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CCPS Home Science Website Curriculum and Instruction
Biology - September/October 2018
 

Welcome to the first issue of our Biology newsletter! Each month we will highlight critical content, content limits, item specifications, and supports for EOC review and student success. We hope this newsletter will be useful as you and your team plan targeted, standards based lessons for your students. Happy October!

 

PRINCIPALS OF ECOLOGY
(energy flow, cycles)


Clicking on each unit title will take you to the item specs and content limits for that standard as it pertains to the BIO EOC. Clicking on the standard number (SC.912.L.#.#) will take you to the FLDOE CPALMS description for that standard.


Learning Goals
SC.912.E.7.1; SC.912.L.17.9

  1. Students will describe the energy pathways through the different trophic levels of a food web and energy pyramid. (Retrieval)

  2. Students will know that 10% of the energy from 1 trophic level is stored and available to move to the organisms at the next trophic level while the rest is released as heat. (Retrieval)

  3. Students will identify and/or describe the role of producers, consumers and decomposers, detritivores in a food web. (Comprehension)

  4. Students will interpret and analyze diagrams of food webs and energy pyramids.
Vocabulary
ecology, biosphere, biotic factor, abiotic factor, limiting factor, tolerance, population, biological community, ecosystem, biome, habitat, niche, predation, symbiosis, mutualism, commensalism, parasitism, matter, nutrient, biogeochemical cycle

Featured ADI (Argument Driven Inquiry) and Arts Integration CPALMS Interactive Tutorials USA TestPrep
Copy and paste the code into the USA TestPrep search bar.
  • Energy Through Biogeochemical Cycles - PULANUNAXO
  • Energy in Food Webs - MULOPUDASA

COMMUNITIES, BIOMES, AND ECOSYSTEMS
(succession/climate/aquatic ecosystems)

Clicking on each unit title will take you to the item specs and content limits for that standard as it pertains to the BIO EOC. Clicking on the standard number (SC.912.L.#.#) will take you to the FLDOE CPALMS description for that standard.


Learning Goals
SC.912.L.17.2

  1. Students will explain that different types of organisms exist within aquatic ecosystems due to pH, salinity, temperature, mineral content, nitrogen compounds, and turbidity from an aquatic environment. (Retrieval)

  2. Students will identify the different factors that affect the distribution of life in aquatic ecosystems. (Retrieval)

SC.912.L.17.4
  1. Students will describe (or predict) the potential changes to an ecosystem resulting from seasonal changes, climate changes, and/or succession. (Retrieval)

  2. Students will identify the similarities and differences between primary and secondary succession. (Retrieval)

  3. Students will describe the progressive development of an ecosystem during primary and secondary succession. (Comprehension)

Vocabulary
sediment, littoral zone, limnetic zone, plankton, profundal zone, intertidal zone, photic zone, aphotic zone, benthic zone, abyssal zone, wetlands, estuary

Featured ADI (Argument Driven Inquiry) and Arts Integration CPALMS Interactive Tutorials USA TestPrep
  • Life in Aquatic Systems - MAXEKAMOLE
  • Ecosystem Changes - HAZASAGARA

 
 

POPULATION ECOLOGY

Clicking on each unit title will take you to the item specs and content limits for that standard as it pertains to the BIO EOC. Clicking on the standard number (SC.912.L.#.#) will take you to the FL DOE CPALMS description for that standard.


Learning Goals
SC.912.L.17.5

  1. Students will use data and information about population dynamics, abiotic factors, and/or biotic factors to explain and/or analyze a change in carrying capacity and its effect on population size in an ecosystem. (Retrieval)

  2. Students will identify the different biotic and abiotic limiting factors that affect population size. (Retrieval)

  3. Students will identify and/or describe the role of births, deaths, immigration, emigration, and limiting factors (density dependent/independent) when determining the carrying capacity of a population. (Comprehension)

Vocabulary
population density, dispersion, density-independent factor, density-dependent factor, population growth rate, emigration, immigration, carrying capacity, demographic, zero population growth, age structure

Featured ADI (Argument Driven Inquiry) and Arts Integration CPALMS Interactive Tutorials USA TestPrep
  • Factors that Affect a Population - ZAJATUKARU

BIODIVERSITY AND CONSERVATION
(human impact)

Clicking on each unit title will take you to the item specs and content limits for that standard as it pertains to the BIO EOC. Clicking on the standard number (SC.912.L.#.#) will take you to the FLDOE CPALMS description for that standard.


Learning Goals
SC.912.L.17.8
SC.912.L.17.11
SC.912.L.17.13
SC.912.L.17.20

  1. Students will predict how the actions of humans may impact environmental systems and/or affect sustainability. (Comprehension)

  2. Students will evaluate possible environmental impacts results from the use of renewable and/or nonrenewable resources. (Comprehension)

  3. Students will utilize environmental data and evidence in order to generate policy decisions.

Vocabulary
biodiversity; including genetic diversity, species diversity, ecosystem diversity, invasive species, nonnative species, sustainability, renewable resource, nonrenewable resource, ecological footprint

Featured ADI (Argument Driven Inquiry) and Arts Integration CPALMS Interactive Tutorials USA TestPrep
  • Human Impact on Environment - CARAFEZOSU

 

CHEMISTRY IN BIOLOGY
(water, macromolecules, enzymes)

Clicking on each unit title will take you to the item specs and content limits for that standard as it pertains to the BIO EOC. Clicking on the standard number (SC.912.L.#.#) will take you to the FL DOE CPALMS description for that standard.


Learning Goals
**denotes honors only standards
SC.912.L.18.11
SC.912.L.18.12
SC.912.L.18.1
SC.912.L.18.2**
SC.912.L.18.3**
SC.912.L.18.4**

  1. Students will identify and/or describe the basic molecular structure of carbohydrates, lipids, proteins, and nucleic acids. (Retrieval)

  2. Students will describe the primary functions of carbohydrates, lipids, proteins, and nucleic acids in organisms. (Retrieval)

  3. Students will identify the monomers of each of the four macromolecules.

  4. Students will describe the important structural characteristics of monosaccharides, disaccharides, and polysaccharides.

Vocabulary
carbohydrate, lipid, protein, nucleic acid

Featured ADI (Argument Driven Inquiry) and Arts Integration

CPALMS Interactive Tutorials USA TestPrep
  • Macromolecules - XUSUWALUXE
  • Enzymes - HAXEHUFEKU

 
 
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