created for teachers by teachers

2019 – 2020

Biology II Curriculum Map

Volusia County Schools Created For Teachers By Teachers

Honors

2018 – 2019 Volusia County Schools


Parts of the Curriculum Map

The curriculum map defines the curriculum for each course taught in Volusia County. They have been created by teachers from Volusia Schools on curriculum

mapping and assessment committees. The following list describes the various parts of each curriculum map:

• Units: the broadest organizational structure used to group content and concepts within the curriculum map created by teacher committees.

• Topics: a grouping of standards and skills that form a subset of a unit created by teacher committees.

• Learning Targets and Skills: the content knowledge, processes, and skills that will ensure successful mastery of the NGSSS as unpacked by teacher

committees according to appropriate cognitive complexities.

• Standards: the Next Generation Sunshine State Standards (NGSSS) required by course descriptions posted on CPALMS by FLDOE.

• Pacing: recommended time frames created by teacher committees and teacher survey data within which the course should be taught in preparation for the

EOC.

• Vocabulary: the content-specific vocabulary or phrases both teachers and students should use, and be familiar with, during instruction and assessment.

Maps may also contain other helpful information, such as:

• Resources: a listing of available, high quality and appropriate materials (strategies, lessons, textbooks, videos and other media sources) that are aligned to

the standards. These resources can be accessed through the county Biology 2 Canvas page. Contact the District Science Office to gain access to the code

and log in at Canvas.

• Teacher Hints: a listing of considerations when planning instruction, including guidelines to content that is inside and outside the realm of the course

descriptions on CPALMS in terms of state assessments.

• Sample FOCUS Questions: sample questions aligned to the standards and in accordance with EOC style, rigor, and complexity guidelines; they do NOT

represent all the content that should be taught, but merely a sampling of it.

• Labs: The NSTA and the District Science Office recommend that all students experience and participate in at least one hands-on, inquiry-based, lab per

week were students are collecting data and drawing conclusions. The district also requires that at least one (1) lab per grading period should have a written

lab report with analysis and conclusion.

• Common Labs (CL): Each grade level has one common Lab (CL) for each nine week period. These common labs have been designed by teachers to allow

common science experiences that align to the curriculum across the district.

• Science Literacy Connections (SLC): Each grade level has one common Science Literacy Connection (Common SLC) for each nine week period. These

literacy experiences have been designed by teachers to provide complex text analysis that aligns to the curriculum across the district. Additional SLCs are

provided to supplement district textbooks and can be found on the canvas page.

• DIA: (District Interim Assessments) content-specific tests developed by the district and teacher committees to assist in student progress monitoring. The

goal is to prepare students for the 8th grade SSA or Biology EOC using rigorous items developed using the FLDOE Item Specifications Documents.

The last few pages of the map form the appendix that includes information about methods of instruction, cognitive complexities, and other Florida-specific standards

that may be in the course descriptions.

Appendix Contents

1. Volusia County Science 5E Instructional Model

2. FLDOE Cognitive Complexity Information

3. Florida ELA and Math Standards



2019-2020 Instructional Calendar

Week Dates Days Quarter Week Dates Days Quarter 1

2

3

4

5

6

7

8

9

12 August – 16 August



3 September – 6 September




30 September – 4 October

7 October – 11 October

5

5

5

4

5

4

5

5

5

1st Quarter

(9 weeks)

19

20

21

22

23

24

25

26

27

28

6 January – 10 January




3 February – 7 February




2 March – 6 March

9 March – 12 March

5

5

4

5

5

5

4

5

5

4

3rd Quarter

(10 weeks)

10

11

12

13

14

15

16

17

18



28 October – 1 November

4 November – 8 November



2 December – 6 December



4

5

5

5

4

5

5

5

3

2nd Quarter

(9 weeks)

29

30

31

32

33

34

35

36

37

38

23 March – 27 March

30 March – 3 April

6 April – 10 April



27 April – 1 May Administer FSSA/EOC through 5/15

4 May – 8 May

11 May – 15 May

18 May – 22 May

25 May – 29 May

5

5

5

5

5

5

5

5

5

5

4th Quarter

(10 weeks)

*See school-based testing schedule for the course EOC/FSSA

administration time

Lab Information

Expectations: The National Science Teacher Association, NSTA, and the district science office recommend that all students experience and participate in at least one hands-on-based lab per week. At least one (1) lab per grading period should have a written lab report with analysis and conclusion.

Safety Contract: http://www.nsta.org/docs/SafetyInTheScienceClassroom.pdf Safety, Cleanup, and Laws: http://labsafety.flinnsci.com/Chapter.aspx?ChapterId=88&UnitId=1 http://labsafety.flinnsci.com/CertificateCourseSelection.aspx?CourseCode=MS

http://www.nsta.org/docs/SafetyInTheScienceClassroom.pdf

http://labsafety.flinnsci.com/Chapter.aspx?ChapterId=88&UnitId=1

http://labsafety.flinnsci.com/CertificateCourseSelection.aspx?CourseCode=MS



2019-2020 Full Instructional Calendar

August 2019

Sun Mon Tue Wed Thu Fri Sat

1

2

3

4

5

6 Teachers Report

7 Preplanning

8

9

10

11

Week 1

12 First Day for Students

13

14

15

16

17

18

Week 2

19

20

21

22

23

24

25

Week 3

26

27

28

29

30

31

September 2019


1

Week 4

2 No School Labor Day

3

4

5

6

7

8

Week 5

9

10

11

12

13

14

15

Week 6

16 PD Day

17

18

19

20

21

22

Week 7

23

24

25

26

27

28

29

Week 8

30

October 2019


1

2

3

4

5

6

Week 9

7

8

9

10

11 End of 1st Grading Period

12

13 Week 10

14 Teacher Duty Day

15

16

17

18

19

20 Week 11

21

22

23

24

25

26

27 Week 12

28

29

30

31

November 2019


1

2

3 Week 13

4

5

6

7

8

9

10 Week 14

11 No School Veterans Day

12

13

14

15

16

17 Week 15

18

19

20

21

22

23

24 *Hurricane makeup days 25/26

25 No School

26 No School

27 No School

28 No School Thanksgiving

29 No School

30

December 2019


1 Week 16

2

3

4

5

6

7

8 Week 17

9

10

11

12

13

14

15 Week 18

16

17

18 End of 2nd Grading Period

19 Teacher Duty Day

20 Winter Break Begins

21

22

23 No School

24 No School

25 No School

26 No School

27 No School

28

29

30 No School

31 No School

January 2020


1 No School

2 No School

3 No School

4

5 Week 19

6 Classes Resume

7

8

9

10

11

12 Week 20

13

14

15

16

17

18

19 Week 21

20 No School MLK Day

21

22

23

24 Set-Up Tomoka Sci Fair

25 Tomoka Sci/Eng Fair

26 Week 22

27

28

29

30

31



2019-2020 Full Instructional Calendar (continued)

February 2020


1

2 Week 23

3

4

5

6

7

8

9 Week 24

10

11

12

13

14

15

16 Week 25

17 No School Presidents Day

18

19

20

21

22

23 Week 26

24

25

26

27

28

29

March 2020


1 Week 27

2

3

4

5

6

7

8 Week 28

9

10

11

12 End of 3rd Grading Period

13 Teacher Duty Day

14

15

16

No School Spring Break

17 No School

18 No School

19 No School

20 No School

21

22 Week 29

23 Classes Resume

24

25

26

27

28

29 Week 30

30

31

April 2020


1

2

3

4

5 Week 31

6

7

8

9

10

11

12 Week 32

13

14

15

16

17

18

19 Week 33

20

21

22

23

24

25

26 Week 34

27

28

29

30

May 2020

Sun Mon Tue Wed Thu Fri Sat 1

2

3 Week 35

4

5

6

7

8

9

10 Week 36

11

12

13

14

15

16

17 Week 37

18

19

20

21

22

23

24 Week 38

25 No School Memorial Day

26

27

28

29 Last Day for Students

30

31

June 2020


1

2 Last Day for Teachers

3

4

5

6

7

8

9

10

11

12

13

14

15

16

17

18

19

20

21

22

23

24

25

26

27

28

29

30

Legend and Contacts: -

Contact Mike Cimino (386)734-7190 x25029 for questions about the science Canvas sites, DIAs, and resources -

For questions about Project IBIS, Envirothon, etc. contact Louise Chapman at (386)299-9819 -

STEM Questions and concerns can be directed to the Volusia STEM Specialist, Amy Monahan x20314 For office related questions contact Felecia Martinez at x20686 Jeremy Blinn, the District Science Specialist can be reached at x20553



Teaching to the Demand of Standard - Core Action 1: Science Instructional Practice Guide (IPG)

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 levels—Level 1, Level 2, and Level 3—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 demand of standard of the learning target in the curriculum map.

Level 1: Recall Level 2: Basic Application of Concepts & Skills Level 3: Strategic Thinking & Complex Reasoning

The recall of information such as a fact, definition, or term, as well as performing a simple science process or procedure. Level 1 only requires students to demonstrate a rote response, use a well-known formula, follow a set well-defined procedure (like a recipe), or perform a clearly defined series of steps. Standards that lend themselves to simple word problems that can be directly translated into and solved by a formula are considered Level 1.

Includes the engagement of some mental processing beyond recalling or reproducing a response. The content knowledge or process involved is more complex than in Level 1. Level 2 requires that students make some decisions as to how to approach the question or problem. Level 2 activities include making observations and collecting data; classifying, organizing, and comparing data; representing and displaying data in tables, graphs, and charts. Some action verbs, such as “explain,” “describe,” or “interpret,” may be classified at different DOK levels, depending on the complexity of the action. For example, interpreting information from a simple graph, requiring reading information from the graph, is at Level 2. An activity that requires interpretation from a complex graph, such as making decisions regarding features of the graph that should be considered and how information from the graph can be aggregated, is at Level 3.

Requires reasoning, planning, using evidence, and a higher level of thinking than the previous two levels. The cognitive demands at Level 3 are complex and abstract. The complexity does not result only from the fact that there could be multiple answers, a possibility for both Levels 1 and 2, but because the multi-step task requires more demanding reasoning. In most instances, requiring students to explain their thinking is at Level 3; requiring a very simple explanation or a word or two should be at Level 2. An activity that has more than one possible answer and requires students to justify the response they give would most likely be a Level 3. Experimental designs in Level 3 typically involve more than one dependent variable. Other Level 3 activities include drawing conclusions from observations; citing evidence and developing a logical argument for concepts; explaining phenomena in terms of concepts; and using concepts to solve non-routine problems.

Some examples that represent but do not constitute all of Level 1 performance are:

• Recall or recognize a fact, term, or property.

• Represent in words or diagrams a scientific concept or relationship.

• Provide or recognize a standard scientific representation for simple phenomena.

• Perform a routine procedure such as measuring length.

• Identify familiar forces (e.g. pushes, pulls, gravitation, friction, etc.)

• Identify objects and materials as solids, liquids, or gases.

Some examples that represent, but do not constitute all of Level 2 performance, are:

• Specify and explain the relationship among facts, terms, properties, and variables.

• Identify variables, including controls, in simple experiments.

• Distinguish between experiments and systematic observations.

• Describe and explain examples and non-examples of science concepts.

• Select a procedure according to specified criteria and perform it.

• Formulate a routine problem given data and conditions.

• Organize, represent, and interpret data.

Some examples that represent, but do not constitute all of Level 3 performance, are:

• Identify research questions and design investigations for a scientific problem.

• Design and execute an experiment or systematic observation to test a hypothesis or research question.

• Develop a scientific model for a complex situation.

• Form conclusions from experimental data.

• Cite evidence that living systems follow the Laws of Conservation of Mass and Energy.

• Explain how political, social, and economic concerns can affect science, and vice versa.

• Create a conceptual or mathematical model to explain the key elements of a scientific theory or concept.

• Explain the physical properties of the Sun and its dynamic nature and connect them to conditions and events on Earth.

• Analyze past, present, and potential future consequences to the environment resulting from various energy production technologies.

*Adapted from: http://www.cpalms.org/textonly.aspx?ContentID=23&UrlPath=/page23.aspx

http://www.cpalms.org/textonly.aspx?ContentID=23&UrlPath=/page23.aspx



Demand of Standard and Item Complexity

On any assessment, there is a difference between item complexity and item difficulty. Item complexity is the level of thinking that is required to answer a

question, whereas item difficulty is the percentage of students who get the item correct or incorrect. High complexity items are not always difficult and low

complexity items are not always easy. Every standard is assigned a demand of standard (DOS) indicator. The teaching and assessment of that standard must

reflect the rigor of the DOS.

Low (Level 1) Moderate (Level 2) High (Level 3) 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

Sample EOC Level 1 Item Sample EOC Level 2 Item Sample EOC Level 3 Item A marine food web is shown below.

Which of the following organisms is a consumer in this food web?

A. seaweed B. sea grass C. clam worm D. phytoplankton

A marine food web is shown below. Which of the following organisms is found in the trophic level with the greatest biomass that sustains the ecosystem represented by this food web? A. amphipod B. heron C. redfish D. seaweed

A marine food web is shown below. Which of the following is a long-term effect on the removal of the redfish from the ecosystem represented by this food web?

A. The Osprey population will increase.

B. The amphipod population will increase.

C. The clam worm population will increase. D. The phytoplankton population will increase.

*Adapted from Webb’s Depth of Knowledge and FLDOE Specification Documentation, Version 2.



Volusia County Science 5E Instructional Model - Core Action 2: Science Instructional Practice Guide (IPG)

Description Implementation

Enga

ge

Students engage with an activity that captures their attention, stimulates their thinking, and helps them access prior knowledge. A successful engagement activity will reveal existing misconceptions to the teacher and leave the learner wanting to know more about how the problem or issue relates to his/her own world.

The diagram below shows how the elements of the 5E model are interrelated. Although the 5E model can be used in linear order (engage, explore, explain, elaborate and evaluate), the model is most effective when it is used as a cycle of learning.

Each lesson begins with an engagement activity, but evaluation occurs throughout the learning cycle. Teachers should adjust their instruction based on the outcome of the evaluation. In addition, teachers are encouraged to differentiate at each state to meet the needs of individual students.

Exp

lore

Students explore common, hands-on experiences that help them begin constructing concepts and developing skills related to the learning target. The learner will gather, organize, interpret, analyze and evaluate data.

Exp

lain

Students explain through analysis of their exploration so that their understanding is clarified and modified with reflective activities. Students use science terminology to connect their explanations to the experiences they had in the engage and explore phases.

Elab

ora

te

Students elaborate and solidify their understanding of the concept and/or apply it to a real-world situation resulting in a deeper understanding. Teachers facilitate activities that help the learner correct remaining misconceptions and generalize concepts in a broader context.

Eval

uat

e

Teachers and Students evaluate proficiency of learning targets, concepts and skills throughout the learning process. Evaluations should occur before activities, to assess prior knowledge, after activities, to assess progress, and after the completion of a unit to assess comprehension.

*Adapted from The BSCS 5E Instructional Model: Origins, Effectiveness, and Applications, July 2006, Bybee, et.al, pp. 33-34.

Engage Explore

Elaborate Explain

Discuss

and

Evaluate



Science And Engineering Practices - Core Action 3: Science Instructional Practice Guide (IPG)

Asking Questions and Defining Problems Using Mathematics and Computational Thinking A practice of science is to ask and refine questions that lead to descriptions and explanations of how the natural and designed world(s) works and which can be empirically tested. Engineering questions clarify problems to determine criteria for successful solutions and identify constraints to solve problems about the designed world. Both scientists and engineers also ask questions to clarify ideas.

In both science and engineering, mathematics and computation are fundamental tools for representing physical variables and their relationships. They are used for a range of tasks such as constructing simulations; solving equations exactly or approximately; and recognizing, expressing, and applying quantitative relationships. Mathematical and computational approaches enable scientists and engineers to predict the behavior of systems and test the validity of such predictions.

Developing and Using Models Constructing Explanations and Designing Solutions A practice of both science and engineering is to use and construct models as helpful tools for representing ideas and explanations. These tools include diagrams, drawings, physical replicas, mathematical representations, analogies, and computer simulations. Modeling tools are used to develop questions, predictions and explanations; analyze and identify flaws in systems; and communicate ideas. Models are used to build and revise scientific explanations and proposed engineered systems. Measurements and observations are used to revise models and designs.

The end-products of science are explanations and the end-products of engineering are solutions. The goal of science is the construction of theories that provide explanatory accounts of the world. A theory becomes accepted when it has multiple lines of empirical evidence and greater explanatory power of phenomena than previous theories. The goal of engineering design is to find a systematic solution to problems that is based on scientific knowledge and models of the material world. Each proposed solution results from a process of balancing competing criteria of desired functions, technical feasibility, cost, safety, aesthetics, and compliance with legal requirements. The optimal choice depends on how well the proposed solutions meet criteria and constraints.

Planning and Carrying Out Investigations Engaging in Argument from Evidence Scientists and engineers plan and carry out investigations in the field or laboratory, working collaboratively as well as individually. Their investigations are systematic and require clarifying what counts as data and identifying variables or parameters. Engineering investigations identify the effectiveness, efficiency, and durability of designs under different conditions

Argumentation is the process by which evidence-based conclusions and solutions are reached. In science and engineering, reasoning and argument based on evidence are essential to identifying the best explanation for a natural phenomenon or the best solution to a design problem. Scientists and engineers use argumentation to listen to, compare, and evaluate competing ideas and methods based on merits. Scientists and engineers engage in argumentation when investigating a phenomenon, testing a design solution, resolving questions about measurements, building data models, and using evidence to evaluate claims

Analyzing and Interpreting Data Obtaining, Evaluating and Communicating Information Scientific investigations produce data that must be analyzed in order to derive meaning. Because data patterns and trends are not always obvious, scientists use a range of tools—including tabulation, graphical interpretation, visualization, and statistical analysis—to identify the significant features and patterns in the data. Scientists identify sources of error in the investigations and calculate the degree of certainty in the results. Modern technology makes the collection of large data sets much easier, providing secondary sources for analysis. Engineering investigations include analysis of data collected in the tests of designs. This allows comparison of different solutions and determines how well each meets specific design criteria— that is, which design best solves the problem within given constraints. Like scientists, engineers require a range of tools to identify patterns within data and interpret the results. Advances in science make analysis of proposed solutions more efficient and effective.

Scientists and engineers must be able to communicate clearly and persuasively the ideas and methods they generate. Critiquing and communicating ideas individually and in groups is a critical professional activity. Communicating information and ideas can be done in multiple ways: using tables, diagrams, graphs, models, and equations as well as orally, in writing, and through extended discussions. Scientists and engineers employ multiple sources to obtain information that is used to evaluate the merit and validity of claims, methods, and designs.

Developed by NSTA using information from Appendix F of the Next Generation Science Standards © 2011, 2012, 2013 Achieve, Inc



Unit 1: The Nature of Science and Graphing Weeks 1 – 34

Topic Learning Targets and Skills Standards Vocabulary Th

e N

atu

re o

f Sc

ien

ce a

nd

Gra

ph

ing

Students will:

• define a problem based on a specific body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following:

o Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts).

o Conduct systematic observations, (Write 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. Follow safety guidelines).

o Examine books and other sources of information to see what is already known, o Review what is known in light of empirical evidence, (Examine whether available empirical

evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models).

o Plan investigations, (Design and evaluate a scientific investigation). o Use tools to gather, analyze, and interpret data (this includes the use of measurement in

metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials

o Pose answers, explanations, or descriptions of events, o Generate explanations that explicate or describe natural phenomena (inferences), o Use appropriate evidence and reasoning to justify these explanations to others, o Communicate results of scientific investigations, and o Evaluate the merits of the explanations produced by others.

• identify sources of information and assess their reliability according to the strict standards of scientific investigation.

• describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome.

• recognize the role of creativity in constructing scientific questions, methods and explanations.

SC.912.N.1.1 SC.912.N.1.4 SC.912.N.1.5 SC.912.N.1.7

Students will:

• explain that a scientific theory is the culmination of many scientific investigations drawing together all the current evidence concerning a substantial range of phenomena

• describe science as testable, pseudo-science as not a science but seeks falsifications, pseudo-science seeks confirmations

• identify scientific questions that can be disproved by experimentation/testing.

• explain that scientific knowledge is both durable and robust and open to change.

SC.912.N.3.1 SC.912.N.2.1 SC.912.N.2.2 SC.912.N.2.4

Pseudoscience Control Variable Sample size Theory Law Hypothesis



Unit 2: Water, Macromolecules, and Enzymes Weeks 3 – 6

Topic Learning Targets and Skills Standards Vocabulary W

ate

r

Students will:

• 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.

• explain how the interactions between hydrogen and oxygen make water a polar molecule.

• connect the polarity of water to its ability to act as a solvent in biological solutions.

• connect the ability of water to hydrogen bond to its resulting properties – cohesion (and surface tension), adhesion, capillary action, high specific heat / heat capacity, and low density as a solid.

SC.912.L.18.12 Polar molecular Covalent bond Ionic bond Hydrogen bond Solvent Solute Organic compound Inorganic Hydrolysis Glycerol Fatty acid R group Mono-, disaccharide Di-, polypeptide Cholesterol Steroid Nucleotide Saturated fatty acid Unsaturated fatty acid

Mac

rom

ole

cule

s

Students will:

• Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules.

• Explain how the structural properties of monomers and polymers for carbohydrates, lipids, proteins, and nucleic acids give these molecules their unique functions within living systems.

• Relate the directionality (direction and nature of monomer connections) within carbohydrates, proteins, and nucleic acids to the overall structure and function of these molecules.

SC.912.L.18.1



Topic Learning Targets and Skills Standards Vocabulary En

zym

es

Students will:

• 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.

• predict the effect of changes in molecular structure (ex: protein / enzyme denaturation) on function.

• characterize various chemical reactions based on the changes that occur within the reactants (i.e. anabolic vs. catabolic reaction) and the energy lost or gained by the reactants (i.e. exergonic vs. endergonic reaction). Students will be able to provide examples of energy coupling between exergonic and endergonic reactions within living organisms.

• discuss the nature and importance of interactions between the substrate and enzyme active site in an enzyme-catalyzed reaction.

• discuss the differences in energy levels for an enzyme-catalyzed vs. non-catalyzed reaction pathway.

• describe how the following factors affect enzyme efficiency – concentration of substrate, concentration of product, pH, and temperature—and determine how to measure the efficiency of enzymes in a laboratory setting.

SC.912.L.18.11 Catalyst Anabolic Catabolic Endergonic Exergonic Activation energy Reactant Energy coupling Substrate Active site Allosteric Competitive inhibitor Coenzyme Denaturation Induced fit

AP Biology only Students will:

• predict how allosteric regulators, competitive inhibitors, and coenzymes / cofactors will affect enzyme function.

• connect the structure of enzymes to their catalytic function in chemical reactions within living organisms.



The Nature of Science and Water, Macromolecules, and Enzymes Resources

Text book & Ancillary

Chapter 2 – 5, 8

AP Curriculum Learning

Objectives

1.D.1, 2.A.3, 2.B.2, 4.A.1, 4.A.2

Videos, Websites, and

Simulations

www.collegeboard.com/html/apcourseaudit/courses/biology.html

www.Explorebiology.com www.Biologycorner.com www.Livescience.com

Teacher Hints, Instruction Focus, and Strategies

Students do not need to know the properties of specific amino acids. The four levels of protein structure can be taught along with the formation of polypeptides.

AP Labs and POGILS will not be available on Edmodo. The College Board has access to all AP Labs (see the secured documents section of the AP audit website for approved AP teachers). All POGILS are housed in the POGIL manual and can be purchased through FLINN Scientific.

POGIL

1. Biochemistry Basics 2. Protein Synthesis 3. Enzymes and Cellular Respiration 4. Properties of Water (Regular Biology)

Experiments/Labs/Activities Other Suggested Resources

The following resources can be found on Edmodo in the Biology 2 Nature of Science folder.

1. Lab Report Template (How to write a lab report) The following resources can be found on Edmodo in the Biology 2 Water, Macromolecules, and Enzymes folder.

1. Properties of water (cohesive, adhesive, specific heat, etc.) 2. Enzyme Lab 3. Organic compound ID (lipids, carbohydrates, proteins, nucleic acids) 4. Paperase Lab (old toothpick lab)

AP LAB 4 DIFFUSION AND OSMOSIS AP LAB 13 ENZYME ACTIVITY Science Literacy Connection Options: Saltwater Intrusion Threatens South Florida’s Water Supplies Online Article What If I Only Ate One Kind of Food Online Article

http://www.collegeboard.com/html/apcourseaudit/courses/biology.html

http://www.explorebiology.com/

http://www.biologycorner.com/

http://www.livescience.com/



Unit 3: Energy Weeks 7 – 10

Topic Learning Targets and Skills Standards Vocabulary En

ergy

Pro

cess

es

Students will:

• explain the interrelated nature of photosynthesis and cellular respiration.

• compare and contrast the overall chemical equations for photosynthesis and cellular respiration and describe how these processes work together as a cycle.

• identify the types of organisms that use photosynthesis, cellular respiration, or both.

• explain how organisms obtain and use free energy.

• identify the sun as the ultimate source of free energy for all living things.

• explain how living organisms do not violate the second law of thermodynamics.

• describe the use of energy coupling during cellular respiration.

• identify the three uses of free energy in living organisms and the result of excess vs. insufficient free energy.

SC.912.L.18.9

SC.912.P.8.10 SC.912.P.10.1

Chemiosmosis Proton gradient Gibbs free energy Electron transport Electron gradient Proton motive force Substrate level phosphorylation Oxidative phosphorylation Oxidation / Reduction (redox reaction) ATP, ADP Chemiosmotic Gradient Entropy ATP Synthase

A

TP P

rod

uct

ion

an

d E

lect

ron

Tra

nsp

ort

Elec

tro

n T

ran

spo

rt

Students will:

• discuss the roles of membrane structure with respect to energy processes

• describe the role of the electron transport chain and chemiosmosis in the formation of ATP and list the steps involved in these processes.

• describe the creation and use of the proton motive force during ATP synthesis.

• discuss the mechanism of the ATP synthase protein in the creation of ATP from ADP and Pi.

• draw and evaluate diagrams of the electron transport chain.

SC.912.L.18.10 SC.912.L.18.5


• compare and contrast substrate-level phosphorylation and oxidative phosphorylation.

• identify the role of oxidation and reduction in the electron transport chain.



Topic Learning Targets and Skills Standards Vocabulary P

ho

tosy

nth

esis

Students will:

• identify the reactants, products, and basic functions of photosynthesis.

SC.912.L.18.7 Thylakoid membrane system Grana Stroma Photolysis Photosystem p680, p700 Action spectrum Absorption spectrum Calvin Cycle Light-dependent reactions Chlorophyll a, b NADH, FADH2, NADP Electron carriers Phosphorylation


• explain how light energy is captured in the chloroplast and sent to the Calvin Cycle.

• identify the parts of the chloroplast and molecules involved in the Light Reactions.

• explain how energy from the Light Reactions is used in the Calvin Cycle to make glucose.

• identify the parts of the chloroplast and molecules involved in the Calvin Cycle.

Cel

lula

r R

esp

irat

ion

Students will:

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

SC.912.L.18.8 Cristae Matrix Glycolysis Acetyl CoA Pyruvate Krebs Cycle Aerobic Anaerobic Lactic acid


• describe the role of glycolysis, the formation of Acetyl CoA, and the Krebs Cycle in cellular respiration.

• discuss alternate pathways of respiration used by anaerobic organisms (yeast, bacteria) and products of the pathways.

• identify the overall goal, reactants, and products of each of the three steps.

• describe the amount and type of ATP production in each of the three steps.

• describe the reduction of electron carriers (ex: NADH and FADH2) in the last two steps.

• identify the location of each step within the cell or mitochondrion.

• draw and evaluate diagrams of each step.



Energy Resources


Chapters 8, 9, 10 (Membrane Structure chapter 7)


Objectives

2.A.1, 2.A.2, 2.A.3, 4.B.1


Simulations

www.collegeboard.com/html/apcourseaudit/courses/biology.html The Mystery of The Seven Deaths - http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=431&id=431 www.Explorebiology.com www.Biologycorner.com www.Livescience.com


Specific steps, names of enzymes and intermediates of the pathways for process of fermentation are not required. Memorization of the steps in glycolysis and the Krebs cycle, or of the structures of the molecules the names of the enzymes involved, and the names of specific carriers in the ETC are not required for the AP exam.

AP Labs and POGILS will not be available on Edmodo. The College Board has access to all AP Labs (see the secured documents section of the AP audit website for approved AP teachers). All POGILS are housed in the POGIL manual and can be purchased through FLINN Scientific.

POGIL

1. Free Energy 2. ATP – The Free Energy Carrier 3. Membrane Structure 4. Cellular Respiration – An Overview

5. Photosynthesis


The following resources can be found on Edmodo in the Biology 2 Energy folder.

1. Elodea lab (test tube and sunlight) 2. Vernier lab on photosynthesis and respiration

AP LAB 5 PHOTOSYNTHESIS AP LAB 6 RESPIRATION AP LAB 10 ENERGY DYNAMICS AP LAB 11 TRANSPIRATION

Science Literacy Connection Options: What is Photosynthesis Online Article What are Mitochondria Online Article

http://www.collegeboard.com/html/apcourseaudit/courses/biology.html

http://sciencecases.lib.buffalo.edu/cs/collection/detail.asp?case_id=431&id=431

http://www.explorebiology.com/

http://www.biologycorner.com/

http://www.livescience.com/



Unit 4: Cell Reproduction Week 11

Topic Learning Targets and Skills Standards Vocabulary C

ell C

ycle

Students will:

• compare and contrast binary fission and mitotic cell division.

• identify the purposes of mitosis in unicellular vs. multicellular organisms.

• explain what happens in each step of mitosis.

• identify and explain the steps of the cell cycle.

SC.912.L.16.15 Pro-, eukaryotic Membrane Nuclear envelope Mitosis Cell cycle Daughter cells Interphase G1, S, G2 stages Spindle centriole Centromere Prophase Metaphase Anaphase Telophase Cytokinesis Checkpoints Cancer



Cell Reproduction Resources


Chapters 6, 7, 12, 13


Objectives

2.A.2, 2.A.3, 2.B.1, 2.B.2, 2.B.3, 3.A.2, 3.A.3, 4.B.2


Simulations


-Specific function of the smooth ER is not required for the AP exam. -Knowledge of checkpoints during the cell cycle and control of the checkpoints are required for the AP exam. -Knowledge of cyclins and cyclin-dependent kinases that control the cell cycles are required for the AP exam. - Knowledge of the name of each phase of mitosis is required for Biology II but not for the AP exam.

- Compare the structures found in various cell types and connect the function of a cell to its unique structural features.

- Describe the compartmentalization (division) of the eukaryotic cell into various cell parts (organelles) with distinct functions.

POGIL

1. Cell Cycle (Regular Biology) 2. Mitosis (Regular Biology)


The following resources can be found on Edmodo in the Biology 2 Cell Reproduction folder.

1. Effect of a variable on onion root (ex: caffeine, aspirin, red dye, willow leaves, carbonated water, sugar, etc)

2. Mitosis in Onion Root Tip Slides

AP LAB 7 CELL DIVISION: MITOSIS AND MEIOSIS SLC Options: Cell Division Reversed In Possible Path To Cancer Treatment Online Article



Unit 5: Gene Expression Weeks 12 – 14

Topic Learning Targets and Skills Standards Vocabulary G

ene

Exp

ress

ion

Students will:

• discuss the mechanisms for regulation of gene expression in prokaryotes and eukaryotes at transcription and translation level.

• outline the steps involved in the conversion of a gene to an mRNA molecule to a protein.

• compare the types of DNA mutations and their effects on the resulting protein

• outline the steps in gene expression utilizing repressible and inducible operons in prokaryotes and eukaryotes.

SC.912.L.16.6 Gene regulation Gene expression promoter operator operon repressor regulatory gene histones Translation Transcription Codons Messenger RNA (mRNA) Introns Exons

rRNA tRNA anticodon

Gen

etic

Fac

tors

Students will:

• explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health.

SC.912.L.14.6



Gene Expression Resources


Chapter 17 – 18


Objectives


Simulations


POGILS

1. Gene Expression (transcription) 2. Gene Expression (translation) 3. Genetic Mutations 4. Control of Gene Expression in Prokaryotes


The following resources can be found on Edmodo in the Biology 2 Gene Expression folder.

1. From Gene to Protein - Transcription and Translation Student Version 2. From Gene to Protein - Transcription and Translation Teacher Notes

SLC Options: What are Mutations Online Article



Unit 6: Biotechnology Weeks 15 – 16

Topic Learning Targets and Skills Standards Vocabulary V

iru

ses

and

B

acte

ria

Students will:

• describe how viruses and bacteria transfer genetic material between cells and the role of this process in biotechnology.

• describe how viruses reproduce and recombine their genetic material.

• describe how bacteria reproduce and recombine their genetic material.

SC.912.L.16.7 Recombinant DNA Biotechnology Genetic engineering Plasmids Restriction enzymes Gel electrophoresis Polymerase chain reaction (PCR) Gene therapy Transgenic Genetically modified Organisms (GMO) Transformation Transduction Conjugation

Bio

tech

no

logy

Students will:

• 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).

• describe the purpose and methods of gel electrophoresis and analyze electrophoresis results.

• describe the purpose and methods of polymerase chain reaction (PCR).

• describe the purpose and methods of bacterial transformation and analyze bacterial transformation results.

• provide examples of the practical uses of biotechnology, including insulin production and cloning.

• discuss the technologies associated with forensic medicine and DNA identification, including restriction fragment length polymorphism (RFLP) analysis.

SC.912.L.16.12 SC.912.L.16.11



Biotechnology Resources


Chapter 20


Objectives


Simulations


POGIL

1. Spread of Pathogens (Regular Biology)


The following resources can be found on Edmodo in the Biology 2 Biotechnology folder.

1. DNA fingerprinting Virtual Lab 2. Paper plasmid

P LAB 8 BIOTECHNOLOGY: BACTERIAL TRANSFORMATION AP LAB 9 BIOTECHNOLOGY: RESTRICTION ENZYME ANALYSIS OF DNA SLC Options: Cholera Bacteria Spear Their Prey To Grab Genes Online Article New Genetic Test Reveals Your Ancestral Origin Online Article



Unit 7: System Interactions Weeks 17 – 18

Topic Learning Targets and Skills Standards Vocabulary Se

nso

ry S

yste

ms

Students will:

• describe the structure of vertebrate sensory organs. Relate structure to function in vertebrate sensory systems.

• describe what happens in each of the three main steps of cell signaling—reception, transduction, and response—and provide examples of each.

• compare/contrast cell signaling between cells that are connected, cells that are separated by a small distance, and cells that are separated by a large distance.

• identify the main parts of the human nervous system.

• identify the parts of a neuron and their functions.

SC.912.L.14.50 vertebrates animals warm-blooded cold-blooded fish amphibians reptiles birds mammals invertebrates Nerve Central Nervous System (CNS) Peripheral Nervous System (PNS) Sensory neuron Interneuron Motor neuron Cell body Axon Myelin sheath Synapse Schwann cells AP Biology only Action potential Refractory period Sodium-potassium pump Ion Channels Neurotransmitter


• outline the steps involved in a reflex arc.

• describe the movement of a signal (action potential) down the length of a single neuron.

• describe the movement of a signal from one neuron to another.



System Interactions Resources


Chapter 33, 34, 48, 49


Objectives

Videos, Websites, and Simulations

Teacher Hints, Instruction Focus,

and Strategies

In AP curriculum, cell communication is stressed. Options for covering cell communication include ligand-gated channels, neurotransmitters, etc.

The types of nervous systems, development of the human nervous system, details of the various structures and features of the brain parts, and details of specific neurologic processes are beyond the scope of the course and the AP Exam.

POGIL

1. Neuron Structure 2. Neuron Function


The following resources can be found on Edmodo in the Biology 2 System Interactions folder.

1. Brain dissection (sheep) 2. Eye dissection (sheep) 3. Earthworm Dissection (nerve cord) 4. Fetal Pig Dissection

Book: “The Forever Fix”



Unit 8: Origin of Life Weeks 19 – 23

Topic Learning Targets and Skills Standards Vocabulary O

rigi

n o

f Li

fe Students will:

• compare and contrast the scientific explanations of the origin of life on Earth.

• describe the reasons for revisions of scientific hypotheses of the origin of life on Earth.

• evaluate the accuracy and legitimacy of data to answer scientific questions about the origin of life on Earth.

SC.912.L.15.8 SC.912.N.2.5

Adaptation Adaptive radiation Allopatric Analogous structure Artificial selection Biogeography Cladistics Coevolution Convergent evolution Differential survival Directional selection Disruptive selection Endosymbiosis Eukarya Evolutionary fitness Founder effect Gene flow Gene pool Genetic bottleneck Genetic drift Genotype Gradualism Homologous Natural Selection Phenotype Phylogeny Polymorphism Postzygotic Prezygotic Speciation Species Sympatric Taxon Vestigial

Evo

luti

on

Students will:

• explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change.

• evaluate evidence provided by data from many scientific disciplines that support biological evolution.

• evaluate scientific questions regarding how organisms have changed over time using information from morphology, biochemistry and geology.

• connect scientific evidence from many scientific disciplines to support the modern concept of evolution.

• construct and/or justify mathematical models, diagrams or simulations that represent processes of biological evolution.

SC.912.L.15.1

SC.912.N.3.2 SC.912.N.2.5

Students will:

• describe how and why organisms are hierarchically classified and based on evolutionary relationships.

• construct a phylogenetic tree or cladogram in order to (1) identify shared characteristics, (2) make inferences about the evolutionary history of the group, and (3) identify character data that could extend or improve the phylogenetic tree.

• explain the reasons for changes in how organisms are classified.

• compare conserved core biological processes and features shared by all domains and how they relate to conserved core processes and features support the concept of common ancestry for all organisms.

• discuss specific fossil hominids and what they show about human evolution.

SC.912.L.15.4 SC.912.L.15.5

SC.912.L.15.11

Spec

iati

on

Students will:

• explain the role of reproductive isolation in the process of speciation.

• analyze data from a real or simulated population(s), based on graphs or models of types of selection, to predict what will happen to the population in the future.

• justify the selection of data that address questions related to reproductive isolation and speciation.

• describe speciation in an isolated population and connect it to change in gene frequency, change in environment, natural selection and/or genetic drift.

SC.912.L.15.9 SC.912.N.3.5



Origin of Life Resources


Chapter 22 – 26


Objectives


Site: PBS Evolution Site: HHMI.org (Human evolution series) Site: Bozeman Science (www.youtube.com)


and Strategies

POGIL

1. Section and Speciation 2. Phylogenic Trees 3. Evidence of Evolution (Regular Biology)


The following resources can be found on Edmodo in the Biology 2 Origin of Life folder.

1. Fossil lab 2. Brine shrimp lab 3. Origin of Life (AP Biology Kit- Carolina Biological Supply Company) 4. HHMI video “Rock pocket mouse” and Film Guide link 5. HHMI video “Beak of the Finch”

AP Transformational lab

“The Making of the Fittest: Natural Selection and Adaptation.” HHMI’s BioInteratcive.

http://www.hhmi.org/biointeractive/activities/pocketmouse.html. Revealing the Origins of Life. NOVA (PBS Video) http://www.pbs.org/wgbh/nova/evolution/origins-life.html

http://www.hhmi.org/biointeractive/activities/pocketmouse.html

http://www.pbs.org/wgbh/nova/evolution/origins-life.html



Unit 9: Ecology Weeks 24 – 28

Topic Learning Targets and Skills Standards Vocabulary Ec

olo

gy

Students will:

• characterize the biotic and abiotic components that define freshwater systems, marine systems and terrestrial systems.

• discuss how various oceanic and freshwater processes, such as currents, tides, and waves, affect the abundance of aquatic organisms.

• discuss the characteristics of populations, such as number of individuals, age structure, density, and pattern of distribution.

• describe patterns of growth within populations.

• identify the different levels of ecological organization and provide examples of biotic and abiotic factors in an ecosystem.

• use a food web to identify and distinguish producers, consumers, and decomposers.

• explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels.

• diagram and explain the biogeochemical cycles of an ecosystem, including water, carbon, and nitrogen cycle.

• compare and contrast the relationships among organisms, including predation, parasitism, competition, commensalism, and mutualism.

• describe the effects of changes to a community (ex: loss of a keystone species).

• recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species.

SC.912.L.17.7 SC.912.L.17.3 SC.912.L.17.1

SC.912.L.17.10 SC.912.L.17.9 SC.912.L.17.6 SC.912.L.17.8

Abiotic factor Adaptation Age structure Biotic factor Carbon cycle Carrying capacity Conservation Density dependent Detritivore Endangered species Exponential growth Global warming Greenhouse effect Gross primary productivity Interspecific competition Intraspecific competition Introduced species Keystone species Limiting factor Logistic growth Migration Mortality Net Primary productivity Niche Nitrogen cycle Quadrat Saprophyte Succession Survivorship curve Symbiosis Trophic level



Learning Targets and Skills Standards Vocabulary P

op

ula

tio

ns

and

Res

ou

rces

Students will:

• describe how human population size and resource use relate to environmental quality.

• evaluate how environment and personal health are interrelated.

• discuss the large-scale environmental impacts resulting from human activity, including waste spills, oil spills, runoff, greenhouse gases, ozone depletion, and surface and groundwater pollution.

• describe how different natural resources are produced and how their rates of use and renewal limit availability.

• evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests.

• predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability.

SC.912.L.17.18 HE.912.C.1.3

SC.912.L.17.16 SC.912.L.17.19 SC.912.L.17.11 SC.912.L.17.20

Indicator species Greenhouse effect Greenhouse gases Ozone Ozone depletion Runoff Species loss Renewable resources Nonrenewable resources Fossil fuels Sustainability Wind power Solar power Hydroelectric Geothermal Conservation Eutrophic Oligotrophic

Sust

ain

abili

ty

Students will:

• discuss the political, social, and environmental consequences of sustainable use of land.

• assess the need for adequate waste management strategies.

• discuss the effects of technology on environmental quality.

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

• assess the effectiveness of innovative methods of protecting the environment.

• identify examples of technologies, objects, and processes that have been modified to advance society, and explain why and how they were modified.

• explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health.

• weigh the merits of alternative strategies for solving a specific societal problem by comparing a number of different costs and benefits, such as human, economic, and environmental.

SC.912.L.17.12 SC.912.L.17.14 SC.912.L.17.15 SC.912.L.17.13 SC.912.L.17.17 SC.912.N.4.2 SC.912.L.14.6

Disease Genetic factors Toxins Pathogens Bioaccumulation Habitat loss Invasive species Native species



Ecology Resources


Chapter 50 – 55


Objectives


Site: Bozeman Science (www.youtube.com)


and Strategies

POGIL

1. Global Climate Change 2. Eutrophication


The following resources can be found on Edmodo in the Biology 2 Ecology folder.

1. Fast Plants Lab (Carolina Biological) 2. Human impact from IBIS (district) 3. Population growth and carrying capacity lab (Carolina Biological) 4. Species interactions lab kit (Carolina Biological)

AP Artificial selection lab “Alien Plant Invasion: A Field Study Project at Saguaro National Park: Football Field Plot Study.” http://biology.arizona.edu/sciconn/lessons2/Carpenter/Activities.htm “Investigative Case 8: Back to the Bay.” Investigative Case Based Learning http://bioquest.org/icbl/casebook/gullcontrol/

http://biology.arizona.edu/sciconn/lessons2/Carpenter/Activities.htm

http://bioquest.org/icbl/casebook/gullcontrol/



Unit 10: Plants and Fungi Weeks 29 – 33

Topic Learning Targets and Skills Standards Vocabulary P

lan

t C

lass

ific

atio

n

Students will:

• discuss basic classification and characteristics of plants. Identify bryophytes, pteridophytes, gymnosperms, and angiosperms.

SC.912.L.14.53 Angiosperms Autotroph Bryophytes Dicot Epidermis Fruit Guard cell Gymnosperms Heterotroph Monocot Ovary Ovule Phloem Pollen Pollination Seed Spores Stomate Transpiration Vascular tissue Xylem Saprophyte Haploid Diploid Rhizoids Spore

Spore cases, sori

Alt

ern

atio

n o

f G

en

era

tio

n

Students will:

• explain alternation of generations in plants.

• identify the purpose of meiosis.

SC.912.L.14.8

Fun

gi

Students will:

• relate the major structure of fungi to their functions.

SC.912.L.14.9



Plants and Fungi Resources


Chapter 29 – 31


Objectives

2.30, 2.31, 2.32, 2.33, 2.35, 2.36, 2.37, 2.40


Bozeman Science: 1. Plants (http://www.youtube.com/watch?v=X4L3r_XJW0I) 2. Fungi (http://www.youtube.com/watch?v=dj9m7Oc36wM)


and Strategies

More concepts of botany may be included in the AP curriculum, such as: -Plant defenses against pathogens -Apoptosis as it relates to flower development - Ways in which plants respond to drought - Vascular tissues and relationships between types -Feedback mechanisms and response to environment - Homeostatic control in plants

Evidence of student learning is a demonstrated understanding of each of the following:

1. Phototropism, or the response to the presence of light 2. Photoperiodism, or the response to change in length of the night, that results in flowering in long-day and short-day plants

POGIL


The following resources can be found on Edmodo in the Biology 2 Plants and Fungi folder.

1. Flower dissection 2. Seed dissection 3. Tables of cones / ferns (identification) 4. Monocot / dicot chart 5. Microscope lab – sori on ferns 6. Mushroom cap spore prints

1. Biological Inquiry: A Workbook of Investigative Case Studies – Ch. 6

http://www.youtube.com/watch?v=X4L3r_XJW0I



UNIT 11: Classification Weeks 34 – 38

Topic Learning Targets and Skills Standards Vocabulary C

lass

ific

atio

n

Students will:

• distinguish characteristics of vertebrates and representative invertebrate phyla, and chordate classes using typical examples.

SC.912.L.15.7 Phyla Chordates Vertebrates Invertebrates



Classification Resources



Objectives



and Strategies

POGIL

1. Biological Classification




Grades 9 - 10 ELA Florida Standards

LAFS.910.RST.1.1 – Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of the explanations or descriptions. LAFS.910.RST.1.3 – Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. LAFS.910.RST.2.4 – Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9 – 10 texts and topics. LAFS.910.RST.2.5 – Analyze the structure of the relationship among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy.) LAFS.910.RST.3.7 – Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematical (e.g., in an equation) into words. LAFS.910.RST.4.10 – by the end of grade 10, read and comprehend science / technical texts in the grades 9 – 10 text complexity band independently and proficiently.

LAFS.910.WHST.3.9 – Draw evidence from informational texts to support analysis, reflection, and research. LAFS.910.WHST.1.2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts.

d. Use precise language and domain-specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers.

e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Grades 9 - 12 Math Florida Standards (select courses)

MAFS.912.A-CED.1.4 – Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. MAFS.912.S-IC.2.6 – Evaluate reports based on data.

MAFS.912.N-VM.1.1 – Recognize vector quantities as having both magnitude and direction. Represent vector quantities by directed line segments, and use appropriate symbols for vectors and their magnitudes. MAFS.912.N-VM.1.2 – Find the components of a vector by subtracting the coordinates of an initial point from the coordinates of a terminal point. MAFS.912.N-VM.1.3 – Solve problems involving velocity that can be represented as vectors.



Grades 11 - 12 ELA Florida Standards

LAFS.1112.RST.1.1 – Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and any gaps or inconsistencies in the account. LAFS.1112.RST.1.3 – Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. LAFS.1112.RST.2.4 – Determine the meaning of symbols, key terms, and other domain-specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11 – 12 texts and topics. LAFS.1112.RST.3.7 – Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. LAFS.1112.RST.4.10 – By the end of grade 12, read and comprehend science / technical texts in grades 11 – 12 text complexity band independently and proficiently. LAFS.1112.WHST.3.9 – Draw evidence from information texts to support analysis, reflection, and research.

LAFS.1112.WHST.1.2 - Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes.

a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.

b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.

c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.

d. Use precise language, domain-specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers.

e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic).

Grades 9 - 12 Math Florida Standards (all courses)

MAFS.912.F-IF.3.7 - Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases.

a. Graph linear and quadratic functions and show intercepts, maxima, and minima.

b. Graph square root, cube root, and piecewise-defined functions, including step functions and absolute value functions.

c. Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior.

d. Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior.

e. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude.

MAFS.912.N-Q.1.1 – Use units as a way to understand problems and to guide the solution of multi-step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. MAFS.912.N-Q.1.3 – Choose a level of accuracy appropriate to limitations measurement when reporting quantities.