Biotechnology 2 (#3027020) 


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Course Standards

Name Description
SC.912.E.6.6: Analyze past, present, and potential future consequences to the environment resulting from various energy production technologies.
SC.912.E.7.1: Analyze the movement of matter and energy through the different biogeochemical cycles, including water and carbon.
SC.912.L.14.1: Describe the scientific theory of cells (cell theory) and relate the history of its discovery to the process of science.
SC.912.L.14.2: Relate structure to function for the components of plant and animal cells. Explain the role of cell membranes as a highly selective barrier (passive and active transport).
SC.912.L.14.3: Compare and contrast the general structures of plant and animal cells. Compare and contrast the general structures of prokaryotic and eukaryotic cells.
SC.912.L.14.4: Compare and contrast structure and function of various types of microscopes.
SC.912.L.14.6: Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from the perspectives of both individual and public health.
SC.912.L.14.7: Relate the structure of each of the major plant organs and tissues to physiological processes.
SC.912.L.14.26: Identify the major parts of the brain on diagrams or models.
SC.912.L.14.36: Describe the factors affecting blood flow through the cardiovascular system.
SC.912.L.14.37: Explain the components of an electrocardiogram.
SC.912.L.14.52: Explain the basic functions of the human immune system, including specific and nonspecific immune response, vaccines, and antibiotics.
SC.912.L.15.1: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change.
SC.912.L.15.10: Identify basic trends in hominid evolution from early ancestors six million years ago to modern humans, including brain size, jaw size, language, and manufacture of tools.
SC.912.L.15.13: Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success.
SC.912.L.15.14: Discuss mechanisms of evolutionary change other than natural selection such as genetic drift and gene flow.
SC.912.L.16.3: Describe the basic process of DNA replication and how it relates to the transmission and conservation of the genetic information.
SC.912.L.16.4: Explain how mutations in the DNA sequence may or may not result in phenotypic change. Explain how mutations in gametes may result in phenotypic changes in offspring.
SC.912.L.16.5: Explain the basic processes of transcription and translation, and how they result in the expression of genes.
SC.912.L.16.6: Discuss the mechanisms for regulation of gene expression in prokaryotes and eukaryotes at transcription and translation level.
SC.912.L.16.7: Describe how viruses and bacteria transfer genetic material between cells and the role of this process in biotechnology.
SC.912.L.16.10: Evaluate the impact of biotechnology on the individual, society and the environment, including medical and ethical issues.
SC.912.L.16.11: Discuss the technologies associated with forensic medicine and DNA identification, including restriction fragment length polymorphism (RFLP) analysis.
SC.912.L.16.12: Describe how basic DNA technology (restriction digestion by endonucleases, gel electrophoresis, polymerase chain reaction, ligation, and transformation) is used to construct recombinant DNA molecules (DNA cloning).
SC.912.L.16.13: Describe the basic anatomy and physiology of the human reproductive system. Describe the process of human development from fertilization to birth and major changes that occur in each trimester of pregnancy.
SC.912.L.17.2: Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature.
SC.912.L.17.3: Discuss how various oceanic and freshwater processes, such as currents, tides, and waves, affect the abundance of aquatic organisms.
SC.912.L.17.4: Describe changes in ecosystems resulting from seasonal variations, climate change and succession.
SC.912.L.17.5: Analyze how population size is determined by births, deaths, immigration, emigration, and limiting factors (biotic and abiotic) that determine carrying capacity.
SC.912.L.17.8: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species.
SC.912.L.17.9: Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels.
SC.912.L.17.10: Diagram and explain the biogeochemical cycles of an ecosystem, including water, carbon, and nitrogen cycle.
SC.912.L.17.11: Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests.
SC.912.L.17.12: Discuss the political, social, and environmental consequences of sustainable use of land.
SC.912.L.17.13: Discuss the need for adequate monitoring of environmental parameters when making policy decisions.
SC.912.L.17.14: Assess the need for adequate waste management strategies.
SC.912.L.17.15: Discuss the effects of technology on environmental quality.
SC.912.L.17.16: Discuss the large-scale environmental impacts resulting from human activity, including waste spills, oil spills, runoff, greenhouse gases, ozone depletion, and surface and groundwater pollution.
SC.912.L.17.20: Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability.
SC.912.L.18.1: Describe the basic molecular structures and primary functions of the four major categories of biological macromolecules.
SC.912.L.18.6: Discuss the role of anaerobic respiration in living things and in human society.
SC.912.L.18.9: Explain the interrelated nature of photosynthesis and cellular respiration.
SC.912.L.18.11: Explain the role of enzymes as catalysts that lower the activation energy of biochemical reactions. Identify factors, such as pH and temperature, and their effect on enzyme activity.
SC.912.N.1.1: Define a problem based on a specific  body of knowledge, for example: biology, chemistry, physics, and earth/space science, and do the following: 
  1. Pose questions about the natural world, (Articulate the purpose of the investigation and identify the relevant scientific concepts).
  2. Conduct systematic observations, (Write procedures that are clear and replicable. Identify observables and examine relationships between test (independent) variable and outcome (dependent) variable. Employ appropriate methods for accurate and consistent observations; conduct and record measurements at appropriate levels of precision. Follow safety guidelines).
  3. Examine books and other sources of information to see what is already known,
  4. Review what is known in light of empirical evidence, (Examine whether available empirical evidence can be interpreted in terms of existing knowledge and models, and if not, modify or develop new models).
  5. Plan investigations, (Design and evaluate a scientific investigation).
  6. Use tools to gather, analyze, and interpret data (this includes the use of measurement in metric and other systems, and also the generation and interpretation of graphical representations of data, including data tables and graphs), (Collect data or evidence in an organized way. Properly use instruments, equipment, and materials (e.g., scales, probeware, meter sticks, microscopes, computers) including set-up, calibration, technique, maintenance, and storage).
  7. Pose answers, explanations, or descriptions of events,
  8. Generate explanations that explicate or describe natural phenomena (inferences),
  9. Use appropriate evidence and reasoning to justify these explanations to others,
  10. Communicate results of scientific investigations, and
  11. Evaluate the merits of the explanations produced by others.
SC.912.N.1.3: Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on  critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented.
SC.912.N.1.4: Identify sources of information and assess their reliability according to the strict standards of scientific investigation.
SC.912.N.1.5: Describe and provide examples of how similar investigations conducted in many parts of the world result in the same outcome.
SC.912.N.1.6: Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.
SC.912.N.1.7: Recognize the role of creativity in constructing scientific questions, methods and explanations.
SC.912.N.4.1: Explain how scientific knowledge and reasoning provide an empirically-based perspective to inform society's decision making.
SC.912.N.4.2: Weigh the merits of alternative strategies for solving a specific societal problem by comparing a number of different costs and benefits, such as human, economic, and environmental.
SC.912.P.12.12: Explain how various factors, such as concentration, temperature, and presence of a catalyst affect the rate of a chemical reaction.
ELD.K12.ELL.SC.1: English language learners communicate information, ideas and concepts necessary for academic success in the content area of Science.
ELD.K12.ELL.SI.1: English language learners communicate for social and instructional purposes within the school setting.
LA.910.2.2.3 (Archived Standard): The student will organize information to show understanding or relationships among facts, ideas, and events (e.g., representing key points within text through charting, mapping, paraphrasing, summarizing, comparing, contrasting, or outlining);
LA.910.4.2.2 (Archived Standard): The student will record information and ideas from primary and/or secondary sources accurately and coherently, noting the validity and reliability of these sources and attributing sources of information;
MA.912.S.1.2 (Archived Standard): Determine appropriate and consistent standards of measurement for the data to be collected in a survey or experiment.
MA.912.S.3.2 (Archived Standard): Collect, organize, and analyze data sets, determine the best format for the data and present visual summaries from the following:
  • bar graphs
  • line graphs
  • stem and leaf plots
  • circle graphs
  • histograms
  • box and whisker plots
  • scatter plots
  • cumulative frequency (ogive) graphs
HE.912.C.1.3 (Archived Standard): Evaluate how environment and personal health are interrelated.
HE.912.C.1.4 (Archived Standard): Analyze how heredity and family history can impact personal health.



General Course Information and Notes

VERSION DESCRIPTION

The most current curriculum framework and other instructional and planning resources for this course are available on the Florida Department of Education website at:http://www.fldoe.org/academics/career-adult-edu/career-tech-edu/curriculum-frameworks/2020-21-frameworks/manufacturing.stml


GENERAL NOTES

Credits: 0.5 Science/0.5 CTE

Notes: Laboratory investigations which include the use of scientific inquiry, research, measurement, problem solving, laboratory apparatus and technologies, experimental procedures, and safety procedures are an integral part of this course.

 

Special Notes: 
Instructional Practices 
Teaching from a range of complex text is optimized when teachers in all subject areas implement the following strategies on a routine basis: 

  1. Ensuring wide reading from complex text that varies in length.
  2. Making close reading and rereading of texts central to lessons.
  3. Emphasizing text-specific complex questions, and cognitively complex tasks, reinforce focus on the text and cultivate independence.
  4. Emphasizing students supporting answers based upon evidence from the text.
  5. Providing extensive research and writing opportunities (claims and evidence).


Science and Engineering Practices (NRC Framework for K-12 Science Education, 2010)

  • Asking questions (for science) and defining problems (for engineering).
  • Developing and using models.
  • Planning and carrying out investigations.
  • Analyzing and interpreting data.
  • Using mathematics, information and computer technology, and computational thinking.
  • Constructing explanations (for science) and designing solutions (for engineering).
  • Engaging in argument from evidence.
  • Obtaining, evaluating, and communicating information.

 


English Language Development ELD Standards Special Notes Section:
Teachers are required to provide listening, speaking, reading and writing instruction that allows English language learners (ELL) to communicate information, ideas and concepts for academic success in the content area of Science. For the given level of English language proficiency and with visual, graphic, or interactive support, students will interact with grade level words, expressions, sentences and discourse to process or produce language necessary for academic success The ELD standard should specify a relevant content area concept or topic of study chosen by curriculum developers and teachers which maximizes an ELL's need for communication and social skills. To access an ELL supporting document which delineates performance definitions and descriptors, please click on the following link: https://cpalmsmediaprod.blob.core.windows.net/uploads/docs/standards/eld/sc.pdf


QUALIFICATIONS

As well as any certification requirements listed on the course description, the following qualifications may also be acceptable for the course:

Biology Grades 6-12 Certification AND Biotechnology District-issued Employment Certificate

OR

Chemistry Grades 6-12 Certification AND Biotechnology District-issued Employment Certificate


General Information

Course Number: 3027020 Course Path: Section: Grades PreK to 12 Education Courses > Grade Group: Grades 9 to 12 and Adult Education Courses > Subject: Science > SubSubject: Integrated Sciences >
Section: Career and Technical Education » Cluster: Manufacturing » Career Path: Secondary Programs »Program: 8736000 » Program Version: Industrial Biotechnology »
Abbreviated Title: BIOTECH 2
Course Attributes:
  • Florida Standards Course
Course Type: Core Academic Course Course Level: 3
Course Status: Draft - Course Pending Approval
Grade Level(s): 9,10,11,12



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