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Calhoun County Board of Education |
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Science and Health |
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Science - Biology |
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Science: Comprehend/Basic Assumptions
The learner will be able to
comprehend the basic assumptions about the universe on which science is based including the discoverable, comprehensible, consistent and predictable operation of the universe, concern with natural phenomena, and connection of natural causes with their effects.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Health: Society's Comprehend |
Comprehension |
Reinforce |
1.0 |
AL: Course of Study, Bulletin 2001, No. 20, Biology Core, #1 AHSGE I-1 ; AOD 4, 5 |
Classroom
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Unit Instructional Resources |
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Science: Discuss/Knowledge/Involves
The learner will be able to
discuss science as a body of knowledge and a process of investigation which involves simple solutions, comprehensive results, clear and dependable explanations, and an accurate foundation for predictions.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Health: Society's Comprehend |
Application |
Reinforce |
0.5 |
AL: Course of Study, Bulletin 2001, No. 20, Biology Core, #2 AHSGE I-1 ; AOD 4, 5 |
Classroom
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Unit Instructional Resources |
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Investigations: Conducting/Systematic
The learner will be able to
perform scientific explorations in a systematic manner including the following steps: recognizing and carefully forming a question, developing a hypothesis, recognizing and properly managing variables, creating a practical and logical procedure, and presenting conclusions on the basis of prior research and investigation.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Health: Society's Comprehend |
Application |
Reinforce |
1.0 |
AL: Course of Study, Bulletin 2001, No. 20, Biology Core, #3, AHSGE I-1 ; AOD 5 |
Classroom
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Unit Instructional Resources |
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Attitudes/Values: Display/Behaviors
The learner will be able to
display consistent behaviors that are appropriate to the scientific enterprise.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Health: Society's Comprehend |
Application |
Reinforce |
0.5 |
AL: Course of Study, Bulletin 2001, No. 20, Biology Core, #4 AHSGE I-1 ; AOD 4, 8 |
Classroom
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Unit Instructional Resources |
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Instruments: Safely/Utilize/Care
The learner will be able to
select appropriate instruments and utilize the instruments of science safely, and demonstrate proper care of that equipment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Health: Society's Comprehend |
Application |
Master |
1.5 |
AL: Course of Study, Bulletin 2001, No. 20, Biology Core, #5, AHSGE I-1 ; AOD 4, 8 |
Classroom
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Unit Instructional Resources |
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Investigations: Conducting/Choose
The learner will be able to
choose, construct, and/or assemble the appropriate equipment for scientific investigations.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Health: Society's Comprehend |
Application |
Reinforce |
1.5 |
AL: Course of Study, Bulletin 2001, No. 20, Biology Core, #6 AHSGE I-1 ; AOD 4, 5 |
Classroom
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Unit Instructional Resources |
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Data: Interpreting
The learner will be able to
interpret scientific data by observing, measuring, inferring, classifying, experimenting, and communicating (Should be taught throughout the year in appropriate areas.).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Health: Society's Comprehend |
Comprehension, Analysis |
Reinforce |
1.0 |
AL: Course of Study, Bulletin 2001, No. 20, Biology Core, #7 AHSGE I-1 ; AOD 4, 5 |
Classroom
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Instructional Resources |
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American Book Company, Various [Work Books]. |
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PASCO Lab Activities, www.calhoun.k12.al.us/curriculum/science/documents [On-line]. The .DOC files are the experiment handouts and the .SWS files are the program files. To download a SWS file, right-click on it and choose SAVE TARGET AS. Set the file to SAVE IN the Desktop and click SAVE. |
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Unit Instructional Resources |
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Models: Express/Patterns/Relationships
The learner will be able to
express patterns and relationships discovered in sets of scientific data using mathematical, graphical, and basic statistical models.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Health: Society's Comprehend |
Comprehension |
Reinforce |
1.0 |
AL: Course of Study, Bulletin 2001, No. 20, Biology Core, #8 AHSGE I-1 ; AOD 4, 5 |
Classroom
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Unit Instructional Resources |
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Variables:Solve/Unknown Manipulation
The learner will be able to
solve for unknown values through manipulation of variables. (Master).
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Health: Society's Comprehend |
Application |
Reinforce |
1.5 |
AL: Course of Study, Bulletin 2001, No. 20, Biology Core, #9 AHSGE I-1 ; AOD 4, 5 |
Classroom
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Unit Instructional Resources |
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Communication: Present/Describe/Ideas
The learner will be able to
present and describe scientific phenomena and ideas individually or with a group using written and oral communication skills and both technical and non-technical language.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Health: Society's Comprehend |
Comprehension, Application |
Master |
0.5 |
AL: Course of Study, Bulletin 2001, No. 20, Biology Core, #10 |
Classroom
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Unit Instructional Resources |
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Computers: Internet/Access/Information
The learner will be able to
select appropriate technology to access relevant information through the Internet.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Health: Society's Comprehend |
Application |
Master |
1.5 |
AL: Course of Study, Bulletin 2001, No. 20, Biology Core, #11 |
Classroom
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Unit Instructional Resources |
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Technology: Benefits/Risks/Examine/Use
The learner will be able to
examine the benefits and risks associated with widespread use of and dependence on technology.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Health: Society's Comprehend |
Analysis |
Master |
1.0 |
AL: Course of Study, Bulletin 2001, No. 20, Biology Core, #12 |
Classroom
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Unit Instructional Resources |
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Technology: Demonstrate/Responsible/Use
The learner will be able to
demonstrate responsible use of technology systems, information, and software.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Health: Society's Comprehend |
Application |
Master |
1.0 |
AL: Course of Study, Bulletin 2001, No. 20, Biology Core, #13 |
Classroom
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Unit Instructional Resources |
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Science & Technology: Assess/Options
The learner will be able to
assess technological options that may be used for lifelong learning.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Health: Society's Comprehend |
Evaluation |
Master |
1.0 |
AL: Course of Study, Bulletin 2001, No. 20, Biology Core, #14 |
Classroom
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Unit Instructional Resources |
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Science & Technology: Recognize/Util
The learner will be able to
recognize examples of technologies utilized in the fields of science.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Health: Society's Comprehend |
Knowledge |
Master |
1.0 |
AL: Course of Study, Bulletin 2001, No. 20, Biology Core, #15 |
Classroom
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Unit Instructional Resources |
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Instruments: Data/Construct/Graphs
The learner will be able to
construct graphs, tables, and charts from collected data and using appropriate tools.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Human Health: Society's Comprehend |
Comprehension, Application, Synthesis |
Master |
1.5 |
AL: Course of Study, Bulletin 2001, No. 20, Biology Core, #16 |
Classroom
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Unit Instructional Resources |
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Cells: Theory/Recognize/Basis
The learner will be able to
recognize the basis of the cell theory.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Cells |
Knowledge |
Master |
1.0 |
AL: Course of Study, Bulletin 2001, No. 20, Biology Core, #17 |
Classroom
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Unit Instructional Resources |
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Cells: Function/Structure/Examine
The learner will be able to
examine the relationships that exist between cell structures, functions, and organization in prokaryotic and eukaryotic cells.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Cells: Function and Structure |
Comprehension, Application, Analysis |
Master |
3.0 |
AL: Course of Study, Bulletin 2001, No. 20, Biology Core, #18 AHSGE V - 1; AOD 8, 9, 17 |
Classroom
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Unit Instructional Resources |
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Cells: Specialization
The learner will be able to
analyze how identical cells within an organism become specialized.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Agriculture |
Analysis |
Master |
1.5 |
AL: Course of Study, Bulletin 2001, No. 20, Biology Core, #19 AHSGE V - 1; AOD 8, 9, 17 |
Classroom
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Unit Instructional Resources |
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Cells: Function/Structure/Associate
The learner will be able to
associate the following cellular functions to their specialized structures within the cell: active and passive transport, protein synthesis, waste disposal, energy capture and release, information feedback, and movement.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Cells: Function and Structure |
Comprehension, Application, Evaluation |
Master |
2.5 |
AL: Course of Study, Bulletin 2001, No. 20, Biology Core, #20 AHSGE V - 1; AOD 8, 9, 17 |
Classroom
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Unit Instructional Resources |
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Cells: Environmental Factors
The learner will be able to
examine molecular, environmental, and structural factors that can affect cellular activities.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Cells |
Comprehension, Application, Analysis |
Master |
1.0 |
AL: Course of Study, Bulletin 2001, No. 20, Biology Core, #21 |
Classroom
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Instructional Resources |
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| · |
Biology - An Everyday Experience ., Glencoe, 1995, Chapter 2 [Textbook]. |
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Unit Instructional Resources |
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Cells: Mitosis/Meiosis/Distinguish
The learner will be able to
distinguish between mitosis and meiosis.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Cells: Mitosis/Meiosis |
Comprehension, Application, Analysis |
Master |
2.0 |
AL: COS, Bull. 2001, no. 20, Biology Core, #22 ; AHSGE V-2; AOD 20, 21, 24 |
Classroom
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Instructional Resources |
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Biology - An Everyday Experience ., Glencoe, 1995, Chapter 22 [Textbook]. |
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American Book Company, Various [Work Books]. |
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Pathways Document / CD, Activity C-98: Mitosis and Meiosis Picture Flip [State Dept. of Edu]. |
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Resource Center, Meiosis [Resource Center]. Uses microscopic views, animation, and artwork to illustrate the complex cellular processes involved in meiosis. Highlights the role of meiosis in sexual reproduction of plants and animals and discusses the implications for producing genetic variations. |
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Resource Center, Mitosis [Resource Center]. Uses microphotography, animation, and artwork to illustrate the basic process of mitosis in plant and animal cells. Identifies and explains the role of the cell nucleus, DNA, chromosomes, chromatids, and the centriole in the mitosis process. Also discusses cloning. |
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Assessment Resources |
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Skills Connection, EdVISION Corporation, Version 2.1, Mitosis and Meiosis [Software]. |
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Unit Instructional Resources |
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Systems: Organization/Recognize/Levels
The learner will be able to
recognize levels of organization including cells, tissues, organs, systems, organisms, populations, and communities.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Systems |
Knowledge |
Reinforce |
1.0 |
AL: Course of Study, Bulletin 2001, No. 20, Biology Core, #23 ; AHSGE V - 1; AOD 8, 9, 17 |
Classroom
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Unit Instructional Resources |
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Food Webs: Examine/Flow
The learner will be able to
analyze the flow of matter and energy through various trophic levels and among organisms and the physical environment by examining food chains, food webs, and food pyramids.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Agriculture |
Analysis |
Master |
1.5 |
AL: Course of Study, Bulletin 2001, No. 20, Biology Core, #24; AHSGE II-1, VI-1; AOD 18, 31 |
Classroom
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Assessment Resources |
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Skills Connection, EdVISION Corporation, Version 2.1, Energy Pyramid [Software]. |
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Unit Instructional Resources |
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Geochemical Cycles: Describe/Ecosystem
The learner will be able to
describe the effects of water, carbon, nitrogen, and phosphorus as they cycle through the environment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Geochemical Cycles |
Comprehension |
Master |
0.5 |
AL: Course of Study, Bulletin 2001, No. 20, Biology Core, #25 AHSGE II-1, VI-1; AOD 18, 31 |
Classroom
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Assessment Resources |
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Skills Connection, EdVISION Corporation, Version 2.1, Material Cycles [Software]. |
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Unit Instructional Resources |
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Environment: Adaptation/Recognize
The learner will be able to
analyze evolution by natural selection by examining characteristics, adaptations, and other mechanisms which alter these factors in organisms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment: Adaptation |
Knowledge, Analysis |
Master |
1.0 |
AL: Course of Study, Bulletin 2001, No. 20, Biology Core, #26, AHSGE III-3; AOD 22, 23, 33, 34 |
Classroom
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Unit Instructional Resources |
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Species: Recognize/Molecular/Anatomical
The learner will be able to
recognize different species through comparing molecular and anatomical evidence.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Species |
Knowledge |
Master |
0.5 |
AL: Course of Study, Bulletin 2001, No. 20, Biology Core, #27 |
Classroom
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Unit Instructional Resources |
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Taxonomy: Distinguish/Characteristics
The learner will be able to
use taxonomic groupings to differentiate structures, life cycles, and major characteristics of each kingdom.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Taxonomy |
Analysis, Synthesis |
Master |
1.0 |
AL: Course of Study, Bulletin 2001, No. 20, Biology Core, #28 |
Classroom
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Unit Instructional Resources |
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Taxonomy: Classification
The learner will be able to
describe the relationships among organisms as the basis for biological systems of classification.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Agriculture |
Knowledge |
Master |
1.0 |
AL: Course of Study, Bulletin 2001, No. 20, Biology Core, #29; AHSGE III-1; AOD 22, 34, 33, 34 |
Classroom
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Unit Instructional Resources |
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Natural Selection: Genetic Drift
The learner will be able to
comprehend why natural selection and genetic drift impact populations instead of individuals.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Evolution |
Comprehension |
Master |
1.0 |
AL: Course of Study, Bulletin 2001, No. 20, Biology Core, #30; AOD 24 |
Classroom
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Unit Instructional Resources |
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Fossils: Isotopic Dating
The learner will be able to
explain how isotopic dating is used to determine the age of a fossil.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Fossils |
Comprehension |
Introduce |
1.5 |
AL: Course of Study, Bulletin 2001, No. 20, Biology Core, #31; AOD 24 |
Classroom
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Instructional Resources |
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Biology - An Everyday Experience ., Glencoe, 1995, Chapter 29 [Textbook]. |
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Resource Center, Fossils: Clues to the Past [Resource Center]. Dr. Donald C. Johanson discusses what a fossil is and some of the ways in which they are formed. He also discusses what fossils reveal and how scientists determine their age. |
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Unit Instructional Resources |
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Heredity: Traits/Identify/Heritable
The learner will be able to
identify heritable traits of living things with regard to physical structure, chemical composition, and behavior.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Heredity: Traits |
Knowledge |
Master |
1.5 |
AL: Course of Study, Bulletin 2001, No. 20, Biology Core, #32; AHSGE IV-1; AOD 20, 21, 25-28, 37, 38 |
Classroom
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Unit Instructional Resources |
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Cells: Mitosis/Explain
The learner will be able to
explain the transfer of information from parent to offspring through mitosis, meiosis, and protein synthesis.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Cells: Mitosis/Meiosis |
Comprehension |
Master |
2.0 |
AL: Course of Study, Bulletin 2001, No. 20, Biology Core, #33 AHSGE IV-1; AOD 20, 21, 25-28, 37, 38 |
Classroom
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Assessment Resources |
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Skills Connection, EdVISION Corporation, Version 2.1, Mitosis and Meiosis [Software]. |
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Unit Instructional Resources |
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Heredity: Genetics/Determine/Result
The learner will be able to
determine combinations of offspring that might result from monohybrid and dihybrid crosses using Mendel's laws.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Heredity: Genetics |
Application |
Master |
3.0 |
AL: Course of Study, Bulletin 2001, No. 20, Biology Core, #34 AHSGE IV-1; AOD 20, 21, 25-28, 37, 38 |
Classroom
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Unit Instructional Resources |
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Heredity: Genetics/Recognize/Disorders
The learner will be able to
recognize the genetic basis of common inherited sex-linked and sex-influenced disorders.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Heredity: Genetics |
Comprehension |
Introduce |
1.0 |
AL: Course of Study, Bulletin 2001, No. 20, Biology Core, #35 AHSGE IV-1; AOD 20, 21, 25-28, 37, 38 |
Classroom
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Unit Instructional Resources |
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Heredity: Mutation/Examine/Factors
The learner will be able to
examine factors that may cause mutations in an organism and/or its offspring including radiation, chemicals, and chance.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Heredity: Mutation |
Analysis |
Master |
1.0 |
AL: Course of Study, Bulletin 2001, No. 20, Biology Core, #36 AHSGE IV-1; AOD 20, 21, 25-28, 37, 38 |
Classroom
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Unit Instructional Resources |
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Biotechnology: Predict/Benefits/Risks
The learner will be able to
predict benefits and risks of biotechnology, including genetic alteration, selective breeding, cloning, and treatment of disease.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Biotechnology |
Analysis |
Master |
2.0 |
AL: Course of Study, Bulletin 2001, No. 20, Biology Core, #37 AHSGE IV-1; AOD 20, 21, 25-28, 37, 38 |
Classroom
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Unit Instructional Resources |
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Environment: Relate/Biotic/Abiotic
The learner will be able to
relate the biotic and abiotic components of the environment.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Environment |
Analysis |
Master |
1.5 |
AL: Course of Study, Bulletin 2001, No. 20, Biology Core, #38, AHSGE II-1, VI-1; AOD 18,31 |
Classroom
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Unit Instructional Resources |
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Ecosystems: Stability/Discuss/Factors
The learner will be able to
discuss different factors that impact the dynamic equilibrium of ecosystems including disasters, climate changes, introduction of species, activities of organisms, and succession.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Ecosystems: Stability |
Comprehension, Analysis |
Master |
1.5 |
AL: Course of Study, Bulletin 2001, No. 20, Biology Core, #39 AHSGE II-1, VI-1; AOD 18,31 |
Classroom
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Unit Instructional Resources |
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Biomes: Describe
The learner will be able to
describe the different biomes found on Earth.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Biomes |
Comprehension |
Master |
1.5 |
AL: Course of Study, Bulletin 2001, No. 20, Biology Core, #40 AHSGE II-1, VI-1; AOD 18,31 |
Classroom
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Instructional Resources |
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Biology - An Everyday Experience ., Glencoe, 1995, Chapter 31 [Textbook]. |
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Resource Center, The High Arctic Biome [Resource Center]. Presents an ecological study of life on the bleak arctic coastal lands of Canada, recording in detail the evidence of plant and animal life and the constant struggle for survival in the harsh environment. |
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Resource Center, Coniferous Forest Biome [Resource Center]. Identifies the large coniferous forest areas of the world and explains why there are relatively few species of plants and animals in these areas. |
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Resource Center, Grasslands [Resource Center]. Illustrates the ecological interrelationships of the grasslands biome. Shows the locations of the world's grasslands, explains how they may have originated, and describes their importance as food-producing areas. |
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Resource Center, The Desert [Resource Center]. Shows how the plants and animals of the desert are adapted to their arid environment. Introduces the desert biome, its geographical locations, the causes of its formation, its temperature conditions and consequent aridity, its dust storms, and its rains. Illustrates the diversity of plant and animal life in the desert. |
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Internet, http://library.thinkquest.org/11922/habitats/habit [On-line]. |
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Internet, http://ssd.k12.mo.us/curriculum/0657.htm [On-line]. Students will be able to:
1. Describe the organisms in the various biomes we have been studying.
2. Compare/contrast the following biomes: tundra, rain forest, grasslands, deciduous forests, coniferous forests, and deserts.
3. Analyze given biomes, decide which organism is misplaced, and then create a more appropriate environment for the organism through a drawing or sketch. 4. Use the information they have learned to draw a biome and the plants and animals that live there.
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Assessment Resources |
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Skills Connection, EdVISION Corporation, Version 2.1, Land Biomes [Software]. |
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Unit Instructional Resources |
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Relationships: Symbiosis/Predator-Prey
The learner will be able to
examine the interdependencies and interrelationships among various organisms.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Agriculture |
Analysis |
Master |
1.0 |
AL: Course of Study, Bulletin 2001, No. 20, Biology Core, #41 AHSGE II-1, VI-1; AOD 18,31 |
Classroom
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Unit Instructional Resources |
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Viruses: Explain/Structure/Systems
The learner will be able to
explain the structure and characteristics of viruses in relation to living systems.
| Strand |
Bloom's |
Scope |
Hours |
Source |
Activities |
| Viruses |
Comprehension, Analysis |
Master |
1.0 |
AL: Course of Study, Bulletin 2001, No. 20, Biology Core, #42 |
Classroom
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Unit Instructional Resources |
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