.com/watch?v=uqEUzgVAF

6g

https://www.youtube.com/watch?v=tuWo_kWMi

hs

https://www.youtube.com/watch?v=hIy0ZlyPPDg

https://ed.ted.com/on/yf7jSM7r

https://ed.ted.com/on/uhE37NMP

https://www.youtube.com/watch?v=Zsc8G0NnM

Ts

https://www.youtube.com/watch?v=5eTCZ9L834

s

Ecology Biome Keystone Species Producer Consumer Food chain Herbivore Carnivore Omnivore Detritivore Decomposer Trophic Level Food Web Hydrologic Cycle Biogeochemical Cycle Nitrogen Fixation Biomass Energy Pyramid Habitat Ecological Niche Competitive Exclusion Ecological Equivalent Competition Predation Symbiosis Mutualism Commensalism Parasitism Population Density Immigration Emigration Exponential Growth Logistic Growth Carrying Capacity Limiting Factor Density-Dependent LF Density-Independent LF Succession Primary Succession Pioneer Species Lichen Secondary Succession Hydrosphere Atmosphere Geosphere Climate Canopy Grassland Desert Deciduous Coniferous Taiga Tundra Chaparral Intertidal Zone Neritic Zone Bathyal Zone Abyssal Zone Plankton Zooplankton Phytoplankton Coral Reef Kelp Forest Estuary Watershed Littoral Zone Limnetic Zone Benthic Zone Nonrenewable Resource Renewable Resource Ecological Footprint Pollution Smog Particulate Acid Rain Greenhouse Effect Global Warming Indicator Species Biomagnification Habitat Fragmentation Introduced Species Sustainable Development Umbrella Species

9 | P a g e B i o l o g y C u r r i c u l u m M a p

Unit 3- Biochemistry Weeks 10-13- October 15th- November 9th Topic Learning Targets and Skills.

Students will be able to…. Standards

Mat

ter

and

En

ergy

Tra

nsf

orm

atio

ns

Identify and describe the basic molecular structure of carbohydrates, lipids, proteins, and nucleic acids. Describe the primary functions of carbohydrates, lipids, proteins, and nucleic acids. Explain how enzymes speed up the rate of biochemical reactions by lowering the reaction’s activation energy. Identify and describe the effect of environmental factors to enzyme activity, such as temperature, pH, and ion concentration. Explain how the products of photosynthesis are used as reactants for cellular respiration and vice versa. Explain how photosynthesis stores energy and cellular respiration releases energy. Identify the reactants, products, and basic function of photosynthesis. Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. Connect the role of adenosine triphosphate (ATP) to energy transfers within the cell. Explain the properties of water at a conceptual level. Explain how the properties make water essential for life on Earth.

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

SC.912.L.18.2 HONORS ONLY

Describe the important structural characteristics of monosaccharides, disaccharides, and polysaccharides and explain the functions of carbohydrates in living things.

SC.912.L.18.3 HONORS ONLY

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.

SC.912.L.18.4 HONORS ONLY

Describe the structures of proteins and amino acids. Explain the functions of proteins in living organisms. Identify some reactions that amino acids undergo. Relate the structure and function of enzymes.

SC.912.L.18.7

Identify the reactants, products, and basic functions of photosynthesis.

SC.912.L.18.8

Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. SC.912.L.18.9 Explain the interrelated nature of photosynthesis and cellular respiration SC.912.L.18.10

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

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.L.18.12 Discuss the special properties of water that contribute to Earth's suitability as an environment for life: cohesive behavior, ability to moderate temperature, expansion upon freezing, and versatility as a solvent.

10 | P a g e B i o l o g y C u r r i c u l u m M a p

Activities, Labs, and Assessments Technology and Other Resources Content Vocabulary Review of Atomic Structures

Constructing an atom Properties of Water Graphic Organizer

EOC Review Questions on Properties of Water

Chemistry review quiz

Create , label, and color a pH table

Acid and Base reading with analysis questions.

Photosynthesis / cellular respiration chemical equation review

Lab- Properties of water and pH lab.

Properties of water and pH quiz

Chemical reaction quiz

Macromolecule quiz Dehydration synthesis and hydrolysis

activity.

Macromolecule match up activity Macromolecule compare and contrast

chart Dry Lab- Enzyme / substrate

manipulative lab

Lab-Enzyme / substrate catalase liver lab

Enzyme quiz

Carbohydrate closed reading and questions

Case Study- A can of bull (Honors) Case Study- A Curious Mission: An

Analysis of Martian Molecules. (Honors)

Unit Test

Dry Lab- Lactase HHMI

https://www.youtube.com/watch?v=XTUm-75-PL4 https://www.youtube.com/watch?v=3Tn-7JcZJuQ&ebc=ANyPxKroxLtgDhGJngKVMtc5s-x0rTynj-TXwGMvf4hSY5G_i7nJkJc9ampYnrF6krm-1RzRCN8DzYTBNcZTRYSUG_AquKdc8g&spfreload=10 https://www.youtube.com/watch?v=NdMVRL4oaUo https://vimeo.com/86362472 https://www.youtube.com/watch?v=XotF9fzo4Vo https://vimeo.com/83005599 https://www.youtube.com/watch?v=YO244P1e9QM https://www.youtube.com/watch?v=o_-6JXLYS-k https://www.pinterest.com/pin/32088216070470342/ https://www.youtube.com/watch?v=0eNSnj4ZfZ8 https://vimeo.com/83880203 https://www.youtube.com/watch?v=45yabrnryXk

Atom Element Molecule Compound Ion Ionic bond Covalent bond Hydrogen bond Polar Nonpolar Cohesion Adhesion Surface tension Density Solution Solvent Solute Acid Base pH Buffer Monomer Polymer Carbohydrates Lipids Fatty Acid Protein Amino Acid Nucleic Acid Nucleotide Chemical Reaction Reactants Products Bond Energy Equilibrium Activation Energy Endothermic Exothermic Catalyst Enzymes Substrate ATP ADP

11 | P a g e B i o l o g y C u r r i c u l u m M a p

Unit 4- Cells and Cellular Structure & Processes Weeks 14-17: November 12th - December 14th Topic Learning Targets and Skills.

Students will be able to…. Standards

Org

aniz

atio

n a

nd

Dev

elop

men

t of

Liv

ing

Org

anis

ms

Describe and explain the three parts of the cell theory.

Describe how continuous investigations and /or new scientific information influenced the development of the cell theory.

Identify ways in which a scientific claim is evaluated.

Identify what science is, what is not science, and what resembles but fails to meet the criteria for science.

Recognize the differences between theories and laws.

Understand how contributions of scientists, such as Hooke, Van Leeuwenhoek, Schwann, Schleiden, and Virchow aided in the development of the cell theory.

Describe the three types of microscopes: compound light, SEM, and TEM.

Compare and contrast structures found in plant and animal cells.

Compare and contrast the structures found in prokaryotic and eukaryotic cells.

Describe how structure in cells directly relates to their function.

Explain the role of the cell membrane during active and passive transport (diffusion, osmosis, facilitated diffusion, sodium potassium pump).

Identify the structures in a prokaryotic cell- cell wall, cell membrane, cytoplasm, plasmid, ribosomes, and flagella.

Identify and describe the structure in a eukaryotic cell.

Understand the importance of the role of the cell membrane in terms of tonicity- hypertonic, hypotonic, and isotonic.

SC.912.L.14.1 Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science. 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.14.3 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.14.4

Compare and contrast structure and function of various types of microscopes.

SC.912.L.14.5 HONORS ONLY

Explain the evidence supporting the scientific theory of the origin of eukaryotic cells (endosymbiosis).

12 | P a g e B i o l o g y C u r r i c u l u m M a p

Activities, Labs, and Assessments Technology and Other Resources Content Vocabulary Unit Vocabulary

POGIL- Prokaryotic and Eukaryotic Cells

Three column notes on domains

Mnemonic device to remember the levels of classification.

Review of compound scopes, SEM, and TEM. Review parts, magnification, and functions of the compound scope.

TED video and guided questions on the “Wacky History of the Cell Theory.”

SA:V ratio problems

Label and color the bacteria cell.

Antibiotic resistance video Quiz- Cell Theory, Types of Cells, and

Classification

Plant and animal cell foldable.

Plant and animal cell quiz

Cell membrane graphic foldable

Cell Membrane Quiz

Cell Transport Quiz

Lab- Cheek and elodea, microscope

Lab- Egg Osmosis Lab

Lab- Cell Membrane Permeability

Cell transport concept map Cell transport identification activity

EOC Review questions

Review sheet for unit test

Cell task cards- station review

Cell recreation project- make a plant and animal cell

Make a cell membrane model.

Make a prokaryotic cell model.

Cell Membrane Bubble Lab

Reading- Henrietta Lacks article and questions Unit Test

https://vimeo.com/37107992 http://ed.ted.com/lessons/the-wacky-history-of-cell-theory#watch http://www.youtube.com/watch?v=u54bRpbSOgs http://www.youtube.com/watch?v=HNP1EAYLhOs&feature=fvwrel http://www.youtube.com/watch?v=Rpj0emEGShQ&feature=related http://www.youtube.com/watch?v=rABKB5aS2Zg&feature=related http://www.youtube.com/watch?v=LP7xAr2FDFU&feature=related http://www.cellsalive.com/cells/cell_model.htm https://www.youtube.com/watch?v=Ptmlvtei8hw https://www.youtube.com/watch?v=IaZ8MtF3C6M

ALL CELL ORGANELLES Taxonomy Binomial Nomenclature Prokaryotic Eukaryotic Organelle Phospholipid Fluid Mosaic Model Transport protein Carbohydrate chain Glycolipid Glycoprotein Cholesterol Peripheral protein Carrier protein Receptor Selective Permeability Passive Transport Concentration Gradient Diffusion Osmosis Isotonic Hypertonic Hypotonic Facilitated diffusion Active transport Endocytosis Phagocytosis Exocytosis Pinocytosis Chemosynthesis Photosynthesis

13 | P a g e B i o l o g y C u r r i c u l u m M a p

Unit 5- Intro to Plant Anatomy, Photosynthesis, and Cellular Respiration Weeks 19: January 7th – February 1st Topic Learning Targets and Skills.

Students will be able to…. Standards

How

pla

nts

pow

er o

ur

pla

net

an

d t

he

maj

orit

y of

life

.

Explain how the products of photosynthesis are used as reactants for cellular respiration and vice versa.

Explain how photosynthesis stores energy and cellular respiration releases energy.

Identify the reactants, products, and basic function of photosynthesis.

Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration.

Connect the role of adenosine triphosphate (ATP) to energy transfers within the cell.

Students will explain how the structures of plant tissues and organs are directly related to their roles in physiological processes.

The function of plant tissues and organs in the context of physiological processes.

Plant organs are limited to roots, stems, leaves, flowers, fruits, and cones.

Understanding that physiological processes are limited to photosynthesis, cellular respiration, transpiration, and reproduction.

Plant tissues are limited to meristematic, ground, dermal, and vascular tissues.

Plant structures are limited to cambium, guard cells, phloem, seed, stomata, and xylem.

SC.912.L.18.7

Identify the reactants, products, and basic functions of photosynthesis.

SC.912.L.18.8

Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. SC.912.L.18.9 Explain the interrelated nature of photosynthesis and cellular respiration SC.912.L.18.10

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

14 | P a g e B i o l o g y C u r r i c u l u m M a p

Activities, Labs, and Assessments Technology and Other Resources Content Vocabulary

Big leaf and chloroplast foldable

Lab- flower dissection

POGIL- Photosynthesis: What’s in a leaf

Review diagram and questions

Photosynthesis concept map

Lab- Observing photosynthesis and respiration in elodea lab

Leaf structure and function quiz

Photosynthesis and abiotic factors graphing

Molecular bead activity

Photosynthesis and Cellular Respiration quiz

Photosynthesis and Cellular Respiration concept map

Mitochondria graphic organizer

POGIL- Cell Respiration

POGIL- Photosynthesis and Respiration

Stomata lab

Lab- Feel the burn lab

Project- Cell Menu-Cellular Respiration and Photosynthesis quarter project

Lab- Cellular respiration yeast balloon lab

Lactic Acid Myth Article

Case Study- Cellular Respiration

http://www.classzone.com/cz/books/bio_12_fl/resources/htmls/animated_biology/unit7/bio_ch21_0644_ab_material.html https://vimeo.com/7316737 http://www.mhhe.com/biosci/bio_animations/02_MH_Photosynthesis_Web/ http://www.youtube.com/watch?v=lDwUVpOEoE4 https://www.youtube.com/watch?v=4Eo7JtRA7lg https://vimeo.com/10693405

Chemosynthesis

Photosynthesis

Chlorophyll

Thylakoids

Chloroplast

Light Dependent Reaction

Light Independent Reaction/Calvin Cycle

Photosystems

Electron Transport Chain

ATP Synthase

Cellular Respiration

Aerobic

Anaerobic

Obligate Anaerobe

Obligate Aerobe

Facultative Aerobe

Glycolysis

Mitochondrion

Krebs Cycle

Fermentation

Lactic Acid

Cuticle

Stomata

Guard Cell

Pollen Grain

Seed

Pollination

Gymnosperm

Angiosperm

Flower

Fruit

Xylem

Phloem

Transpiration

Root Hair

Meristem

Primary Growth

Secondary Growth

15 | P a g e B i o l o g y C u r r i c u l u m M a p

Unit 6- Cell Reproduction and the Central Dogma Weeks 23-25: February 4th – February 22nd Topic Learning Targets and Skills.

Students will be able to…. Standards

Th

e C

entr

al D

ogm

a, C

ell C

ycle

, Mit

osis

, an

d M

eios

is

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

Describe gene and chromosomal mutations in the DNA sequence.

Explain how gene and chromosomal mutations may or may not result in a phenotypic change.

Explain the process of transcription and translation, and their roles in expression of genes.

Explain the basic components of DNA.

Explain how similar genetic codes of organisms are due to common ancestry and the process of inheritance.

Evaluate examples and explain the possible impact of biotechnology on the individual, society, and the environment.

Differentiate between mitosis and meiosis.

Describe the role of mitosis in asexual reproduction, and the role of meiosis in sexual reproduction, including how these processes may contribute to or limit genetic variation.

Describe specific events occurring in each of the stages of the cells cycle and phases of mitosis.

Explain how mitosis forms new cells and its role in maintaining chromosome number during asexual reproduction.

Explain how cancer may result from mutations that affect the proteins that regulate the cell cycle.

Describe the process of meiosis, including independent assortment and crossing over.

Explain how meiosis results in the formation of haploid gametes or spores.

SC.912.L.16.3 Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information. SC.912.L.16.4

Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring. SC.912.L.16.5

Explain the basic processes of transcription and translation, and how they result in the expression of genes.

SC.912.L.16.8 Explain the relationship between mutation, cell cycle, and uncontrolled cell growth potentially resulting in cancer. SC.912.L.16.9

Explain how and why the genetic code is universal and is common to almost all organisms. SC.912.L.16.10 Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues.

SC.912.L.16.12 HONORS ONLY

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

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.16.15 HONORS ONLY

Compare and contrast binary fission and mitotic cell division.

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.16.17 Compare and contrast mitosis and meiosis and relate to the processes of sexual and asexual reproduction and their consequences for genetic variation.

16 | P a g e B i o l o g y C u r r i c u l u m M a p

Activities, Labs, and Assessments Technology and Other Resources Content Vocabulary History of DNA timeline

Color and label the DNA double helix diagram

Activity- Recreate a DNA double helix

Lab- Strawberry DNA extraction lab Structure of DNA Quiz

DNA recreation project DNA replication and codon charts

Practice replication DNA strands Comparison tables.

POGIL- DNA Structure and Replication

Lab activity- Mitosis and meiosis pop beads / physical model representation

Mitosis / Meiosis Venn Diagram

Mitosis / Meiosis foldable P53 gene in elephants- article with guided

questions

Lab- Mitosis on an onion root tip lab

Mitosis quiz

Meiosis Quiz

EOC Review Questions

https://www.youtube.com/watch?v=BIP0lYrdirI https://www.pinterest.com/pin/32088216076576033/ https://www.youtube.com/watch?v=EYGrElVyHnU https://www.youtube.com/watch?v=5qSrmeiWsuc https://www.youtube.com/watch?v=f-ldPgEfAHI http://www.youtube.com/watch?v=VlN7K1-9QB0 http://www.pinterest.com/pin/32088216069818262/ http://www.pinterest.com/pin/32088216069639864/

Replication DNA Polymerase Cell Cycle Mitosis Cytokinesis Chromosome Histone Chromatin Chromatid Centromere Telomere Growth Factor Prophase Metaphase Anaphase Telophase Apoptosis Cancer Benign Malignant Metastasize Carcinogen Binary fission Somatic Cell Gamete Homologous Chromosome Autosome Sex chromosome Fertilization Diploid Haploid Meiosis Gametogenesis Sperm Egg Polar body Central Dogma RNA Transcription RNA Polymerase Messenger RNA (mRNA) Transfer RNA (tRNA) Translation Codon Stop Codon Start Codon Anticodon Promoter Operon Exon Intron Mutation Point Mutation Frameshift Mutation Mutagen

17 | P a g e B i o l o g y C u r r i c u l u m M a p

Unit 7- Heredity and Reproduction Weeks 26-28: February 25th – March 15th Topic Learning Targets and Skills.

Students will be able to…. Standards

Gen

etic

s

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

Identify, analyze, and predict inheritance patterns caused by various modes of inheritance.

Identify dominant and recessive alleles, as well as identify the difference between heterozygous and homozygous alleles.

Complete and understand monohybrid and dihybrid crosses, and patterns of inheritance, such as incomplete dominance, codominance, polygenic traits, multiple alleles, and sex linkage in the P1 and F1 generation.

Carry out inheritance outcomes and express them in ratios, percents, and fractions.

Analyze and interpret pedigree charts, karyotypes, and dihybrid crosses.

Differentiate between body cells and gametes.

Compare and contrast autosomes and sex chromosomes by looking at a karyotype.

Use karyotypes to demonstrate how small changes in DNA or chromosomes cause genetic disorders. (Sickle Cell, Down Syndrome).

Review the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health through case studies.

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

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

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

SC.912.L.16.4 Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring.

SC.912.L.16.9 Explain how and why the genetic code is universal and is common to almost all organisms.

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

18 | P a g e B i o l o g y C u r r i c u l u m M a p

Activities, Labs, and Assessments Technology and Other Resources Content Vocabulary Online lab where students can repeat Mendel’s

experiment.http://www.classzone.com/cz/books/bio_12_fl/get_chapter_group.htm?cin=3&rg=animated_biology&at=animated_biology&var=animated_biology

Lab- Karyotype Lab Punnett Squares

Punnett Square quiz

Dihybrid Squares Pedigree Charts

Incomplete dominance investigation

Tracking traits

http://www.classzone.com/cz/books/bio_12_fl/get_chapter_group.htm?cin=3&rg=animated_biology&at=animated_biology&var=animated_biology

Pedigree Quiz Oompa Loompa Punnett Square activity

Lab- Investigating Inherited Traits Lab Rare genetic disorders

How do codes work?

Diploid / Haploid worksheet

Project Honors only- Genetic diseases project and presentation

Harry Potter Genetics Unit Test

https://www.youtube.com/watch?v=h2xufrHWG3E https://www.youtube.com/watch?v=YJHGfbW55l0 https://www.youtube.com/watch?v=9O5JQqlngFY https://www.youtube.com/watch?v=MvuYATh7Y74 https://www.genome.gov/10001219/learning-about-sickle-cell-disease/ https://ghr.nlm.nih.gov/condition/klinefelter-syndrome

Trait Genetics Purebred Cross Law of Segregation Gene Allele Homozygous Heterozygous Genome Genotype Phenotype Dominant Recessive Punnett Square Monohybrid Cross Testcross Dihybrid Cross Law of Independent Assortment Crossing Over Genetic Linkage Carrier Sex-linked Gene Incomplete Dominance Codominance Polygenic Trait Linkage Map Pedigree Karyotype Bacteriophage

19 | P a g e B i o l o g y C u r r i c u l u m M a p

Unit 8- Evolution Weeks 29-31: March 18th – April 19th Topic Learning Targets and Skills.

Students will be able to…. Standards

Evo

luti

on

Create a timeline and describe the contributions to the theory of evolution made by Linnaeus, Buffon, Hutton, E. Darwin, Cuvier, Lamarck, Lyell, and Charles Darwin.

Discuss and compare the differences in evolutionary mechanisms between Darwin and Lamarck, focusing on the inheritance of acquired characteristics and natural selection through comparison charts, discussion, and key topics.

Evaluate Darwin’s research in the Galapagos and to be able to explain how the observations he made regarding the finches and tortoises laid the groundwork for his theory of natural selection.

Use examples of finches and tortoises to explain Darwin’s idea of adaptive radiation / natural selection, and how species went from one to many based on their environmental needs. Read and analyze the Grants research to see how they duplicated Darwin’s ideas (completed via lab).

Compare and contrast artificial selection and natural selection, and be able to provide examples pertaining to each.

Use the jaguar as an example and describe the four principles of natural selection: overproduction, adaptation, variation, and descent with modification through a short essay response.

Distinguish between various genetic terms: phenotype, genotype, homozygous, heterozygous, dominant, recessive, traits, alleles, mutations, and recombination by analyzing various genetic traits through Punnett Squares and by surveying the class to determine the trait for hitchhikers thumb.

Describe and understand the evidence that is used to support the theory of evolution: fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary biology. Utilizing diagrams, coloring and labeling, and analyzing genetic sequences the students will be able to identify, describe, and explain the pieces of evidence clearly.

Explore what evolution changes, populations not individuals, through readings, videos, photos, class discussions, and hypothesizing.

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.L.15.2 HONORS ONLY Discuss the use of molecular clocks to estimate how long ago various groups of organisms diverged evolutionarily from one another.SC.912.L.15.3 HONORS ONLY Describe how biological diversity is increased by the origin of new species and how it is decreased by the natural process of extinction. 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 reasons 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.15.8 Describe the scientific explanations of the origin of life on Earth. 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. SC.912.L.15.13 Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. SC.912.L.15.14 Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow.

20 | P a g e B i o l o g y C u r r i c u l u m M a p

Unit 8- Evolution Weeks 29-31: March 18th – April 19th Topic Learning Targets and Skills.

Students will be able to…. Standards

Evo

luti

on

Use real life examples of animals in their natural environments to explain the concept that genotype determines phenotype. Punnett Squares will be utilized and they will have to dissect the scenario and come up with both the genotypic and phenotypic ratio from solving the genetic problem.

Understand and explain the concept of fitness will be analyzed and discussed using real world examples such as pesticide resistance and antibiotic resistance.

Analyze various situations that exhibit genetic variation within a population and how that can increase an organisms chance of survival. This will be taught by looking at the gene pools of frogs and penguins, and looking at sources such as mutations and the recombination of alleles.

Evaluate the three types of natural selection that affect the distribution of traits in a population by looking at directional, stabilizing, and disruptive selection. Graphs and scenarios will be analyzed and discussed. The students will then have to analyze various situations to figure out the type of selection, as well as graph the types of selection and interpret the graph.

Compare and contrast gene flow in populations with genetic drift in populations and discuss how the allele frequencies and genetic diversity changes from high to low (gene flow of bald eagles versus the bottleneck effect with elephant seals and the founder effect in the Amish population).

Evaluate a series of video clips demonstrating sexual selection (intersexual and intrasexual) in populations and how the cost to the female is great.

The Hardy Weinberg Equilibrium equation will be explained and demonstrated to the students and then the students will have to complete a variety of problems to determine the heterozygotes and homozygotes of a population. This will allow the students to compare allele frequencies within a population and to observe how they can change based on environmental factors.

Define extinction and be able to discuss and support with details the two major types of extinctions: background and mass.

SC.912.L.15.15 Describe how mutation and genetic recombination increase genetic variation.

21 | P a g e B i o l o g y C u r r i c u l u m M a p

Unit 8- Evolution Weeks 29-31: March 18th – April 19th Topic Learning Targets and Skills.

Students will be able to…. Standards

Evo

luti

on

Analyze the patterns in which speciation occurs: punctuated equilibrium and adaptive radiation. Students will be able to provide examples for each.

Examine and inspect diagrams of rock layers to see how scientists use radiometric dating to accurately estimate the age of fossils.

Explore and analyze the many hypotheses regarding the origin of life on Earth: Nebular hypothesis, organic molecule hypothesis, meteorite hypothesis, and the iron sulfide bubble hypothesis.

Explain the importance of reproductive success and how it leads to increased diversity.

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.

22 | P a g e B i o l o g y C u r r i c u l u m M a p

Activities, Labs, and Assessments Technology and Other Resources Content Vocabulary Hardy Weinberg practice problems

Five factors that can lead to evolution activity.

Mutation telephone game

Fish and insect dichotomous key activity Cladograms and phylogenetic trees

Vocabulary quizzes on chapters 10, 11, 17, and 12. Evidence of evolution quiz with an emphasis on

comparative anatomy.

Unit Test: covered chapters 10, 11, and 17. Part 2 was all short answer.

Take home test: Patterns and Mechanisms of Evolution /Types of Selection.

Lab-Darwin’s Galapagos Island Lab: four part lab

Relative Dating Lab: students age various rock samples to determine the age.

Earth’s early history activity. Students will analyze various hypotheses about the origin of life.

Project- Types of selection foldable

Population genetics, selection, and evolution lab.

Types of Selection foldable.

Evidence of Evolution POGIL

Lab- Natural Selection

Evolution Task Cards

Dry Lab- Evidence of Evolution: The students have to analyze a variety of diagram and make a conclusion as to how they support or provide evidence for the theory of evolution. Students will also color and label a variety of different vertebrate bone structures via color coding them to show that even though they are different animals, they still share common structures.

Racing Extinction documentary Amoeba Sisters Crash Course

Fossil Uniformitarianism Variation Artificial Selection Heritability Natural Selection Fitness Biogeography Homologous Structure Analogous Structure Vestigial Structure Paleontology Gene Pool Allele Frequency Microevolution Directional Selection Stabilizing Selection Disruptive Selection Gene Flow Genetic Drift Bottleneck Effect Founder Effect Sexual Selection Hardy-Weinberg Equilibrium Reproductive Isolation Speciation Behavioral Isolation Geographic Isolation Temporal Isolation Convergent Evolution Divergent Evolution Coevolution Extinction Punctuated Equilibrium Adaptive Radiation Relative Dating Radiometric Dating Isotope Half-life Index Fossil Geologic Time Scale Era Period Epoch Cyanobacteria Endosymbiosis Mitochondrial DNA Paleozoic Cambrian Explosion Mesozoic Cenozoic Primate Prosimian Arthropod Hominid Bipedal Cladogram Molecular Clock

23 | P a g e B i o l o g y C u r r i c u l u m M a p

Unit 9- Anatomy Weeks 33-35-31: April 22nd- May 8th Topic Learning Targets and Skills.

Students will be able to…. Standards

Rep

rod

uct

ion

, Bra

in, H

eart

, Cir

cula

tory

Sys

tem

, an

d

Im

mu

ne

Syst

em

Identify and label the major parts of the brain: occipital lobe, parietal lobe, frontal lobe, temporal lobe, cerebellum, brain stem, medulla oblongata, pons, hypothalamus, corpus callosum, meninges, midbrain, thalamus, and cerebrum.

Identify factors that affect blood flow and / or describe how these factors affect blood flow through the cardiovascular system.

Understand how factors, such as blood pressure, blood volume, resistance, disease, and exercise impact health.

Identify and/or explain the basic functions of the human immune system, including specific and nonspecific immune responses.

Describe how the human immune system responds to vaccines and/or antibiotics.

Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspective of both individual and public health.

Understand the significance of genetic factors, environmental factors, and pathogenic agents to health.

Identify and/or describe the basic anatomy and physiology of the male and female reproductive system.

Describe the process of human development from the zygotic stage to the end of the third trimester and birth.

Identify the function of the placenta, umbilical cord, amniotic sac, and amniotic fluid and how these structures relate to the development of the fetus.

Understand the production of hormones in the context of the physiology of the human reproductive system.

Identify the early stages of development (implantation, morula, blastocyst, gastrulation, neurulation).

Understand the development that occurs during each trimester.

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

SC.912.L.14.27 HONORS ONLY Identify the functions of the major parts of the brain, including the meninges, medulla, pons, midbrain, hypothalamus, thalamus, cerebellum and cerebrum. 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. SC.912.L.16.13 Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy.

24 | P a g e B i o l o g y C u r r i c u l u m M a p

Activities, Labs, and Assessments Technology and Other Resources Content Vocabulary Brain diagrams / foldable Brain hats

Label and identify the functions of the internal structures of the brain.

Label and identify the function of the lobes Male and females reproductive organs foldable

Heart foldable Brain foldable

Lobe song

Lab- Bullfrog Dissection

Lab- Sheep Brain Dissection

Label the heart and flow of blood.

Immune System power notes

Blood Vessel and transport (pn)

Respiratory and Circulatory functions (PN).

Immune System (PN).

Graphing hormone levels

POGIL- The Spread of Pathogens

POGIL- Human Blood Cell Typing

POGIL- The Circulatory System

In the Womb- National Geographic Amoeba Sisters Crash Course

Atrium Ventricle Artery Capillary Vein Plasma Hemoglobin Platelet Systemic Circulation Pulmonary Circulation Puberty Follicle Ovulation Menstrual Cycle Corpus Luteum Estrogen Testosterone Zygote Implantation Endometrium Blastocyst Embryo Placenta Fetus Pathogen Vector Phagocyte T Cell B Cell Antibody Interferon Passive Immunity Active Immunity Inflammation Antigen Memory Cell Cellular Immunity Humoral Immunity Antibiotic Resistance Vaccine Allergy Allergen Anaphylaxis Leukemia Neuron Resting Potential Action Potential Neurotransmitter Synapse Cerebrum Cerebellum Brainstem Thalamus Hypothalamus Pituitary Gland Reflex