Zoology Curriculum Map
Parts of the Curriculum Map The curriculum map defines the curriculum for each course taught in Volusia County. They have been created by teachers from Volusia Schools on curriculum mapping and assessment committees. The following list describes the various parts of each curriculum map: Units: the broadest organizational structure used to group content and concepts within the curriculum map created by teacher committees. Topics: a grouping of standards and skills that form a subset of a unit created by teacher committees. Learning Targets and Skills: the content knowledge, processes, and skills that will ensure successful mastery of the NGSSS as unpacked by teacher committees according to appropriate cognitive complexities. Standards: the Next Generation Sunshine State Standards (NGSSS) required by course descriptions posted on CPALMS by FLDOE. Pacing: recommended time frames created by teacher committees and teacher survey data within which the course should be taught in preparation for the EOC. Vocabulary: the content-specific vocabulary or phrases both teachers and students should use, and be familiar with, during instruction and assessment. Maps may also contain other helpful information, such as: Resources: a listing of available, high quality and appropriate materials (strategies, lessons, textbooks, videos and other media sources) that are aligned to the standards. Contact the District Science Office to gain access to the code and log in at www.edmodo.com. Teacher Hints: a listing of considerations when planning instruction, including guidelines to content that is inside and outside the realm of the course descriptions on CPALMS in terms of state assessments. Sample FOCUS Questions: sample questions aligned to the standards and in accordance with EOC style, rigor, and complexity guidelines; they do NOT represent all the content that should be taught, but merely a sampling of it. Labs: The NSTA and the District Science Office recommend that all students experience and participate in at least one hands-on, inquiry-based, lab per week were students are collecting data and drawing conclusions. The district also requires that at least one (1) lab per grading period should have a written lab report with analysis and conclusion. Common Labs (CL): Each grade level has one common Lab (CL) for each nine week period. These common labs have been designed by teachers to allow common science experiences that align to the curriculum across the district. Science Literacy Connections (SLC): Each grade level has one common Science Literacy Connection (Common SLC) for each nine week period. These literacy experiences have been designed by teachers to provide complex text analysis that aligns to the curriculum across the district. Additional SLCs are provided to supplement district textbooks and can be found on the Edmodo page. DIA: (District Interim Assessments) content-specific tests developed by the district and teacher committees to assist in student progress monitoring. The goal is to prepare students for the 8 th grade SSA or Biology EOC using rigorous items developed using the FLDOE Item Specifications Documents. The last few pages of the map form the appendix that includes information about methods of instruction, cognitive complexities, and other Florida-specific standards that may be in the course descriptions. Appendix Contents 1. Volusia County Science 5E Instructional Model 2. FLDOE Cognitive Complexity Information 3. Florida ELA and Math Standards Zoology (Regular) Page 2
2016 2017 Instructional Calendar Week Dates Days Quarter Week Dates Days Quarter 1 15 August - 19 August 5 Start 1st 20 4 January - 6 January 3 Start 3rd 2 22 August - 26 August 5 21 9 January - 13 January 5 3 29 August - 2 September 5 22 17 January - 20 January 4 4 6 September - 9 September 4 10 23 23 January - 27 January 5 5 12 September - 16 September 5 Weeks 24 30 January - 3 February 5 10 6 20 September - 23 September 4 25 6 February - 10 February 5 Weeks 7 26 September - 30 September 5 26 13 February - 17 February 5 8 3 October - 7 October 5 27 21 February - 24 February 4 9 10 October - 14 October 5 28 27 February - 3 March 5 10 17 October - 20 October 4 End 1 st 29 6 March - 9 March 4 End 3rd 11 24 October - 28 October 5 Start 2 nd 30 20 March 24 March 5 Start 4 th 12 31 October - 4 November 5 31 27 March - 31 March 5 13 7 November - 10 November 4 32 3 April - 7 April 5 14 14 November - 18 November 5 9 33 10 April - 14 April 5 10 15 21 November - 22 November 2 Weeks 34 17 April - 21 April 5 Weeks 16 28 November - 2 December 5 35 24 April - 28 April 5 17 5 December - 9 December 5 36 1 May - 5 May 5 18 12 December - 16 December 5 37 8 May - 12 May 5 19 19 December - 20 December 2 End 2nd Start Review and Administer EOC* 38 15 May - 19 May 5 * See school-based testing schedule for the course EOC administration time 39 22 May - 26 May 5 End 4th Expectations: Lab Information Safety Contract: The National Science Teacher Association, NSTA, and the district science office recommend that all students experience and participate in at least one handson based lab per week. At least one (1) lab per grading period should have a written lab report with analysis and conclusion. http://www.nsta.org/docs/safetyinthescienceclassroom.pdf Safety, Cleanup, and Laws: http://labsafety.flinnsci.com/chapter.aspx?chapterid=88&unitid=1 http://labsafety.flinnsci.com/certificatecourseselection.aspx?coursecode=ms Zoology (Regular) Page 3
Unit 1: Introduction to Zoology Week 1 Invertebrate Describe the various branches of invertebrate and vertebrate zoology SC.912.N.1.2 Vertebrate Understand the specializations within zoology Introduction to Zoology Zoology (Regular) Page 4
Introduction to Animals Unit 2: Introduction to Animals Weeks 2 3 SC.912.N.2.4 Distinguish between types of symmetry Recognize directional terms in locating body parts Understand that cells are organized into tissues to perform common functions (muscle, nerve, etc.) And the differences between Diploblastic and Triploblastic. Differentiate Protostomes and Deuterosomes Differentiate the digestive systems of various organisms (one way and two way) Differentiate the support systems of various organisms (endoskeleton, exoskeleton, hydrostatic skeleton) Differentiate the movement of various organisms (sessile, motile, sedentary) Differentiate the reproduction of various organisms (monoecious, dioecous, hermaphrodite, parthenogenesis, asexual, sexual) Describe the anatomy and histology of bone tissue Describe the basic molecular structures and primary functions of the four major categories of biological molecules Describe the factors affecting blood flow throughout the cardiovascular system Differentiate the types of circulatory systems of various organisms (open and closed) Describe the physiology of the respiratory system including the mechanisms of ventilation, gas exchange, gas transport and the mechanisms that control the rate of ventilation Explain the interrelated nature of photosynthesis and cellular respiration Identify the major parts of the brain on diagrams or models identify the major parts of the nervous system on diagrams or models Describe the structure of vertebrate sensory organs. Relate structure to function in vertebrate sensory systems Describe the function of the vertebrate integumentary system SC.912.L.14.12 SC.912.L.18.1 SC.912.L.14.36 SC.912.L.14.44 SC.912.L.18.9 SC.912.L.14.26 SC.912.L.14.50 SC.912.L.14.51 Aboral Oral Anterior Posterior Caudal Cephalic Distal Proximal Dorsal Ventral Inferior Superior Lateral Medial Asymmetry Bilateral Symmetry Radial Symmetry Ectoderm Endoderm Mesoderm Acoelomate Pseudocoelomate Coelom Zoology (Regular) Page 5
Unit 3: Animal Behavior Weeks 4 5 SC.912.N.1.1 Independent variable design an experiment to test animal behavior on invertebrate or invertebrate animal behavior. Dependent variable o vertebrate investigations must be observational only Control group o invertebrate investigations may manipulate variables use tools to gather and interpret data use evidence to draw conclusions describe and explain what characterizes science and its methods explain that scientific knowledge is both durable and robust and open to change. Scientific knowledge can change because it is often examined and re examined by new investigations and scientific argumentation. Because of these frequent examinations, scientific knowledge becomes stronger, leading to its durability SC.912.N.1.2 SC.912.N.2.4 Animal Behavior Differentiate between the types of symbioses and give examples of each SC.912.L.17.6 Mutualism Commensalism Parasitism Zoology (Regular) Page 6
Unit 4: Ecology Week 6 SC.912.L.17.7 Tolerance range Explain that animals live in a habitat within a certain range of values for any abiotic factor Range of optimum Understand that a certain range of values within the tolerance range defines the conditions Abiotic factor under which an animal is most successful Limiting factor Explain that when an abiotic factor falls outside of its tolerance range, that abiotic factor Carrying capacity becomes a limiting factor Explain population growth models in an ecosystem Explain what carrying capacity is for a given population and how this relates to logistic population growth Differentiate between Type I, Type II, and Type III Survivorship among animal populations Ecology Differentiate between density independent and density dependent factors in their habitat Differentiate between intraspecific and interspecific competition among animals in an ecosystem SC.912.L.17.8 Density dependent Density independent Intraspecific Interspecific Explain the various trophic levels in an ecosystem and give examples of each SC.912.L.17.9 Trophic levels Zoology (Regular) Page 7
Unit 5: Evolution Weeks 7 8 SC.912.L.14.5 Endosymbiosis Explain the evidence supporting the endosymbiont theory Eukaryotic Prokaryotic Evolution Understand organic evolution Understand adaptive radiation by investigating Darwin s discovery of the Galapagos Finches. Compare and contrast natural selection and artificial selection Understand and investigate the significance of adaptation in the process of evolutionary change SC.912.L.15.13 Organic evolution Adaptive radiation Natural selection Artificial selection Understand that microevolution involves change in allelic frequency in populations over time and macroevolution involves large scale changes that result in extinction and formation of new species Understand the various evidence of macroevolutionary change SC.912.L.15.3 Microevolution Macroevolution Zoology (Regular) Page 8
SC.912.L.15.14 Population Define population Evolutionary change Define gene pool Genetic drift Recognize that a population whose gene pool shows consistent change from generation to Founder effect generation is undergoing evolutionary change Bottleneck effect Understand that population size; genetic drift and neutral evolution are all mechanisms of Gene flow evolution Recognize that genetic drift refers to the fact that variation in gene frequencies within populations can occur by chance rather than by natural selection which can lead to a loss in genetic diversity Describe the founder effect Describe the bottleneck effect Define gene flow Evolution (continued) understand that mutations are the source of new genetic material for populations Define mutation pressure Define selection pressure Recognize the different modes of selection define species Understand the relationship between speciation and reproductive isolation Understand the differences between Allopatric, Parapatric and Sympatric Speciation SC.912.L.15.15 Mutation pressure selection pressure directional selection disruptive selection stabilizing selection species 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.15.1 Fossil record Comparative anatomy Embryology Homologous Analogous Discuss specific fossil hominids and what they show about human evolution SC.912.L.15.11 hominid Zoology (Regular) Page 9
Classification Unit 6: Classification Week 9 SC.912.L.15.4 Taxonomy describe how and why organisms are hierarchically classified based on evolutionary SC.912.L.15.5 Classification relationships Binomial nomenclature explain the Taxonomic Hierarchy from broad to specific use binomial nomenclature to identify and name organisms use The International Code of Zoological Nomenclature (ICZN or ICZN Code) recognize that the modern classification systems are based on similarities in DNA recognize that similarities in DNA are used to identify evolutionary relationships identify and describe the three major evolutionary lineages as Eubacteria (bacteria), Archea (microbes) and Eukarya (compartmentalized cells) recognize that within Eukarya there are six lineages of protists and three kingdoms (Animalia, Fungi, and Plantae) differentiate analogous and homologous structures understand that evolutionary tree diagrams are used to portray evolutionary relationships interpret and create a Cladogram SC.912.L.15.6 Kingdoms Archaea Eubacteria Eukarya Protozoans Unit 7: Protozoans Week 10 11 SC.912.L.15.6 Protozoans describe the characteristics of protozoans protozoologists describe a protozoan as a complete organism which displays unicellular or colonial organization within the confines of a single plasma membrane recognize that protozoans undergo sexual and asexual reproduction recognize that protozoans are not considered animals since they are unicellular, or they are multicellular without specialized tissues unlike other eukaryotes, such as fungi, animals and plants Explain how the various modes of locomotion are exhibited by protozoans Zoology (Regular) Page 10
Porifer and Cnidaria Unit 8: Porifera and Cnidaria Weeks 12 13 SC.912.L.15.7 describe the major characteristics of the Phylum Porifera describe the major representative classes of Phylum Porifera and give examples describe and describe the three major body forms found among sponges recognize porfiera are at the cellular level of organization describe the major characteristics of the Phylum Cnidaria describe the major representative classes of Phylum Cnidaria and give examples describe the major characteristics of the Phylum Cnidaria describe the major representative classes of Phylum Cnidaria and give examples recognize porfiera are at the tissue level of organization Ascon Sycon Leucon Spicule Sponging Osculum Spongocoel Radial symmetry Biradial symmetry Diploblastic Gelatinous mesoglea Epidermal tissue Gastrodermal tissue Gastrovascular cavity Nerve net Cnidocytes Polyp Medusa Cnidocil Operculum Nematocyst Platyhelminthes Unit 9: Platyhelminthes Weeks 14 15 SC.912.L.15.7 Life cycle describe the major characteristics of the Phylum Platyhelminthes hermaphroditic describe the major representative classes of Phylum Platyhelminthes and give examples summarize the life cycles of some representative animals in Phylum Platyhelminthes recognize porfiera are at the organ level of organization Zoology Page 11
Unit 10: Nemotoda Weeks 16 18 SC.912.L.15.7 Nemotoda describe the major characteristics of the Phylum Nematoda describe the major representative classes of Phylum Nematoda and give examples describe the life cycle of various parasites Semester Exams Week 18 Unit 11: Annelida Weeks 19 20 SC.912.L.15.7 Annelida describe major characteristics of Phylum Annelida describe the major representative classes of Phylum Annelida and give examples Mollusks Unit 12: Mollusks Weeks 21 22 SC.912.L.15.7 Radula Chitinous belt describe the major characteristics of the Phylum Mollusca Odontophore describe the major representative classes of Phylum Mollusca and give examples Torsion Adductor muscles Zoology Page 12
Unit 13: Arthropods, Hexapods, Myriapods Weeks 23 24 SC.912.L.15.7 Arthorpods, Hexapods, and Myriapods identify the major characteristics of the phylum Arthropoda. explain that Arthropods are the most successful phylum of animals identify the major representative classes of Phylum Arthropoda and give examples Metamerism Exoskeleton Chitin Bilateral symmetry Molting Ecdysis Jointed appendages Open circulatory system Ventral nerve cord Compound eye metamorphesis Unit 14: Echinoderms Weeks 25 26 SC.912.L.15.7 Ambulacral groove Madreporite list and describe the major characteristics of the Phylum Echinodermata describe the water vascular system of echinoderms identify the major representative classes of Phylum Echinodermata and give examples Echinoderms Unit 15: Hemichordates and Chordates Week 15 SC.912.L.15.7 Notochord Hemichordate and Cordates describe the major characteristics of Hemichordates and Chordates identify the major representative classes of Phylums Hemichordates and Chordates and give examples Zoology Page 13
Unit 16: Fish Week 16 SC.912.L.15.7 Cartilaginous Bony describe the major characteristics of the Class Chondricthyes (cartilaginous fish) and give examples describe the major characteristics of the Class Osteichthyes (bony fish) and give examples Fish Unit 17: Amphibia Week 17 SC.912.L.15.7 Ecothermic Amphibia describe the major characteristics of the Class Amphibia recognize that Amphibians, Reptiles, Birds, and Mammals are classified as Tetrapods describe members of the Order Caudata and give examples describe members of the Order Gymnophiona and give examples describe members of the Order Anura and give examples Unit 18: Reptiles Weeks 30 31 SC.912.L.15.7 Reptiles describe the major characteristics of reptiles describe the general characteristics of the Class Reptilia describe the general characteristics of the Order Testudines and give examples describe the general characteristics of the Order Crocodylia and give examples describe the general characteristics of the Order Sphenodontida and give examples Zoology Page 14
Unit 19: Aves Weeks 32 33 SC.912.L.15.7 feathers Aves describe the major characteristics of the Phylum Aves identify the major representative classes of Phylum Aves and give examples recognize how birds have adapted to flight Unit 20: Mammalia Weeks 34 36 SC.912.L.15.7 Mammary glands Mammalia describe the major characteristics of Class Mammalia o Monotremes o Marsupials o Placental mammals EOC review Weeks 37 38 EOCs Week 39 Zoology Page 15
Volusia County Science 5E Instructional Model Engage Description Learners engage with an activity that captures their attention, stimulates their thinking, and helps them access prior knowledge. A successful engagement activity will reveal existing misconceptions to the teacher and leave the learner wanting to know more about how the problem or issue relates to his/her own world. (e.g. ISN preview, Probe, Teacher Demonstration ) Implementation The diagram below shows how the elements of the 5E model are interrelated. Although the 5E model can be used in linear order (engage, explore, explain, elaborate and evaluate), the model is most effective when it is used as a cycle of learning. Explore Learners explore common, hands on experiences that help them begin constructing concepts and developing skills related to the learning target. The learner will gather, organize, interpret, analyze and evaluate data. (e.g. investigations, labs ) Engage Explore Explain Learners explain through analysis of their exploration so that their understanding is clarified and modified with reflective activities. Learners use science terminology to connect their explanations to the experiences they had in the engage and explore phases. (e.g. Lecture, ISN notes, Research, Close reading, reading to learn, videos, websites ) Discuss and Evaluate Elaborate Learners elaborate and solidify their understanding of the concept and/or apply it to a real world situation resulting in a deeper understanding. Teachers facilitate activities that help the learner correct remaining misconceptions and generalize concepts in a broader context. (e.g. labs, web quest, presentations, debate, discussion, ISN reflection ) Elaborate Explain Evaluate Teachers and Learners evaluate proficiency of learning targets, concepts and skills throughout the learning process. Evaluations should occur before activities, to assess prior knowledge, after activities, to assess progress, and after the completion of a unit to assess comprehension. (i.e. formatives and summatives) Each lesson begins with an engagement activity, but evaluation occurs throughout the learning cycle. Teachers should adjust their instruction based on the outcome of the evaluation. In addition, teachers are encouraged to differentiate at each state to meet the needs of individual students. *Adapted from The BSCS 5E Instructional Model: Origins, Effectiveness, and Applications, July 2006, Bybee, et.al, pp. 33 34. Zoology Page 16
Cognitive Complexity The benchmarks in the Next Generation Sunshine State Standards (NGSSS) identify knowledge and skills students are expected to acquire at each grade level, with the underlying expectation that students also demonstrate critical thinking. The categories low complexity, moderate complexity, high complexity form an ordered description of the demands a test item may make on a student. Instruction in the classroom should match, at a minimum, the complexity level of the learning target in the curriculum map. Low Moderate High This category relies heavily on the recall and recognition of previously learned concepts and principles. Items typically specify what the student is to do, which is often to carry out some procedure that can be performed mechanically. It is not left to the student to come up with an original method or solution. This category involves more flexible thinking and choice among alternatives than low complexity items. They require a response that goes beyond the habitual, is not specified, and ordinarily has more than a single step or thought process. The student is expected to decide what to do using formal methods of reasoning and problem solving strategies and to bring together skill and knowledge from various domains. This category makes heavy demands on student thinking. Students must engage in more abstract reasoning, planning, analysis, judgment, and creative thought. The items require that the student think in an abstract and sophisticated way often involving multiple steps. retrieve information from a chart, table, diagram, or graph recognize a standard scientific representation of a simple phenomenon complete a familiar single step procedure or equation using a reference sheet interpret data from a chart, table, or simple graph determine the best way to organize or present data from observations, an investigation, or experiment describe examples and non examples of scientific processes or concepts specify or explain relationships among different groups, facts, properties, or variables differentiate structure and functions of different organisms or systems predict or determine the logical next step or outcome apply and use concepts from a standard scientific model or theory analyze data from an investigation or experiment and formulate a conclusion develop a generalization from multiple data sources analyze and evaluate an experiment with multiple variables analyze an investigation or experiment to identify a flaw and propose a method for correcting it analyze a problem, situation, or system and make long term predictions interpret, explain, or solve a problem involving complex spatial relationships *Adapted from Webb s Depth of Knowledge and FLDOE FCAT 2.0 Specification Documentation, Version 2. Zoology (Regular) Page 17
LAFS.910.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of the explanations or descriptions. LAFS.910.RST.1.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks, attending to special cases or exceptions defined in the text. LAFS.910.RST.2.4 Determine the meaning of symbols, key terms, and other domain specific words and phrases as they are used in a specific scientific or technical context relevant to grades 9 10 texts and topics. LAFS.910.RST.2.5 Analyze the structure of the relationship among concepts in a text, including relationships among key terms (e.g., force, friction, reaction force, energy.) LAFS.910.RST.3.7 Translate quantitative or technical information expressed in words in a text into visual form (e.g., a table or chart) and translate information expressed visually or mathematical (e.g., in an equation) into words. LAFS.910.RST.4.10 by the end of grade 10, read and comprehend science / technical texts in the grades 9 10 text complexity band independently and proficiently. MAFS.912.A CED.1.4 Rearrange formulas to highlight a quantity of interest, using the same reasoning as in solving equations. MAFS.912.S IC.2.6 Evaluate reports based on data. Grades 9 10 ELA Florida Standards Grades 9 12 Math Florida Standards (select courses) LAFS.910.WHST.3.9 Draw evidence from informational texts to support analysis, reflection, and research. LAFS.910.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic and organize ideas, concepts, and information to make important connections and distinctions; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic with well chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among ideas and concepts. d. Use precise language and domain specific vocabulary to manage the complexity of the topic and convey a style appropriate to the discipline and context as well as to the expertise of likely readers. e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic). MAFS.912.N VM.1.1 Recognize vector quantities as having both magnitude and direction. Represent vector quantities by directed line segments, and use appropriate symbols for vectors and their magnitudes. MAFS.912.N VM.1.2 Find the components of a vector by subtracting the coordinates of an initial point from the coordinates of a terminal point. MAFS.912.N VM.1.3 Solve problems involving velocity that can be represented as vectors. Zoology (Regular) Page 18
LAFS.1112.RST.1.1 Cite specific textual evidence to support analysis of science and technical texts, attending to important distinctions the author makes and any gaps or inconsistencies in the account. LAFS.1112.RST.1.3 Follow precisely a complex multistep procedure when carrying out experiments, taking measurements, or performing technical tasks; analyze the specific results based on explanations in the text. LAFS.1112.RST.2.4 Determine the meaning of symbols, key terms, and other domain specific words and phrases as they are used in a specific scientific or technical context relevant to grades 11 12 texts and topics. LAFS.1112.RST.3.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., quantitative data, video, multimedia) in order to address a question or solve a problem. LAFS.1112.RST.4.10 By the end of grade 12, read and comprehend science / technical texts in grades 11 12 text complexity band independently and proficiently. Grades 11 12 ELA Florida Standards LAFS.1112.WHST.3.9 Draw evidence from information texts to support analysis, reflection, and research. Grades 9 12 Math Florida Standards (all courses) MAFS.912.F IF.3.7 Graph functions expressed symbolically and show key features of the graph, by hand in simple cases and using technology for more complicated cases. a. Graph linear and quadratic functions and show intercepts, maxima, and minima. b. Graph square root, cube root, and piecewise defined functions, including step functions and absolute value functions. c. Graph polynomial functions, identifying zeros when suitable factorizations are available, and showing end behavior. d. Graph rational functions, identifying zeros and asymptotes when suitable factorizations are available, and showing end behavior. e. Graph exponential and logarithmic functions, showing intercepts and end behavior, and trigonometric functions, showing period, midline, and amplitude. LAFS.1112.WHST.1.2 Write informative/explanatory texts, including the narration of historical events, scientific procedures/ experiments, or technical processes. a. Introduce a topic and organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience s knowledge of the topic. c. Use varied transitions and sentence structures to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. d. Use precise language, domain specific vocabulary and techniques such as metaphor, simile, and analogy to manage the complexity of the topic; convey a knowledgeable stance in a style that responds to the discipline and context as well as to the expertise of likely readers. e. Provide a concluding statement or section that follows from and supports the information or explanation provided (e.g., articulating implications or the significance of the topic). MAFS.912.N Q.1.1 Use units as a way to understand problems and to guide the solution of multi step problems; choose and interpret units consistently in formulas; choose and interpret the scale and the origin in graphs and data displays. MAFS.912.N Q.1.3 Choose a level of accuracy appropriate to limitations measurement when reporting quantities. Zoology (Regular) Page 19
Zoology (Regular) Page 20