Instructional and AssessmentGuidance ISTEP+: Science – Grade10

Symbol / Key
+ / CriticalContent
 / Important Content
– / AdditionalContent

* Represents standards that may be assessed on ISTEP+ Part 1 and ISTEP+ Part 2. All standards may be assessed on ISTEP+ Part 2.

TheNatureofScience / Cellular Chemistry
& CellularStructure / MatterCyclesandEnergyTransferInter-dependence / Molecular BasisofHeredity CellularReproduction / GeneticsEvolution
1* / + / B.1.1 /  / B.3.1 /  / B.5.1 / + / B.7.1 / +
2* /  / B.1.2 /  / B.3.2 / + / B.5.2 / + / B.7.2 / 
3* / + / B.1.3 /  / B.3.3 /  / B.5.3 /  / B.7.3 / 
4* /  / B.2.1 /  / B.3.4 / + / B.5.4 / – / B.7.4 / +
5* /  / B.2.2 /  / B.3.5 /  / B.5.5 /  / B.7.5 / 
6* /  / B.2.3 /  / B.4.1 /  / B.5.6 /  / B.8.1 / 
7* / – / B.2.4 /  / B.4.2 / + / B.6.1 / + / B.8.2 / –
8* / + / B.2.5 /  / B.4.3 /  / B.6.2 /  / B.8.3 / 
9* / + / B.2.6 /  / B.4.4 /  / B.6.3 /  / B.8.4 / 
10* /  / B.6.4 / + / B.8.5 / +
11* /  / B.6.5 /  / B.8.6 / 
B.8.7 / 

Biology

Pacing Guide 2015-2016

Quarter 3

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Note: The Nature of Science standards can be found at the front of the standards documents. The number designations of each are includedbelow forclarification.

1: Develop explanations based on reproducible data and observations gathered during laboratoryinvestigations.

2: Recognize that their explanations must be based both on their data and other known information from investigations of others.

3: Clearly communicate their ideas and results of investigations verbally and in written form using tables, graphs, diagrams, and photographs.4: Regularly evaluate the work of their peers and in turn have their work evaluated by theirpeers.

5: Apply standard techniques in laboratory investigations to measure physical quantities in appropriate units and convert quantitates to otherunits asnecessary.

6: Use analogies and models (mathematical and physical) to simplify and represent systems that are difficult to understand or directlyexperience due to their size, time scale, or complexity. Recognize the limitations of analogies andmodels.

7: Focus on the development of explanatory models based on their observations during laboratoryinvestigations.

8: Explain that the body of scientific knowledge is organized into major theories, which are derived from and supported by the results of manyexperiments and allow us to make testablepredictions.

9:Recognizethatnewscientific discoveries oftenleadtoare-evaluationofpreviouslyacceptedscientific knowledgeandofcommonly heldideas.

10:Describehowscientificdiscoveriesleadtothedevelopmentofnewtechnologiesandconverselyhowtechnologicaladvancescanleadtoscientific discoveries through new experimental methods andequipment.

11: Explain how scientific knowledge can be used to guide decisions on environmental and socialissues.

Unit #1: Evolution
Describe how biochemical, fossil, anatomical, developmental, and genetic findings are used to determine relationships among organisms and how those relationships are then used to produce modern classification systems. Describe how modern evolutionary theory provides an explanation of the history of life on earth and the similarities among organisms that exist today (B.8.1, B.8.2, B.8.3, B.8.4, B.8.5, B.8.6, and B.8.7).
Week / Standards
Week 30
April 4 -8
(5 days) / Big Ideas: Life began with simpler organisms and become more complex over large periods of time. Evolutionary relationships can be displayed via cladograms.
B.8.1 Explain howanatomicalandmolecularsimilarities amongorganismssuggests thatlifeon earthbeganas simple,one-celledorganismsabout 4billionyearsagoandmulticellularorganismsevolved later.
B.8.2 Explainhoworganisms are classifiedandnamedbasedontheirevolutionaryrelationshipsintotaxonomiccategories.
B.8.7 Describethemodernscientifictheoryoftheorigins and historyoflifeonearthandevaluatetheevidencethat supportsit.
Week 31
April 11 – 15
(5 days) / Big Ideas: There are multiple types of evidence for evolution (anatomical, molecular, etc.).
B.8.3 Use anatomicalandmolecular evidence toestablishevolutionaryrelationshipsamongorganisms.
B.8.4 Understandthatmolecularevidencesupportstheanatomicalevidencefor theseevolutionaryrelationshipsandprovidesadditionalinformationabouttheorder in whichdifferentlinesofdescentbranched.
Week 32
April 18-22
(5 days)
ISTEP Part 2 Window Opens / Big Ideas: Mutations cause new traits to arrive, which can in turn leads to natural selection and speciation.
B.8.6 Explain howgeneticvariationwithin a population (i.e.,aspecies)canbeattributedtomutationsas well as randomassortmentsofexistinggenes.
B.8.5 Describe howorganismswithbeneficialtraits aremore likelytosurvive, reproduce,andpass ontheirgeneticinformationduetogeneticvariations,environmentalforces andreproductivepressures.
Week 33
April 25-29
(5 days)
ISTEP Part 2 / Cumulative Review and Corrective Instruction based on classroom assessments.
**Utilize assessment guidance to determine high impact standards**
Week 34
May 2-6
(5 days)
ISTEP Part 2 / Cumulative Review and Corrective Instruction based on classroom assessments.
**Utilize assessment guidance to determine high impact standards**
Week 35
May 9 – June 3
(18 days) / Enrichment activities such as: Laboratory based investigations, dissections, project or problem based projects, and community based projects. Quarter 4 Resource Guide will provide examples.
Week 39
June 6-8
(3 days) / Records and close out

Indianapolis Public Schools Department of Curriculum and Instruction