Environment Biology Critical Content and Performance ... · PDF fileCritical Content and Performance Indicators Strand A: ... processes in living organisms ... environment •understands

8/1/99 © 1999 The School Board of Broward County, Florida

BiologyCritical Content and Performance Indicators

Strand A: The Nature of MatterSC.A.1.4.2- knows that the vast diversity ofthe properties of materials is primarily dueto the variations in the forces that holdmolecules together• compares and contrasts covalent and ionic

forms of bonding• knows that the properties of matter and their

changes may be classified as physical orchemical in nature

• knows that solutions may be acidic or basic,and that the properties of acids and basesmay be observed, measured and quantified

• knows that carbon compounds may beclassified as organic, and that the propertiesof these compounds may be observed andquantified

• knows that longs chains of covalently bondedatoms are called polymers, and thatpolymers may exist naturally, or be man-made

SC.A.1.4.3- knows that a change from onephase of matter to another involves a gainor loss of energy• understands that in all chemical and physical

changes, energy and matter are conserved• understands that changes in state require

energy, and that all changes may either beclassified as endothermic or exothermic

SC.A.1.4.5 - knows that connections(bonds) form between substances whenouter-shell electrons are either transferredor shared between their atoms, changingthe properties of substances

Science Strands

ANature ofMatter

BEnergy

CForceandMotion

DProcessesShapeEarth

EEarth andSpace

FProcessesof Life

GLivingThings &Environment

HNature ofScience

• understands that changes in electronicstructure produce changes in physical andchemical properties

• understands that carbon’s atomic structure isthe basis for organic reactions

SC.A.2.4.1 - knows that the number ofelectrons will equal the number of protonsin an electrically neutral atom and thatwhen an atom gains or loses electrons, itbecomes a charged particle• relates the number of protons and electrons

of atoms to the atom’s location on theperiodic table and its atomic number

• recognizes that changes in the physicalproperties of atoms affect biological reactions

SC.A.2.4.2 - knows the difference betweenan element, a molecule, and a compound• compares and contrasts elements, molecules

and compounds• recognizes and provides examples of

common elements, molecules andcompounds

SC.A.2.4.5 - knows that elements arearranged into groups and families basedon similarities in electron structure andthat their physical and chemical propertiescan be predicted.• relates the location of elements on the

periodic table to the electronic structure ofthat element.

• predicts chemical and physical propertiesbased on electronic structure and location onthe periodic table

8/1/99© 1999 The School Board of Broward County, Florida

Strategies• uses laboratory activities, equipmentand technology to demonstrate therelationship of physical and chemical

properties to biological systems.• explores real-world applications of

essential concepts• develops and construct models that relate the nature

of matter to biological concepts• utilizes reading and writing in the content area to

reinforce concepts• utilizes a variety of materials and experiences to

reinforce and review concepts (i.e., test, internet,multimedia, models, charts, samples, calculators,and journals)

Essential Teacher Knowledge

The students will study the composition, properties and changes associated withmatter. Laboratory investigations, which include the use of scientific methods,measurement, laboratory apparatus, and safety procedures, are an integral part of thisstrand. This strand will also include the use of mathematical processes, graphicalrepresentation, and data analysis.

Strand A: The Nature of Matter

Strand A: The Nature of Matter

Standard 1: understands that all matter has observable measurable propertiesStandard 2: understands the basic principles of atomic theory

Content• knows that all matter has observable and

measurable properties, and that thesephysical properties may be quantifiedmathematically

• knows that changes in physical state involvea gain or loss in energy, and can demonstratethat these changes in energy may be predicted,observed and calculated

• knows that many of the physical and chemicalproperties of matter may be predicted using thePeriodic Table

• understands that the chemical behavior of anelement is related to its electronic structure

• knows that compounds may form ionically orcovalently, and is able to compare and contrast theproperties of each

• demonstrates through balanced chemical equations,the conservation of mass and energy in theformation of new compounds

• knows that predictable elemental behaviors (e.g.,reactivity) are based on atomic structure

• understands that unstable elements may undergonatural radioactive decay to form stable elementswhile emitting various forms of radiation

• knows that compounds may be classified as organicor inorganic, and that organic compounds may bevery simple or extremely complex in structure



Strand B: Energy

SC.B.1.4.1 - understand howknowledge of energy isfundamental to all the scientificdisciplines (e.g., the energyrequired for biologicalprocesses in living organismsand the energy required for thebuilding, erosion, and rebuildingof the Earth)• demonstrates an understandingof kinetic, potential, and chemicalenergy (ATP)

•describes the role of ATP inenergy transfer

•distinguishes between aerobicand anaerobic respiration

•understands the role ofchlorophyll

• explains the energy flow duringphotosynthesis

Science Strands

ANature ofMatter

BEnergy

CForceandMotion


EEarth andSpace

FProcessesof Life


HNature ofScience

SC.B.1.4.2 - understand thatthere is conservation of massand energy when matter istransformed• understands the mass andenergy transformation that occursduring cellular respiration andphotosynthesis

•demonstrates an understandingof the conservation of massduring chemical reactions

SC.B.1.4.7 - Know that the totalamount of usable energy alwaysdecreases, even though thetotal amount of energy isconserved in any transfer• understands that heat , for themost part, is an unusable form ofenergy released during thechemical reactions of living things

•understands the concept ofentropy


Strategies• utilizes laboratory activities todemonstrate the various pigmentations inchlorophyll

• demonstrates through simple chemicalreactions the conservation of mass

• uses laboratory activities, equipment andtechnology to demonstrate the relationship ofenergy to biological systems.

• explores real-world applications of essentialconcepts

• develops and construct models that relate energy tobiological concepts

• utilizes reading and writing in the content area toreinforce concepts

• utilizes a variety of materials and experiences toreinforce and review concepts (i.e., test, internet,multimedia, models, charts, samples, calculators,and journals)


Strand B: Energy

Strand B: Energy

Standard 1: recognizes that energy may be changed in form with varying efficiencyStandard 2: understands the interaction of matter and energy

Content• understands the differences between

kinetic, potential, and chemicalenergy

• knows that mass and energy areconserved during chemical reactions

• knows that usable energy always decreases duringchemical reactions

• understands the role of ATP and chlorophyll• knows the chemical reactions that occur during the

process of respiration and photosynthesis

The purpose of this strand is to provide exploratoryexperiences, laboratory and real-life applications onthe concepts of energy. Laboratory investigations,which include the use of scientific research,

measurement, laboratory technologies, and safetyprocedures, are an integral part of this strand.


BiologyCritical Content and Performance IndicatorsStrand D: Processes that Shape the Earth

SC.D.1.4.3 - Know that changesin Earth’s climate, geologicalactivity, and life forms may betraced and compared•understands how sedimentaryrocks are formed and the agerelationships among the layersof these rocks

•understands how radioactivedating methods can determinethe age of rocks

•explains important conclusionsthat can be drawn from the fossilrecord regarding the course ofchanges in living things overgeological time

SC.D.1.4.4 - Know that Earth’ssystems and organisms are theresult of a long, continuouschange over time•describes conditions that mayhave existed on the primitiveearth according to theheterotroph hypothesis

Science Strands

ANature ofMatter

BEnergy

CForceandMotion


EEarth andSpace

FProcessesof Life


HNature ofScience

•describes experiments thatsupport hypothesis on theformation of the first cells

•knows current theories ofevolution

•knows evidence of evolutionarychange

SC.D.2.4.2 - Understand theinterconnectedness of systemson Earth and quality of life•describes the human populationin terms of its relationship to theenvironment

•understands the importance ofhuman population control inimproving the quality of life

•describes advantages anddisadvantages of human andtechnological interactions withthe environment

•describes methods of forest andwildlife conservation andbiological methods of pestcontrol


Strategies• uses laboratory activities, equipmentand technology to demonstrate the

relationship of processes that shape theearth to biological systems.

• explores real-world applications of essentialconcepts

• develops and construct models that relate theprocesses that shape the earth to biologicalconcepts

• utilizes reading and writing in the content area toreinforce concepts

• utilizes a variety of materials and experiences toreinforce and review concepts (i.e., test, internet,multimedia, models, charts, samples, calculators,and journals)


The purpose of this strand is to provide exploratoryexperiences, laboratory and real-life applications inthe processes that shape the earth. Laboratoryinvestigations, which include the use of scientificresearch, measurement, laboratory technologies,

and safety procedures, are an integral part of this strand.

Strand D: Processes that Shape the Earth

Strand D: Processes that Shape the Earth

Standard 1: recognizes that processes in the lithosphere, atmosphere, hydrosphere, and biosphereinteract to shape the earth

Standard 2: understands the need for protection of the natural systems on Earth

Content• understands theories on the origin of

life• understands the various types of

pollution and their causes• understands the relationship between

population growth and its effects on the quality of lifeon Earth

• knows the evidences that support the evolutionaryprocess (i.e.,fossil record, comparative, anatomy,comparative biochemisty, comparative embryology)

• understands the rock layers dating process



Strand F: Processes of LifeSC.F.1.4.1 - know that the body processes involvespecific biochemical reactions governed by biochemicalprinciples• understands the role of enzymes (organic catalysts) in all

biological reactions• describes how feedback mechanisms relate to various

biological reactions• understands how homeostasis is maintained in biological

systems

SC.F.1.4.2 - know that body structures are uniquelydesigned and adapted for their function• relates structures to their functions in living things• understands the levels of organization in living things (cell,

tissue, organ, systems, organism)

SC.F.1.4.3 - know that membranes are sites for chemicalsynthesis and essential energy conversions• understands the structure of the cell membrane• relates the structure of the cell membrane to its functions• understands the importance of membrane to the chemical

processes of respiration and photosynthesis

SC.F.1.4.4 - understands that biological systems obey thesame laws of conservation as physical systems• uses a food pyramid to illustrate the energy conversions

and conservation in a biological system• understands that energy is conserved in the biological

processes of respiration and photosynthesis

SC.F.1.4.5 - know that complex interactions among thedifferent kinds of molecules in the cell cause distinctcycles of activity governed by proteins• understands that specialized proteins called enzymes

control complex interactions in living things• understands that most hormones are proteins and that they

regulate most of the homeostatic functions of organisms• explains how the nervous and endocrine systems articulate

to regulate stimulus-response type of reactions

SC.F.1.4.6 - know that separate parts of the bodycommunicate with each other using electrical and/orchemical signals• understands that the nervous system integrates body

functions using both electrical and chemical signals• understands that many body functions are regulated by

chemicals.

Science Strands

ANature ofMatter

BEnergy

CForceandMotion


EEarth andSpace

FProcessesof Life


HNature ofScience

SC.F.1.4.7 - know that organisms respond to internal andexternal stimuli• understands the concept of stimulus - response reactions• gives examples of both internal and external stimuli• explains how the nervous and endocrine systems regulate

stimulus-response reactions

SC.F.1.4.8 - know that cell behavior can be affected bymolecules from other parts of the organism or even fromother organisms• understands that changes in levels of hormones may affect

body functions• understands that the production of enzymes may affect

body functions• understands that certain chemicals can serve as a source

for sexual communication

SC.F.2.4.1 - understand the mechanisms of asexual andsexual reproduction and know the different geneticadvantages and disadvantages of asexual and sexualreproduction• understands various mechanisms of asexual reproduction

(e.g., binary fission, budding, sporulation, regeneration, etc• understands the process of meiosis• understands the process of fertilization• understands the advantages and disadvantages of asexual

and sexual methods of reproduction

SC.F.2.4.2 - know that every cell contains a “blueprint”coded in DNA molecules that specify how proteins areassembled to regulate cells• understands the role of DNA and RNA in the process of

protein synthesis• understands the function of the ribosomes in the process of

protein synthesis• understands the impact of genetic engineering

SC.F.2.4.3 - understand the mechanisms of change (e.g.,mutation and natural selection) that lead to adaptations ina species and their ability to survive naturally in changingconditions and to increase species diversity• understands the mechanism by which traits are transmitted

from generation to generation• understands that mutations are a source of genetic change• understands that genetic variations may result in the

offspring having adaptations that allow them to survive in achanging environment

• explains how organisms best genetically adapted tochanges in their environment have a better chance ofsurvival (natural selection)


Strategies• uses laboratory activities, equipment andtechnology to demonstrate the processes

of life• explores real-world applications of essential

concepts• develops and constructs models that illustrate the

processes of life• utilizes reading and writing in the content area to




The purpose of this strand is to provideexploratory experiences and laboratory andreal-life applications in the processes of life.

Laboratory investigations, which include the use ofscientific research, measurement, laboratorytechnologies, and safety procedures, are an integral

part of this strand.

Strand F: Processes of Life

Strand F: Processes of Life

Standard 1: describes patterns of structure and function in living thingsStandard 2: understands the process and importance of genetic diversity

Content• identifies major biochemical

compounds and some of the essentialmetabolic reactions in which thesecompounds are involved

• identifies the structures and functions of the majororgan systems, their interrelationships, and roles inthe maintenance of homeostasis

• compares and contrasts the processes of asexualand sexual reproduction

• describes the basic structure of the DNA moleculeand its role in heredity, mutations, and adaptations

• correlates biochemical reactions with



Strand G: How Living Things Interact with Their EnvironmentSC.G.1.4.1 - knows of the great diversity andinterdependence of living things• knows the names and characteristics of the major

kingdoms and their interrelations• demonstrates an understanding of the taxonomic

scheme (kingdom, phylum, class, order, family, genus,species)

• understands that biological changes through time areinfluenced by types of selection, variations, andadaptations as a function of the interdependence oforganisms

SC.G.1.4.2 - understands how the flow of energy throughan ecosystem made up of producers, consumers, anddecomposers carry out the processes of life and thatsome energy dissipates as heat and is not recycled• understands the roles of producers, consumers, and

decomposers in the food chains and webs• understands the flow of energy as it passes through

each level of the food pyramid (i.e., 10% rule)• knows that some heat energy in a system is not recycled

SC.G.1.4.3 - knows that the chemical elements that makeup the molecules of living things are combined andrecombined in different ways• understands that the four most abundant elements in

biological systems are carbon, hydrogen, oxygen, andnitrogen

• knows that the elements (C, H, O, N) are combined indefinite proportions to form the compoundscarbohydrates, proteins, and lipids (fats)

SC.G.2.4.1 - knows that layers of energy-rich organicmaterials have been gradually turned into great coal bedsand oil pools (fossil fuels) by the pressure of the overlyingearth and that humans burn fossil fuels to release thestored energy as heat and carbon dioxide• understands the ways that decayed matter is

transformed by the earth’s pressure into coal beds andoil pools

• relates the burning of fossil fuels which releases heatand carbon dioxide to the quality of the environment(i.e., global warming, greenhouse effect, melting of theice caps)

SC.G.2.4.2 - know that changes in a component of anecosystem will have unpredictable effects on the entiresystem but that the components of the system tend toreact in a way that will restore the ecosystem to itsoriginal condition

Science Strands

ANature ofMatter

BEnergy

CForceandMotion


EEarth andSpace

FProcessesof Life


HNature ofScience

• understands how interactions of living organisms witheach other and their environment results in succession

• explains the importance of pioneer organisms as theyrelate to succession

• understands what a climax community is and howlatitude and altitude influence the establishment of aclimax community

SC.G.2.4.3 - understand how genetic variation of offspringcontributes to population control in an environment andthat natural selection ensures that those who are bestadapted to their surroundings survive to reproduce• understands the importance of competition among

organisims and how this competition influencespopulation control

• knows how genetic mutations act as a source of change• relates how genetic variations influence the concepts of

gradualism and punctuated equilibrium• knows how genetic mutations can influence an

organism’s ability to adapt to a changing environment• understands the connection between natural selection

and fossil records

SC.G.2.4.4 - know that the world ecosystems are shapedby physical factors that limit their productivity• identifies the major terrestrial and aquatic biomes and

the major characteristics of each• understands how altitude and latitude influence what

climax communities can survive in each biome

SC.G.2.4.5 - understand that the amount of life anyenvironment can support is limited and that humanactivities can change the flow of energy and reduce thefertility of the Earth• understands that the overall quality of the environment

can be altered by human activities

SC.G.2.4.6 - know the ways in which humans today areplacing their environmental support systems at risk (e.g.,rapid human population growth, environmentaldegradation, and resource depletion)• understands the technological advances in medicine

and their effects on the quality of life• understands that technological oversights have led to

unplanned environmental consequences


Strategies• uses laboratory activities, equipmentand technology to demonstrate therelationship of living things and the

environment• explores real-world applications of

essential concepts• develops and construct models that demonstrate the

interaction of living things with the environment• utilizes reading and writing in the content area to




The purpose of this strand is to provideexploratory experiences and laboratory and real-

life applications on how living things interact withtheir environment. Laboratory investigations, which

include the use of scientific research, measurement,laboratory technologies. and safety procedures, are anintegral part of this strand.

Strand G: How Living Things Interact with Their Environment

Strand G: How Living Things Interact with Their Environment

Standard 1: understands the competitive, interdependent, cyclic nature of living things in theenvironment

Standard 2: understands the consequences of using limited natural resources

Content• understands that a unity of pattern

underlies the diversity of living things• understands that structure and function

are interrelated and culminate in theorganism’s successful adaptation to itsenvironment

• understands that evolution is a process of changeand that evolutionary theory is supported byobservations and inferences from many branches ofscience

• understands the interdependence of organisms oneach other and with their environment

• identifies and describes the components that formand maintain an ecosystem

• utilizes activities to demonstrate the concept of foodchains and food webs and how energy is passedthrough the various levels of organization

• develops activities to investigate and illustrate therelationship between human population growth andthe quality of the environment



Strand H: Nature of ScienceSC.H.1.4.1 - knows that investigations are conducted to explore newphenomena, to check on previous results, to test how well a theorypredicts, and to compare different theories.• Understands and applies the scientific method• Knows that the metric system is an international system of measurement used

in scientific study• Uses the metric system while conducting scientific investigations• Knows that measurements taken while conducting scientific investigations

must be accurate, precise and significant• Understands the need for significant digits in measurement• Understands the need for proper laboratory safety• Practices proper safety procedures while conducting scientific investigations

SC.H.1.4.2 - knows that from time to time, major shifts occur in the scientificview of how the world works, but that more often, the changes that takeplace in the body of scientific knowledge are small modifications of priorknowledge.• Knows that there are many models which explain the structure and origin of the

Universe• Knows that there are many models which explain the structure and behavior of

the atom

SC.H.1.4.3 - understands that no matter how well one theory fitsobservations, a new theory might fit them as well or better, or might fit awider range of observations, because in science, the testing, revising, andoccasional discarding of theories, new and old, never ends and leads to anincreasingly better understanding of how things work in the world, but notto absolute truth.

• Knows that scientific theories develop from rigorous testing andexperimentation

• Applies the scientific method to problem solving

SC.H.1.4.4 -knows that scientists in any one research group tend to seethings alike and that therefore scientific teams are expected to seek out thepossible sources of bias in the design of their investigations and in theirdata analysis.

• Knows that scientific investigation may be biased by external influences• Knows that proper laboratory investigation is designed to eliminate bias• Understands that similar investigations may yield different results, and that

researchers are challenged to determine possible explanations for thedifferences

SC.H.1.4.5 -understands that new ideas in science are limited by the contextin which they are conceived, are often rejected by the scientificestablishment, sometimes spring from unexpected findings, and usuallygrow slowly from many contributors.• Knows that scientific discovery may arise through serendipity; springing from

unexpected findings• Knows that new ideas in science are often initially rejected by the scientific

community• Knows that new ideas in science may grow slowly from many contributors.

SC.H.1.4.6 -understands that in the short run, new ideas that do not meshwell with mainstream ideas in science often encounter vigorous criticismand that in the long run, theories are judged by how they fit with othertheories, the range of observations they explain, how well they explainobservations, and how effective they are in predicting new findings.• Relates current scientific theories to their historical background• Compares and contrast current scientific models

Science Strands

ANature ofMatter

BEnergy

CForceandMotion


EEarth andSpace

FProcessesof Life


HNature ofScience

SC.H.1.4.7 -understands the importance of a sense of responsibility, acommitment to peer review, truthful reporting of the methods and outcomesof investigations, and making the public aware of the findings.

• Understands the need for truthful data analysis in laboratory investigations• Understands the importance of information for public awareness

SC.H.2.4.1 - knows that scientists assume that the Universe is a vastsystem in which basic rules exist that may range from very simple toextremely complex but that scientists operate on the belief that the rulescan be discovered by careful, systemic study.• Uses laboratory investigations to analyze and apply basic scientific principles• Determines sources of uncertainty or error in laboratory investigations

SC.H.2.4.2 - knows that scientists control conditions in order to obtainevidence, but when that is not possible for practical or ethical reasons, theytry to observe a wide range of natural occurrences to discern patterns.• Compares and contrast control and experimental groups• Knows that scientists try to observe a wide range of natural occurrences to

discern patterns.

SC.H.3.4.1 - knows that performance testing is often conducted using small-scale models, computer simulations, or analogous systems to reduce thechance of system failure.• Uses technology to explore world problems• Uses technology in laboratory investigations• Understands that computer simulations and other technologies can be used to

test products/processes when safety or great expense is an issue

SC.H.3.4.2 - knows that technological problems often create a demand fornew scientific knowledge and that new technologies make it possible forscientists to extend their research in a way that advances science.• Knows that new scientific knowledge may arise through solving technological

problems• Knows that technology is an application of scientific knowledge• Uses technology to solve real world problems

SC.H.3.4.3 - knows that scientists can bring information, insights, andanalytical skills to matters of public concern and help people understandthe possible causes and effects of events.• Relates current social issues to scientific study• Knows that science attempts to solve real world problems

SC.H.3.4.4 - knows that funds for science research come from federalgovernment agencies, industry, and private foundations and that thisfunding often influences the areas of discovery.• Knows that funding for scientific research may come from many agencies,

industries, or private foundations• Knows that the source of scientific funding may bias research

SC.H.3.4.5 - knows that the value of technology may differ for differentpeople and at different times.• Understands that the value of a technological tool is related to its ability to

investigate a particular problem• Knows that current technologies may become obsolete or irrelevant

SC.H.3.4.6 - knows that scientific knowledge is used by those who engagein design and technology to solve practical problems, taking human valuesand limitations into account.• Knows that researchers must be sensitive to cultural values• Knows that human limitations must be taken into account while designing new

technologies


Strategies• Uses laboratory activities, equipmentand technology to measure, explore anddemonstrate the nature of science

• Explores real-world applications of thenature of science

• Utilizes reading and writing in the contentarea to reinforce concepts.

• Develops and constructs models that relate thenature of science to biological, chemical andphysical concepts

• Utilizes a variety of materials, methods andtechnology to reinforce and review concepts (i.e.,text, Internet, multimedia, models, charts, samples,calculators, and journals).


The purpose of this strand is to develop and apply thenature of science to concepts basic to Biology across thespectrum of physical, chemical and biological systems.Laboratory investigations of selected topics in the content,which include the use of scientific methods, measurement,laboratory apparatus, and safety procedures, are anintegral part of this strand.

Strand H: Nature of Science

Strand H: Nature of Science

Standard 1: Uses the scientific processes and habits of mind to solve problems.Standard 2: Understands that most natural events occur in comprehensible, consistent patterns.Standard 3: Understands that science, technology and society are interwoven and interdependent.

Content• Knows that measurements in science

are reported with accuracy, precisionand significance

• Knows that laboratory safety is animportant aspect of laboratoryinvestigation

• Knows the steps for solving problems using thescientific method

• Relates current scientific models to their historicaldevelopment

• Knows that scientific knowledge is modified as newdiscoveries are made

• Incorporates laboratory activities emphasizing thesteps of the scientific method

• Knows that technology may be used to assist incollecting, sorting and analyzing data in scientificinvestigations

Documents

Environment Biology Critical Content and Performance ... · PDF fileCritical Content and Performance Indicators Strand A: ... processes in living organisms ... environment •understands