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Curriculum Map 3rd Nine Weeks

Curriculum Map

Common Core Standards

Fulton Independent School District

 

Subject/Course:

Biology 3rd

Grade:

10

Revision Date:

December 8, 2014

 

Timeline

(Days or weeks/dates)

Kentucky Core Assessment

Standard

Learning Target

Introduce

Progressing

Master

Review

On Going

(all must get to  “M”)

Assessment

Lesson/Content

Common Core Standard(s) from an Earlier Grade/course that Was/Were no Part of Core content 4.1

3 Weeks

1. Evolution

a.

Describe the experiments of Redi, Needham, Spallanzani, and Pasteur to support or falsify the hypothesis of spontaneous generation

c.

Differentiate among chemical evolution, organic evolution, and the evolutionary steps along the way to aerobic heterotrophs and photosynthetic autotrophs

d.

Discuss Darwin’s principle of survival of the fittest and explain what Darwin meant by natural selection

e.

Explain the influences of other scientists (e.g., Malthus, Wallace, Lamarck, Lyell) and of Darwin’s trip on HMS Beaglein formulating Darwin’s ideasabout natural selection

f.

Contrast Lamarck’s and Darwin’s ideas about changes in organisms over time

g.

Provide examples of behaviors that have evolved through natural selection (e.g., migration, courtship rituals)

h.

Design, perform, and analyze a laboratory simulation of natural selection on a working population (e.g., teacher chooses prey items [hard candy, marshmallows]; students choose feeding adaptation [fork, toothpick, spoon] and hunt; students record results and then change prey or adaptation; and students analyze results using statistical methods)

i.

Specifically describe the conditions required to be considered a species (e.g.,reproductive isolation, geographic isolation)

j.

Describe the basic types of selection, including disruptive, stabilizing, and directional

k.

Explain how natural selection and its evolutionary consequences (e.g., adaptationor extinction) provide a scientific explanation for the fossil record of ancient life-forms and the striking molecular similarities observed among the diverse species of living organisms

l.

Discuss evidence from the fields of geology, biochemistry, embryology, comparative anatomy, and comparative physiology that points to shared evolutionary relationships

m.

Explain how Earth’s life-forms have evolved from earlier species as a consequence of interactions of (a)the potential of a species to increase its numbers and (b) genetic variability of offspring due to mutation and recombinations of DNA

n.

Distinguish between catastrophism, gradualism, and punctuated equilibrium

 

Describe a typical sequence of events in fossilization.

Compare techniques for dating fossils.

Identify and describe major events using the geologic time scale.

Sequence the events that might have led to cellular life.

Describe the endosymbiont theory.

Discuss evidence that convinced Darwin that species could change over time.

List the four principles of natural selection.

Describe evolution.

Describe patterns observed in evolution.

Describe patterns that influence speciation.

 

Review

Formative:

-Science Assessment Probes (1 pre and 1 post)

-Vocabulary exercise

-Reading and note-taking supplement

-vocabulary quiz

-practice pages

-lab (progressive growth indicator)

 

Summative:

Final Assessment

  The History of Life

 

  1. Note taking/Lecture with discussion of each section
  2. Reading Sections
  3. Section Reviews
  4. Chapter Review with Reteaching
  5. Study Guide
  6. Lab with modeling and guidance
  7. Review for summative assessment
  8. Summative assessment

 

2 weeks

3. Relationships Among Organisms

a.

Explain how organisms are classified into a hierarchy of groups and

subgroups based on similarities that reflect their evolutionary

relationships

b.

List each of the major levels in the hierarchy of taxa: kingdom, phylum, class, order, family, genus, and species

d.

Construct and use a dichotomous taxonomic key

e.

Distinguish between and among viruses, bacteria,and protists, and give examples of each

f.

Explain classification criteria for fungi, plants, and animals

g.

Compare the major divisions of animals

f. Analyzing the Ecological Processes by Which Living Things Interact with Their

Environments and With Each Other

 

Explain binomial nomenclature.

Summarize the categories used in biological classification.

Describe methods to reveal phylogeny.

Explain how a cladogram is constructed.

Differentiate among the 6 kingdoms.

Describe bacteria.

Describe viruses.

Describe protists.

Describe fungi.

 

 

Review

Formative:

-Science Assessment Probes (1 pre and 1 post)

-Vocabulary exercise

-Reading and note-taking supplement

-vocabulary quiz

-practice pages

-lab (progressive growth indicator)

 

Summative:

Final Assessment

Organizing Life’s Diverstiy

 

  1. Note taking/Lecture with discussion of each section
  2. Reading Sections
  3. Section Reviews
  4. Chapter Review with Reteaching
  5. Study Guide
  6. Lab with modeling and guidance
  7. Review for summative assessment
  8. Summative assessment

 

4 weeks

2. Plants

a.

Describe the basic mechanisms of plant processes, especially

movement of materials and plant reproduction

No direct match part of:

b.

Explain the functions of unique plant structures, including the cell wall, chloroplasts, and critical parts of the flower and the seed

c.

Explain the interaction between pigments, absorption of light, and

reflection of light

d.

Describe the light-dependent and light-independent reactions of photosynthesis

e.

Relate the products of the light-dependent reactions to the products of the light-independent reactions

f.

Design and conduct an experiment (including the calculations

necessary to make dilutions and prepare reagents) demonstrating

effects of environmental factors on photosynthesis

 

Compare the characteristics of plants and green algae.

Identify plant adaptations.

Identify plant divisions.

Identify plant structures.

Compare characteristics of seed plants.

Describe types of plant cells.

Describe types of plant tissues.

Describe roots, stems, and leaves.

Describe plant hormones and responses.

Summarize forms of vegetative reproduction.

Review stages of alternation of generations.

Compare reproduction of mosses, ferns, and conifers.

Identify the parts of a flower and their functions.

Distinguish between monocots and eudicots.

Describe pollination.

Explain photoperiodism.

Sequence the life cycle of flowering plants.

 

 

Review

Formative:

-Science Assessment Probes (1 pre and 1 post)

-Vocabulary exercise

-Reading and note-taking supplement

-vocabulary quiz

-practice pages

-lab (progressive growth indicator)

 

Summative:

Final Assessment

Plants

 

  1. Note taking/Lecture with discussion of each section
  2. Reading Sections
  3. Section Reviews
  4. Chapter Review with Reteaching
  5. Study Guide
  6. Lab with modeling and guidance
  7. Review for summative assessment.
  8. Summative assessment

 

 

Fulton Independent School  |  304 West State Line   |  Fulton, KY 42041