Welcome Students!
Students will now access their online textbook: Biology by Holt McDougal by logging into their Broward school account browardschools.com/sso Username is p followed by student # Password is the birthdate
Role of an Honor Student: Honor Students will watch assigned videos, read assigned text, and work on assignments/Papers at home. Assessments, laboratories, and in-class projects will take place at school. Honor Students will organize their online learning times and take responsibility for their own learning.
The teacher will facilitate the Honor Student's learning and provide tutoring and assistance when required.
_________________________________________________________________________________________________________________________________________ Semester 1 Lesson Plans
Week 1
8/27/15 8/23-8/24 Objectives/Tasks: Diagnostic Test
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9/5-9/6 quiz over section 1.5
http:// go to website: www.cas.miamioh.edu/mbiws/microscopes/types.html
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9/25-9/26 quiz over 2.3 and 2.4
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9/27-9/28 Quiz over 2.5 in text
http://www.chapelhillisd.org/site/handlers/filedownload.ashx?moduleinstanceid=2949&dataid=828&FileName=Biology%20Chapter%202%20Chemistry%20of%20Life.ppt
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email answers to: kathynotghi@gmail.comhttps://www.cliffsnotes.com/study-guides/biology/biology/the-biology-of-cells/quiz-structure-of-prokaryote-and-eukaryote-cells
Study Power Point on Cell Theory: wsscience.weebly.com/uploads/7/7/3/8/7738444/celltheorylessonandtimeline.ppt
Animated Biology:
"Get through a Cell Membrane"
Activities:
" Inside a Cell"
"Directing Traffic: How vesicles transport cargo."
"Membrane organize cellular complexity"
''Cell size and Scale"
"The Evolution of the cell"
Take Power Notes on Powerpoint: http://www.gwd50.org/cms/lib01/SC01000859/Centricity/Domain/158/Cells--ch%202.ppt
10/23-10/24 Test on Chapter 3
Take Power Notes 10/25-10/26 Quiz over 4.1/4.2
It is suggested you review Chapter 4.1, 4.2, 4.4, and 4.6 in your Biology textbook and all the tutorials provided.
10/31 -11/1 Test Chapter 4 Cells and Energy
Complete all work below:
Cell Cycle/Mitosis: Tutorial
http://www.cellsalive.com/cell_cycle.htm
The Eukaryotic Cell Cycle and Cancer: Student Handout Answer all questions on Handout and turn in at end of class
11/8/-11/9 Meiosis: http://www.floridastudents.org/PreviewResource/StudentResource/118821
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11/13-11/14
11/15-11/16
11/17-11/20 Everglades Biology Review: pp. 1-33 due
11/21 Everglades Biology Review
11/22-11/26 Thanksgiving Break
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11/28-11/29 DNA Structure and DNA Replication
In class Review:: http://floridastudents.org/PreviewResource/StudentResource/118821
Watch DNA Structure: http://www.johnkyrk.com/DNAanatomy.html
Watch DNA Replication: http://www.floridastudents.org/PreviewResource/StudentResource/118757
Watch Virtual DNA replication: http://www.classzone.com/cz/books/bio_12_fl/resources/htmls/animated_biology/unit3/bio_ch08_0237_ab_dnarep.html
Answer the questions from DNA Replication Practice Worksheet below:
DNA Replication Process: https://ca01001129.schoolwires.net/cms/lib/CA01001129/Centricity/Domain/908/DNA%20Replication%20Worksheet.pdf
11/30-12/1 QUIZ on DNA Replication
In class Assignment: Answer these questions and turn in at the end of class
1. Students will describe the process of DNA replication and/or its role in the transmission and conservation of genetic information.
http://www.floridastudents.org/PreviewResource/StudentResource/118757
2. Students will describe gene and chromosomal mutations in the DNA sequence.
3. Students will explain how gene and chromosomal mutations may or may not result in a phenotypic change.
4. Students will explain the basic processes of transcription and/or translation, and their roles in the expression of genes.
http://www.floridastudents.org/PreviewResource/StudentResource/163504
http://www.classzone.com/cz/books/bio_12_fl/resources/htmls/animated_biology/unit3/bio_ch08_0257_ab_protein.html
5. Students will explain that the basic components of DNA are universal in organisms.
Evidence for evolution
6. Students will explain how similarities in the genetic codes of organisms are due to common ancestry and the process of inheritance.
Evidence for Evolution
Homework/flipped class: Read chapter 8 on DNA Replication
12/4-12/5 Quiz on Transcription/Translation/Central Dogma/Making a Protein
Objective: How Do Cells make Proteins? Transcription Module/Translation:
(Complete this module in full; approximately 45 minutes): http://authoring.concord.org/activities/22?show_index=true
**Youtube videos we watched in class: to review at home
https://www.youtube.com/watch?v=WsofH466lqk
https://www.youtube.com/watch?v=5bLEDd-PSTQ
12/6-12/7 Objective: Introduction to Genetics
https://www.genome.gov/pages/education/modules/basicspresentation.pdf
Genetics: http://www.floridastudents.org/PreviewResource/StudentResource/99896
12/8-12/11 Quiz
Objective: The Genetic Code is universal and shared by all organisms. You need to understand the RNA code that translates to a protein.
Review/Watch: http://www.floridastudents.org/PreviewResource/StudentResource/109648
http://www.floridastudents.org/PreviewResource/StudentResource/163206
Genetics Practice Punnett squares : http://rhs.ramonausd.net/UserFiles/Servers/Server_129518/File/Teacher%20Pages/Gagnon,%20Brenna/Punnett_square_Basics.pdf
Punnett Squares Practice Quiz: http://glencoe.mheducation.com/sites/0078778066/student_view0/chapter5/math_practice.html
12/12-12/13 Objectives: Genetics: Build a Baby Lab Collect data on page 8. Turn in your baby's picture with a drawing represented on page 9
Answer subsequent pages. Due at the end of class.
https://www.cpsk12.org/cms/lib8/MO01909752/Centricity/Domain/3477/phenotype-babies.pdf
Go to the link and follow directions on how to create "What would your baby look like"
if both you and your classmate (who will simulate your spouse) have
one dominant gene and/or one recessive gene for each of the facial features illustrated in the following.
pages? In other words, each of you will be heterozygous for each trait. To determine the facial
appearance of your child, you and your spouse will each flip a coin to determine what gene you will
contribute to your child. This activity will introduce you to Genetics and how phenotypes are
determined. Once your child is "created" post the "baby" in the classroom nursery!! Have fun.
12/14-12/15 Population Genetics: http://labcenter.dnalc.org/labs/mendeliangenetics/mendeliangenetics_d.html
12/15-12/18 Review for Midterm/Genetics Paper Overview/Assignment of Topics
12/19 MIDTERM for 7th Block
12/20 MIDTERM for 3rd Block
Genetics Paper: APA formatted should contain:
Title Page see OWL for example
Abstract: 1 paragraph
Body: 5 pages minimum exclusive of illustrations, graphs, or photos
Conclusion 1 paragraph minimum
References: Minimum of 5 online peer-reviewed references (.edu, .gov, .org) Do not use .com sources without obtaining permission first.
SEE RUBRIC AT BOTTOM OF THIS PAGE**
STUDY GUIDE
Midterm Review (Use this as a review guide from where we ended in 1st semester)
https://docs.google.com/viewer?a=v&pid=sites&srcid=ZGVmYXVsdGRvbWFpbnxtcnNyZXlub2xkc2Jpb2xvZ3lwbGFjZXxneDoxNTYzZmY5YThmMWU5YzZm
**Genetics Papers are due upon return to school on or before January 9, 2018, @ 7:40 a.m. You may email them ahead of time over the break to kathynotghi@gmail.com. If you do not complete/submit the paper by the due date and time you will receive a zero. Please schedule your time accordingly as there will be no extensions given for any reason as the assignment was given in advance with a due date and time. Do not procrastinate! Use the rubric to check your work at the bottom of this page before you submit.
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3rd Quarter Lessons
1/22-1/23 Objectives: Review Complex modes of inheritance:
Read/Watch: http://www.floridastudents.org/PreviewResource/StudentResource/99896
After 30 minutes:
Objectives: Sexual Reproduction
Class film Watch "Life's Greatest Miracle"
http://www.pbs.org/wgbh/nova/body/life-greatest-miracle.html
1/24-1/25 Genetics Multiple Alleles classwork. Tier 3 begins reproduction and male and female reproductive anatomy
1/26-1/29 Objectives: Describe the basic anatomy and physiology of the human reproductive system.
watch link:
http://www.floridastudents.org/BenchmarksList/PreviewStandard?benchmarkLists=2024&subjectAreaId=29&gradeLevelGroupId=9&CourseID=13083#9|9|13083|2024
The Human Reproductive System Part 1
Know the Male Reproductive System & Female Reproductive system (you will be quizzed on both of these)
1/30 -1/31 Objectives: Flipped Class: Review of a human embryo from fertilization to birth in each trimester of development.
Read/Watch: The Reproductive System (Part 2)
http://www.floridastudents.org/BenchmarksList/PreviewStandard?benchmarkLists=2024&subjectAreaId=29&gradeLevelGroupId=9&CourseID=13083#9|9|13083|2024
Stages and development of an animal embryo (Know the 3 trimesters of development and what occurs in each, you will be quizzed on these as well)
Read/Watch: URL: http://www.biology.iupui.edu/biocourses/N100/2k4ch39repronotes.html
(You will be quizzed on the information above)
2/1-2/2 Reproductive Quiz
Evolution/Populations
Objective: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology,
biogeography, molecular biology, and observed evolutionary change. (Reference #: SC.912.L.15.1)
Link:
http://www.floridastudents.org/BenchmarksList/PreviewStandard?benchmarkLists=1992&subjectAreaId=29&gradeLevelGroupId=9&CourseID=13083#9|9|13083|1992
Answer the following questions that are due at end of class (no extensions) Questions 1-9
Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change.
1. What is comparative anatomy and how does it provide evidence of evolution??
2. What are homologous structures and how do they provide evidence of evolution?
3. What are analogous structures and how do they provide evidence of evolution?
4. What are vestigial structures and how do they provide evidence of evolution?
5. What is comparative embryology and how does it provide evidence of evolution?
6. In what ways can speciation occur?
7. How is the fossil record used as evidence to support the theory of evolution?
Objective: 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
Link: http://www.floridastudents.org/BenchmarksList/PreviewStandard?benchmarkLists=2004&subjectAreaId=29&gradeLevelGroupId=9&CourseID=13083#9|9|13083|2004
Answer the following questions due at end of class (no extensions) Questions 8-9
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.
8. How has jaw size, brain size, language and manufacture of tools in hominids evolved from 6 million years ago to present day?
9. In relationship to brain size, how has intelligence in hominids evolved?
2/5-2/6 Objective: Quiz on Evolution
Conditions for Natural Selection
Link: http://www.floridastudents.org/PreviewResource/StudentResource/167392
Link: http://www.floridastudents.org/PreviewResource/StudentResource/121005
Objective: Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow
Link: http://www.floridastudents.org/PreviewResource/StudentResource/121017
2/7-2/8 Objective: Classification of Organisms
Diagramming Diversity I and II
Link: http://www.floridastudents.org/BenchmarksList/PreviewStandard?benchmarkLists=1998&subjectAreaId=29&gradeLevelGroupId=9&CourseID=13083#9|9|13083|1998
Objective: Explain the reasons for changes in classification of Organisms
Link: http://www.floridastudents.org/BenchmarksList/PreviewStandard?benchmarkLists=1999&subjectAreaId=29&gradeLevelGroupId=9&CourseID=13083#9|9|13083|1999
Objective: Discuss distinguishing characteristics of the domains and kingdoms of living organisms
Link: http://www.floridastudents.org/PreviewResource/StudentResource/107978
****** Worksheet due before next class period: *********
Classification/Taxonomy
1. Taxonomy is the science of grouping and naming organisms based on ______________________________________________.
2. Describe the Contributions to Classification/Taxonomy from the following individuals:
Aristotle Linnaeus
3. Put the taxa in the correct order from largest (most kinds of organisms) to smallest (one kind of organism) CLASS, DOMAIN, GENUS, FAMILY, KINGDOM, ORDER, PHYLUM, SPECIES
4. Members of the same ______________________ can mate and produce fertile offspring.
5. Taxonomists use a two part naming system to identify an organism. The scientific name of an organism is the__________ and __________ of the organism.
This system of naming is called ____________.
6. A group of related species are in the same _________________
7. A group of related families are in the same __________________
8. A group of related phyla are in the same ___________________
Domains: The tree of life groups all living organisms based on evolutionary relationships into large, inclusive groups, primarily based on the presence or absence of a nucleus within the cell. The largest taxonomic group is called the domain. The two groups of prokaryotic organisms are so different from each other that they are grouped into different domains. So the original concept that all bacteria (prokaryotic organisms) should be classified in the same kingdom (called Monera) has been altered. The three domains are: Archea (prokaryotic), Bacteria (prokaryotic) and Eukarya (includes the kingdoms Protista, Fungi, Plantae, and Animalia).
9. - 14. Characteristics of the Different Kingdoms
Use the word bank to put the information in the correct kingdom categories below (Terms may be used more than once)
Unicellular, multicellular, prokaryotic, eukaryotic, has cell walls, lacks cell walls, heterotrophic, autotrophic (photosynthesis and/or chemosynthesis), saprophytic (absorbs nutrients from dead or decaying organisms), mobile, sessile, bacteria, E. coli, Staphylococcus aureus, Streptococcus, Sulfolobus, thermophiles, paramecia, amoeba, euglena, algae, oak tree, grass, moss, eagle, earthworm, sponge, horse, mushroom, mold, mildew, yeast
Kingdom: Archaebacteria (previously Monera)
cell number Examples:
cell type and description
nutrition
locomotion
Kingdom: Eubacteria (previously Monera)
cell number Examples:
cell type and description
nutrition
locomotion
Kingdom: Protista (protists)
cell number Examples:
cell type and description
nutrition
locomotion
Kingdom: Fungi
cell number Examples:
cell type and description
nutrition
locomotion
Kingdom: Plantae (plants)
cell number Examples:
cell type and description
nutrition
locomotion
Kingdom: Animalia (animals)
cell number Examples:
cell type and description
nutrition
locomotion
15. Classification of organisms is based on ____________________________.
Classification Worksheet
16. For each item in Column A, write the letter of the matching item in Column B.
Column A Column B
1. The grouping of objects or information based on similarities. A. Aristotle
2. The system that gives each organism two names. B. Linnaeus
3. Developed the first method of classification, based on habitat. C. Genus
4. The branch of biology in which organisms are grouped and named. D. Classification
5. Consists of a group of related species. E. Taxonomy
6. Designed a system to classify organisms based on similarities in
body structures and life cycle (development). F. Binomial Nomenclature
Examine the table showing the classification of four organisms. Then answer the questions.
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Taxon House Cat Mountain Lion Domestic Dog Human
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Kingdom Animalia Animalia Animalia Animalia
Phylum Chordata Chordata Chordata Chordata
Class Mammalia Mammalia Mammalia Mammalia
Order Carnivora Carnivora Carnivora Primate
Family Felidae Felidae Canidae Hominidae
Genus Felis Felis Canis Homo
Species domesticus concolor familiaris sapiens
17. Which two organisms are most closely related?
18. What three taxa do all four organisms have in common?
19. Which taxon includes organisms that have hair or fur and produce milk?
20. Which taxon includes animals with backbones?
21. Write the scientific name for each of the organisms above.
Classification Review Questions:
22. Earthworms, hydras, grasshoppers, and humans all belong to the same
(a) genus (b) species (c) phylum (d) kingdom
23. Within which category do the organisms show the least variation in characteristics?
(a) phylum (b) class (c) family (d) species
24. The scientific name of an organism consists of its
(a) phylum and class (b) family and order
(c) genus and species (d) species and class
25. Canis familiaris (the domestic dog) and Canis latrans (the coyote) are members of the same
(a) kingdom, but different phyla (b) phylum, but different kingdoms
(c) genus, but different species (d) order, but different classes
26. Use your textbook or other resources to answer the following two questions.
Animals that have a dorsal nerve cord (spinal cord) are classified as
(a) chordates (b) annelids (c) arthropods (d) coelenterates
27. Provide an example of each kind of organism mentioned above.
chordate annelid arthropod coelenterate
28. Which of the following organisms are members of the Protist Kingdom?
(a) mosses and ferns (b) jellyfish and hydras
(c) earthworms and leeches (d) paramecia and euglenas
29. According to the modern, 6 Kingdom system of classification, which two are classified as plants?
(a) ferns and maple trees (b) fungi and slime molds
(c) algae and fungi (d) pine trees and slime molds
30. The proper order for the classification of organisms is
(a) kingdom, phylum, species, genus (c) phylum, kingdom, species, genus
(b) kingdom, species, phylum, genus (d) kingdom, phylum, genus, species
31. In which group would there be the greatest similarity between members in terms of structure and function? (a) genus (b) kingdom (c) phylum (d) species
Base your answers to the following questions in the paragraph below:
“Today scientists generally agree that a group of organisms should be considered a basic group if it consists of organisms which have certain similarities and which can mate with each other and produce fertile offspring.”
32. The “basic group” referred to in the statement above is a
(a) genus (b) species (c) phylum (d) kingdom
33. In the space below, list the characteristics which are referred to as “certain similarities” that the basis for classifying organisms in the same basic group.
End of Worksheet (email to: kathynotghi@gmail.com) failure to submit will result in a grade of zero and due before next Biology class.
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2/9-2/12 Objective: Know the Cardiovascular System Blood Flow Factors
Link: http://www.floridastudents.org/PreviewResource/StudentResource/116899
1. Blood Pressure
2. Blood volume
3. Resistance
4. Disease
5. Viscosity
6. Exercise
Objective: Know the parts of the brain:
Link: http://www.floridastudents.org/PreviewResource/StudentResource/116392
Cerebrum Cerebellum Pons Medulla Oblongata brain stem
Frontal Lobe Parietal Lobe Occipital Lobe Temporal lobe
Objective: Know the Immune System function
Watch: http://floridastudents.org/PreviewResource/StudentResource/117031
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2/13-2/14 Objective: Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health
Link: http://www.floridastudents.org/PreviewResource/StudentResource/166487
Link: http://www.floridastudents.org/PreviewResource/StudentResource/166488
Link: http://www.floridastudents.org/PreviewResource/StudentResource/166485
Objective: Introduction to Plants-Chapter 21
Link: http://www.floridastudents.org/PreviewResource/StudentResource/109414
Homework: Read 21.1 and 21.2
Water Uptake Link: http://highered.mheducation.com/sites/9834092339/student_view0/chapter38/animation_-_water_uptake.html
Plant Reproduction-Know the reproductive parts of a flower
Link: https://www.youtube.com/watch?v=2ycl2E9r-_o
Quiz over plant tissues, organs structure and function and Plant leaves, stems, roots, and plant reproduction.
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Link: http://www.floridastudents.org/PreviewResource/StudentResource/111822
Objective: 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.
Link: http://www.floridastudents.org/PreviewResource/StudentResource/113119
Create a Food Web/circle a food chain/identify organisms in food pyramid on each trophic level/turn in at end of class
*You need a food web with 10 organisms and a food chain with 4 organisms circled or indicated on your food web
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2/23-2/26 Objective: Ecology: Describe changes in ecosystems resulting from seasonal variations, climate change and succession.
Link: http://www.floridastudents.org/PreviewResource/StudentResource/116250
Succession
1. Pond Succession Link: http://www.mbgnet.net/fresh/lakes/success.htm
2. Examining the Stages in Ecological Succession Link: https://www.biologycorner.com/worksheets/succession.html
Answer the questions at the bottom of this online worksheet
3. Plant Succession Link: http://www.biology-pages.info/S/Succession.html
Define the following KEY TERMS (Turn in with answers to online worksheet):
Biomass
Biogeochemical Cycles
Consumers
Decomposers
Food Chain vs. Food Web
Producers
Trophic Levels
Homework: Answer these Essential Questions/due before next class period: email to kathynotghi@gmail.com
1. Identify biotic and abiotic factors in an ecosystem.
2. Describe how a change in one factor in an ecosystem can affect others.
3. Describe the roles of producers and consumers in ecosystems.
4. Describe the structure of a food chain.
5. Explain how food chains and trophic levels are related.
6. Analyze feeding relationships in a food web.
7. Summarize Earth’s hydrologic and carbon cycles.
8. Trace the flow of energy through an ecosystem, using an energy pyramid.
9. Relate energy pyramids to food chains and trophic levels.
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2/27-2/28 Objective: Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon
Link: http://www.floridastudents.org/PreviewResource/StudentResource/116229
Objective: Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity.
Link: http://www.floridastudents.org/PreviewResource/StudentResource/167236
Link: http://www.floridastudents.org/PreviewResource/StudentResource/119410
Define: KEY TERMS: (This list is not limited to all possible vocabulary within a specific unit)
Carrying Capacity
Immigration vs. Emigration
Population
Species
primary succession
secondary succession
biodiversity
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3/2-3/5 Objective: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species.
Link: http://www.floridastudents.org/PreviewResource/StudentResource/166281
Link: http://www.floridastudents.org/PreviewResource/StudentResource/130718
Objective: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues.
Link: http://www.floridastudents.org/PreviewResource/StudentResource/105492
Objective: Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests
Link: http://www.learner.org/courses/envsci/interactives/carbon/index.php
Link: http://needtoknow.nas.edu/energy/?utm_medium=etmail&utm_source=National%20Academies%20Press&utm_campaign=NAP+mail+CB+02.25.10+- +energy&utm_content=Downloader&utm_term=
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3/7-3/8 Homework: Watching Tutorials
Objective: Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability.
Link: http://www.floridastudents.org/PreviewResource/StudentResource/163500
Link: http://www.floridastudents.org/PreviewResource/StudentResource/137754
Objective: Discuss the need for adequate monitoring of environmental parameters when making policy decisions.
Link: https://ed.ted.com/lessons/conserving-our-spectacular-vulnerable-coral-reefs-joshua-drew
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BIOLOGY EOC Review Begins 
You have been assigned:
Tier 1, Intense Review: Tutor/Teacher/student-led, Peer Review, Everglades Workbook, Laptops, additional practice assigned as homework AS NEEDED. Mastery Quizzes are given daily
Tier 2, Intense Review: Tutor/Student-led, Everglades Workbook, Laptops, some at- home practice assigned as homework AS NEEDED. Mastery Quizzes are given daily
Tier 3, Intense Review: Student-led, On-line practice, at home practice only if the student requires it. Mastery Quizzes are given daily
Click on Review link: http://www.ecsd-fl.schoolloop.com/biologyeocreview
Day 1
Objective: Scientific Method SC.912.N.1.1 Define a problem based on a specific body of knowledge, for example, biology, chemistry, physics, and earth/space science, and do the
following:
1. pose questions about the natural world;
2. conduct systematic observations;
3. examine books and other sources of information to see what is already known;
4. review what is known in light of empirical evidence;
5. plan investigations;
6. use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and
interpretation of graphical representations of data, including data tables and graphs);
7. pose answers, explanations, or descriptions of events;
8. generate explanations that explicate or describe natural phenomena (inferences);
9. use appropriate evidence and reasoning to justify these explanations to others;
10. communicate results of scientific investigations; and
11. evaluate the merits of the explanations produced by others.
(Also assesses SC.912.N.1.4, SC.912.N.1.6, SC.912.L.14.4, LA.910.2.2.3, LA.910.4.2.2, MA.912.S.1.2, and MA.912.S.3.2)
Students will design and/or evaluate a scientific investigation using evidence of scientific thinking and/or problem-solving.
Students will evaluate the merits of scientific explanations produced by others.
Students will interpret and analyze data to make predictions and/or defend conclusions.
Tier 3
WATCH THE FOLLOWING LINKS:
Scientific Method
http://www.floridastudents.org/PreviewResource/StudentResource/118852
http://floridastudents.org/PreviewResource/StudentResource/119155
MASTERY QUIZ
Types of Microscopes
http://www.floridastudents.org/PreviewResource/StudentResource/119048
MASTERY QUIZ
Origin of Life
http://www.floridastudents.org/PreviewResource/StudentResource/115288
MASTERY QUIZ
IF YOU DO NOT PASS THE MASTER QUIZZES WITH A 70% OR ABOVE YOU WILL REMEDIATE THE SECTION(S) YOU HAVE NOT MASTERED
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Tier 1 and 2
Pretest questions (# 1-35 answer )
Review of Scientific Method and Microscopes in Everglades Book:
Practice test in Everglades Book
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Tier 3
3/9-3/12 Day 2
Turn in Remediation work if you scored less than 70% on the last quiz (Scientific Method)
Microscope Quiz
Origin of life Quiz
Watch the following tutorials
Objective: Cell Theory
Describe the Scientific Theory of Cells (Cell Theory) and relate the history of its discovery to the process of science.
Students will describe how continuous investigations and/or new scientific information influenced the development of the cell theory.
Students will describe and/or explain the Cell Theory.
Link: http://www.floridastudents.org/PreviewResource/StudentResource/115502
Objective: Cell Structure
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. (Also assesses SC.912.L.14.2)
Students will compare and/or contrast the structures found in prokaryotic cells and in eukaryotic cells.
Students will compare and/or contrast the structures found in plant cells and in animal cells.
Link: http://www.floridastudents.org/PreviewResource/StudentResource/118857
Cell Membrane/Cell Transport
Link: http://floridastudents.org/PreviewResource/StudentResource/119143
MASTERY QUIZ
IF YOU DO NOT PASS THE MASTER QUIZZES WITH A 70% OR ABOVE YOU WILL REMEDIATE THE SECTION(S) YOU HAVE NOT MASTERED
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Tier 1 and 2
Review of Water in Everglades Book:
Practice Quiz in Everglades Book
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3/13-3/14 Day 3 Turn in Remediation for those who did not pass their last quiz with 70% minimum
Tier 3 Quiz on Cell Theory, Cell Structure, and Cell Membrane
Watch the following tutorials
Objective: Water
Link: http://floridastudents.org/PreviewResource/StudentResource/111258
Objective: Macromolecules
Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules. (Reference #: SC.912.L.18.1)
Link: http://floridastudents.org/PreviewResource/StudentResource/111955
MASTERY QUIZ
IF YOU DO NOT PASS THE MASTER QUIZZES WITH A 70% OR ABOVE YOU WILL REMEDIATE THE SECTION(S) YOU HAVE NOT MASTERED
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Tier 1 and 2
On Laptops Review:
Origin of Life: http://www.floridastudents.org/PreviewResource/StudentResource/115288
Macromolecules: http://floridastudents.org/PreviewResource/StudentResource/111955
Enzymes: http://www.floridastudents.org/PreviewResource/StudentResource/119077
Quiz over both macromolecules and enzymes /Origin of Life at end of class
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3/15-3/16 Day 4
Go over Cell Theory, Cell Structure, and Cell Membrane Quiz
Tier 3
Quiz on Water
Quiz on Macromolecules
Homework: Watch the following tutorials
Objective: Enzymes: http://www.floridastudents.org/PreviewResource/StudentResource/119077
Objective: Mitosis
Link: http://www.floridastudents.org/PreviewResource/StudentResource/123631
Link: http://www.floridastudents.org/PreviewResource/StudentResource/167667
Objective: Meiosis
Link: http://www.floridastudents.org/PreviewResource/StudentResource/118821
Objective: Mitosis vs Meiosis
Link: http://www.floridastudents.org/PreviewResource/StudentResource/122586
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Tier 1 and Tier 2
On Laptops Watch the Links:
Objective: Macromolecules: http://floridastudents.org/PreviewResource/StudentResource/111955
Objective: Enzymes: http://www.floridastudents.org/PreviewResource/StudentResource/119077
Quiz over both macromolecules and enzymes at end of class
Homework: Watch the following tutorials
Cell Theory
Link: http://www.floridastudents.org/PreviewResource/StudentResource/115502
Cell Structure
Link: http://www.floridastudents.org/PreviewResource/StudentResource/118857
Cell Membrane/Cell Transport
Link: http://floridastudents.org/PreviewResource/StudentResource/119143
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3/19-3/20 Day 5
Tier 3
Quiz on Enzymes, Mitosis, and Meiosis
Homework: Watch the following tutorial
Eukaryotic Cell Cycle and Cancer Link: http://floridastudents.org/PreviewResource/StudentResource/119811
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Tier 1 and 2
Quiz over Cell Theory and Cell Structure
Quiz over Cell Membrane
Homework: Review the following Tutorials:
Objective: Mitosis
Link: http://www.floridastudents.org/PreviewResource/StudentResource/123631
Link: http://www.floridastudents.org/PreviewResource/StudentResource/167667
Objective: Meiosis
Link: http://www.floridastudents.org/PreviewResource/StudentResource/118821
Objective: Mitosis vs Meiosis
Link: http://www.floridastudents.org/PreviewResource/StudentResource/122586
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3/21-3/22 Day 6
Tier 3
Eukaryotic Cell Cycle and Cancer Quiz
Tier 1 and 2
Quiz over Mitosis and Meiosis
*************************************************************************************************************************************************************************** HAPPY SPRING BREAK! "Practicing EOC Biology Makes Perfect"
Biology EOC Practice Test: http://studylib.net/doc/8136428/ind-5_1-biology-1-district-mid-term
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Quarter 4 Lessons
4/2-4/3 Day 7 EOC Review Continues!
Tier 3
DNA Replication Link: http://floridastudents.org/PreviewResource/StudentResource/118757
DNA Replication in Everglades Book
Tier 1 and 2
Eukaryotic Cell Cycle and Cancer Link: http://floridastudents.org/PreviewResource/StudentResource/119811
Cell Cycle and Cancer in Everglades Book
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4/4-4/5 Day 8
Tier 3
DNA Replication Practice in Everglades Book
Tier 1 and 2
DNA Replication Link: http://floridastudents.org/PreviewResource/StudentResource/118757
DNA Replication in Everglades Book
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4/6-4/9 Day 9
Tier 3
Quiz over DNA Replication
Tier 1 and 2
Quiz over DNA Replication
ALL Tiers
The Central Dogma: DNA►RNA►Protein
http://floridastudents.org/PreviewResource/StudentResource/163504
http://floridastudents.org/PreviewResource/StudentResource/119721
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4/10-4/11 Day 10
Quiz over Protein Synthesis: Transcription and Translation
Identify the reactants, products, and basic functions of photosynthesis. (Reference #: SC.912.L.18.7)
Link: http://floridastudents.org/PreviewResource/StudentResource/109219
Identify the reactants, products, and basic functions of aerobic and anaerobic cellular respiration. (Reference #: SC.912.L.18.8)
Link: http://floridastudents.org/BenchmarksList/PreviewStandard?benchmarkLists=2051&subjectAreaId=29&gradeLevelGroupId=9&CourseID=13083#9|9|13083|2051
Explain the interrelated nature of photosynthesis and cellular respiration. (Reference #: SC.912.L.18.9)
Link: http://floridastudents.org/BenchmarksList/PreviewStandard?benchmarkLists=2052&subjectAreaId=29&gradeLevelGroupId=9&CourseID=13083#9|9|13083|2052
Connect the role of adenosine triphosphate (ATP) to energy transfers within a cell. (Reference #: SC.912.L.18.10)
Link: http://floridastudents.org/PreviewResource/StudentResource/120816
Link: http://floridastudents.org/PreviewResource/StudentResource/119140
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4/12-4/13 Day 11
Quiz over Photosynthesis, Cell Respiration, and ATP
Study the following modules for next Mastery Quiz:
Relate the structure of each of the major plant organs and tissues to physiological processes. (Reference #: SC.912.L.14.7)
Link: http://floridastudents.org/PreviewResource/StudentResource/109414
Plant Reproduction: Know the male and female parts of the flower in reproduction
Link: https://www.bbc.com/education/guides/zs7thyc/revision
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4/16-4/17 Day 12
on 4/17/2018 students will take their quiz online between the hours of 3:00 p.m. and 11:00 p.m.
Go to: online test/plug in code: https://online.testroom.com/76008QYX
Quiz over major plant organs and tissues and male and female parts of a flower in the reproduction of a plant
Study the following modules for next Mastery Quiz:
Use Mendel's laws of segregation and independent assortment to analyze patterns of inheritance. (Reference #: SC.912.L.16.1)
Link: http://floridastudents.org/PreviewResource/StudentResource/163206
Discuss observed inheritance patterns caused by various modes of inheritance, including dominant, recessive, codominant, sex-linked, polygenic, and multiple alleles. (Reference #: SC.912.L.16.2)
Link: http://floridastudents.org/PreviewResource/StudentResource/99896
Describe how mutation and genetic recombination increase genetic variation. (Reference #: SC.912.L.15.15)
Link: http://floridastudents.org/PreviewResource/StudentResource/130934
Link: http://www.classzone.com/cz/books/bio_12_fl/resources/htmls/animated_biology/unit4/bio_ch11_0342_ab_popevolv.html
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4/18-4/19 Day 13 Students will take their quiz online
On 4/18 and 4/19 students will take their quiz at home online between 6:00 p.m. and 11:00 pm.
Go to: Online.testroom.com/ and plug in code: https://online.testroom.com/76392SJF
Quiz over Mendel's Laws of Segregation and Independent Assortment, various modes of inheritance, i.e. dominant, recessive, co-dominant, sex-linked,
polygenic, and multiple alleles. Also how mutations and genetic recombinations increase genetic variation in populations.
Study the following modules for next Mastery Quiz:
Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. (Reference #: SC.912.L.15.1)
Link: http://floridastudents.org/PreviewResource/StudentResource/116731
Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success. (Reference #: SC.912.L.15.13)
Link: http://floridastudents.org/PreviewResource/StudentResource/121005
Link: http://floridastudents.org/PreviewResource/StudentResource/167392
Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow. (Reference #: SC.912.L.15.14)
Link: http://floridastudents.org/PreviewResource/StudentResource/121017
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4/20-4/23 Day 14
Quiz over the Theory of Evolution and what supports it including the fossil record, comparative anatomy, biogeography, molecular biology, and evolutionary change observed.
Also, the conditions for Natural Selection including, overproduction of offspring, inherited variation, and the struggle to survive or survival of the fittest as well as mechanisms of change other than natural selection such as genetic drift and gene flow.
Study the following modules for next Mastery Quiz:
Describe how and why organisms are hierarchically classified and based on evolutionary relationships. (Reference #: SC.912.L.15.4)
Link: http://floridastudents.org/PreviewResource/StudentResource/121419
Link: http://floridastudents.org/PreviewResource/StudentResource/116476
Explain the reasons for changes in how organisms are classified. (Reference #: SC.912.L.15.5)
Link: http://floridastudents.org/PreviewResource/StudentResource/110520
Discuss distinguishing characteristics of the domains and kingdoms of living organisms. (Reference #: SC.912.L.15.6)
Link: http://floridastudents.org/PreviewResource/StudentResource/107978
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4/24-4/25 Day 15
Quiz over how and why organisms are classified based on evolutionary relationships, why classification was changed, and the different characteristics of the
domains and kingdoms of living organisms.
Study the following modules for next Mastery Quiz:
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. (Reference #: SC.912.L.15.10)
Link: http://floridastudents.org/PreviewResource/StudentResource/114725
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. (Reference #: SC.912.L.16.13)
Link: http://floridastudents.org/PreviewResource/StudentResource/120437
Link: http://floridastudents.org/PreviewResource/StudentResource/168194
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4/26-4/27 Day 16
Quiz over the 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 and 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.
Study the following modules for next Mastery Quiz:
Identify the major parts of the brain on diagrams or models. (Reference #: SC.912.L.14.26)
Link: http://floridastudents.org/PreviewResource/StudentResource/116392
Describe the factors affecting blood flow through the cardiovascular system. (Reference #: SC.912.L.14.36)
Link: http://floridastudents.org/PreviewResource/StudentResource/116899
Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics. (Reference #: SC.912.L.14.52)
Link: http://floridastudents.org/PreviewResource/StudentResource/117031
Link: http://floridastudents.org/PreviewResource/StudentResource/171761
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4/30 Day 17
Quiz over the major parts of the brain on diagrams or models, the factors affecting blood flow through the cardiovascular system, and the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics.
Study the following modules for next Mastery Quiz:
Objective: Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health
Link: http://www.floridastudents.org/PreviewResource/StudentResource/166487
Link: http://www.floridastudents.org/PreviewResource/StudentResource/166488
Link: http://www.floridastudents.org/PreviewResource/StudentResource/166485
Objective: Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature.
Link: http://www.floridastudents.org/PreviewResource/StudentResource/111822
Objective: 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.
Link: http://www.floridastudents.org/PreviewResource/StudentResource/113119
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5/1 Day 17 (7th Block Biology Students)
At Home quiz between 12 pm and 11 pm
Quiz over the major parts of the brain on diagrams or models, the factors affecting blood flow through the cardiovascular system, and the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics.
GO TO: online.testroom.com/77145EDI
THEN,
STUDY THE FOLLOWING MODULES FOR THE NEXT MASTERY QUIZ:
Objective: Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health
Link: http://www.floridastudents.org/PreviewResource/StudentResource/166487
Link: http://www.floridastudents.org/PreviewResource/StudentResource/166488
Link: http://www.floridastudents.org/PreviewResource/StudentResource/166485
Objective: Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature.
Link: http://www.floridastudents.org/PreviewResource/StudentResource/111822
Objective: 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.
Link: http://www.floridastudents.org/PreviewResource/StudentResource/113119
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5/2 Day 18
(3RD BLOCK BIOLOGY STUDENTS ___Take quiz between 12:00 pm and 11:00 pm )
Quiz over significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health, the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature, use food web to identify and distinguish producers, consumers, and decomposers, and the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels.
GO TO: https://online.testroom.com/77572SRH
Then, study for the next Mastery Quiz:
Objective: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. (Reference #: SC.912.L.16.10)
Link: http://floridastudents.org/PreviewResource/StudentResource/105492
Objective: Describe changes in ecosystems resulting from seasonal variations, climate change, and succession. (Reference #: SC.912.L.17.4)
Link: http://floridastudents.org/PreviewResource/StudentResource/116250
Objective: Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. (Reference #: SC.912.L.17.5)
Link: http://floridastudents.org/PreviewResource/StudentResource/119410
Link: http://floridastudents.org/PreviewResource/StudentResource/167236
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5/3 Day 18 Bring Study guide Home Quiz
Quiz over significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health, the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature, use food web to identify and distinguish producers, consumers, and decomposers, and the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels.
Quiz at home between 12:00 pm and 11:00 pm
Go To: https://online.testroom.com/77705MXI
Study for the next Mastery Quiz:
Objective: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues. (Reference #: SC.912.L.16.10)
Link: http://floridastudents.org/PreviewResource/StudentResource/105492
Objective: Describe changes in ecosystems resulting from seasonal variations, climate change, and succession. (Reference #: SC.912.L.17.4)
Link: http://floridastudents.org/PreviewResource/StudentResource/116250
Objective: Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity. (Reference #: SC.912.L.17.5)
Link: http://floridastudents.org/PreviewResource/StudentResource/119410
Link: http://floridastudents.org/PreviewResource/StudentResource/167236
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5/4-5/7 Day 19 Bring Study Guide
Watch the following modules for review
Objective: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. (Reference #: SC.912.L.17.8)
Link: http://floridastudents.org/PreviewResource/StudentResource/166281
Objective: Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests. (Reference #: SC.912.L.17.11)
Link: http://www.learner.org/courses/envsci/interactives/carbon/index.php
Objective: Discuss the need for adequate monitoring of environmental parameters when making policy decisions. (Reference #: SC.912.L.17.13)
Link: http://floridastudents.org/PreviewResource/StudentResource/118388
Objective: Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability. (Reference #: SC.912.L.17.20)
Link: http://floridastudents.org/PreviewResource/StudentResource/163500
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5/8 Day 20 Bring Study Guide/Self Review
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5/9 Biology EOC Exam Bring your STUDY GUIDE with you to the testroom for review!!
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5/10-6/1 Biology Term Paper due 6/1/18 ** Late papers will not be accepted** Failure to submit a paper by the due date will result in a grade of zero.
Look at Biology Links for more resources when writing your paper.
Rubric For Research papers:
Title Page APA Format (1 page) due day 1
Abstract
Body: (8 pages) do not include photos or graphs in the count
Reference Page (1 page)
10 points given for each category above in the rubric for a total of 70 points.