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Scope and Sequence – Biology IBCourseTextBiology IB (0.5 credits)Pearson Biology by Miller and Levine, E.O. Wilson’s Life on nUnits 2018-19Biology 1B covers the ecological and evolutionary units. This course is designed to prepare students forthe science standards and benchmarks and to give each student a relevant look at their ecologicalsurroundings. Included are life science content standards as well as some selected earth sciencestandards. The course is designed to introduce students to fundamental biology concepts. After successin this class, students are encouraged take the advanced level classes we offer in genetics, ecology, andevolution.Unit 1 (3 weeks): Origin of LifeContent Standards Covered (Codes only):HS-ESS2-7CCSS Literacy Standards Covered (Codes only):See NGSSUnit 2 (5 weeks): Mechanisms of EvolutionContent Standards Covered (Codes only):HS-LS4-1HS-LS4-2HS-LS4-3HS-LS4-4HS-LS4-5CCSS Literacy Standards Covered (Codes only):See NGSSUnit 3 (4 weeks): EcologyContent Standards Covered (Codes S Literacy Standards Covered (Codes only):See NGSSEAOpportunitiesNoneCRLENone

OpportunitiesWork SampleOpportunitiesUnit 1:TimeFrameNoneOrigin of Life3weeksSummary ofUnitStudents will investigate the scientific theories of the origins of life, calculate the age of fossilsusing relative and absolute dating and research the main events in all geological time periods.NGSSs CodeNext Generation Science StandardCCSSsHS-ESS2-7Construct an argument based on evidence about the simultaneous coevolution of Earth’s systemsand life on Earth.CodeCCSS Literacy StandardSL.1112.5Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) inpresentations to enhance understanding of findings, reasoning, and evidence and to add ngTargetsAcademic-Geological Time Scale Children’s Book-Summative AssessmentLT1I can explain, and place in order, the major events and evolution of the Biosphere using historicalevidence .I can read and use informational texts about Earth’s history to answer relevant questions.

VocabularyI can develop and use a model to illustrate the timeline of Earth’s history.Unit 2:Time FrameMechanisms of Evolution5 weeksSummary ofUnitNGSSsCCSSsStudents will investigate evidence for evolution and how natural selection affects apopulation and the allelic frequency of traits.CodeNext Generation Science StandardHS-LS4-1Communicate scientific information that common ancestry and biological evolutionare supported by multiple lines of empirical evidence.HS-LS4-2Construct an explanation based on evidence that the process of evolution primarilyresults from four factors: (1) the potential for a species to increase in number, (2) theheritable genetic variation of individuals in a species due to mutation and sexualreproduction, (3) competition for limited resources, and (4) the proliferation of thoseorganisms that are better able to survive and reproduce in the environment.HS-LS4-3Apply concepts of statistics and probability to support explanations that organismswith an advantageousheritable trait tend to increase in proportion to organisms lacking this trait.HS-LS4-4Construct an explanation based on evidence for how natural selection leads toadaptation of populations.HS-LS4-5Evaluate the evidence supporting claims that changes in environmental conditionsmay result in: (1) increases in the number of individuals of some species, (2) theemergence of new species over time, and (3) the extinction of other species.CodeCCSS Literacy Standard

RST.11-12.1Cite specific textual evidence to support analysis of science and technical texts, attending toimportant distinctions the author makes and to any gaps or inconsistencies in the account.WHST.9-12.2Write informative/explanatory texts, including the narration of historical events, scientificprocedures/ experiments, or technical ingTargets-Survival of the Fittest Lab (Natural Selection)-Creating a Cladogram-Mapping of Hominid Migration-Summative assessmentLT2LT3I can explain how Natural Selection and heredity can pass on beneficial traits fromgeneration to generation and how those traits can build up over time.I can explain how evolution is not a step by step process but rather a “branching” with thebest adapted surviving and passing their genetics on.SupportingTargetsI can analyze and interpret data about the lineage of different organisms.I can read and use informational texts about evolution to answer relevant questions.I can construct and revise an explanation based on evidence for how hominids have evolved.I can use a model to illustrate how a cladogram is used to show the relationships oforganisms.Unit 3:EcologyTime Frame4 weeksSummary ofUnitNGSSsWhile investigating biomes, students will analyze examples of population dynamics,describe how energy is dispersed within food webs and energy pyramids, comparethe relationship between biodiversity and habitat, and interpret various biotic andabiotic factors that affect the environment.CodeNext Generation Science StandardHS-LS2-1Use mathematical and/or computational representations to support explanations offactors that affect carrying capacity of ecosystems at different scalesHS-LS2-2Use mathematical representations to support and revise explanations based onevidence about factors affecting biodiversity and populations in ecosystems ofdifferent scales.HS-LS2-4Use mathematical representations to support claims for the cycling of matter andflow of energy among organisms in an ecosystemHS-LS2-6Evaluate the claims, evidence, and reasoning that the complex interactions inecosystems maintain relatively consistent numbers and types of organisms in stableconditions, but changing conditions may result in a new ecosystem

CCSSsCodeCCSS Literacy StandardWHST.9-12.7Conduct short as well as more sustained research projects to answer a question (including aself-generated question) or solve a problem; narrow or broaden the inquiry when appropriate;synthesize multiple sources on the subject, demonstrating understanding of the subject underinvestigation.WHST.11-12.8Gather relevant information from multiple authoritative print and digital sources, usingadvanced searches effectively; assess the strengths and limitations of each source in terms ofthe specific task, purpose, and audience; integrate information into the text selectively tomaintain the flow of ideas, avoiding plagiarism and overreliance on any one source andfollowing a standard format for ngTargetsSupportingTargets-Food Web-Population GraphsLT1LT2I can explain how Energy moves through and ecosystem.I can explain how biotic and abiotics factors can affect population density.I can read and use informational texts about energy in an ecosystem to answer relevantquestionsI can plan and conduct an investigation to provide evidence on how varying factors can affectpopulations.I can develop and use a model to illustrate the hierarchical organization of interactingsystems that provide energy within an ecosystem.

Scope and Sequence –Biology IB 2018-19 Course Biology IB (0.5 credits) Text Pearson Biology by Miller and Levine, E.O. Wilson’s Life on Earth Prerequisite N/A Grade Sophomore Course Description Biology

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