2014-2015 SCOPE AND SEQUENCE

BIOLOGY

1st
Cycle
Unit 1
Biomolecules
The focus of this
unit is on the
structure and
function of the
different types of
biomolecules:
carbohydrates,
lipids, proteins,
and nucleic acids.
Students are also
introduced to
different theories
on how simple
organic molecules
first formed and
how they are
organized into
complex
molecules.

28 Days
Aug 25 Oct 2, 2014
# of
Class
Periods
3
90-min.
class
periods
or
6
45-min.
class
periods

The recommended number of class periods is less than the number of days in
the grading cycle to accommodate differentiated instruction, extended learning
time, and assessment days. Complete instructional planning information and
support are in the HISD curriculum documents.

Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)

BIOL.1A Demonstrate safe practices during laboratory and field investigations.
BIOL.1B Demonstrate an understanding of the use and conservation of resources and
the proper disposal or recycling of materials.
BIOL.2E Plan and implement descriptive, comparative, and experimental investigations,
including asking questions, formulating testable hypotheses, and selecting equipment and
technology.
BIOL.2F Collect and organize qualitative and quantitative data, and make measurements
with accuracy and precision.
BIOL.2G Analyze, evaluate, make inferences, and predict trends from data.
BIOL.2H Communicate valid conclusions supported by the data through methods such
as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and
technology-based reports.
BIOL.3B Communicate and apply scientific information extracted from various sources
such as current events, news reports, published journal articles and marketing materials.
BIOL.3E Evaluate models according to their limitations in representing biological objects
or events.
BIOL.3F Research and describe the history of biology and contributions of scientists.
BIOL.9A Compare the structures and functions of different types of biomolecules
including carbohydrates, lipids, proteins, and nucleic acids.
BIOL.9D Analyze and evaluate the evidence regarding formation of simple organic
molecules and their organization into long complex molecules having information such as
the DNA molecule for self-replicating life.

Biology
2014 2015 Scope and Sequence

- Aligned Readiness

- STAAR Readiness Standards

- Process Standards

- STAAR Supporting Standards

Houston ISD Curriculum

2014 2015
Page 1 of 12

2014-2015 SCOPE AND SEQUENCE

BIOLOGY

1st
Cycle
Unit 2
Cell Structure
and Function
The focus of this
unit is on the cell,
its structures and
functions.
Students will
identify cells as
the basic
structures of all
living things; and
that they have
specialized parts
that perform
specific functions
such as
transporting
molecules,
synthesizing new
molecules,
converting energy,
and maintaining
homeostasis.
Unit 3
Cell Growth and
Differentiation
Students describe
the cell cycle,
including mitosis,
the importance of
the cell cycle to
growth and how
disruptions of the
cell cycle can lead
to diseases such
as cancer.
Students describe
cell differentiation,
factors that play a
role in
differentiation and
will examine
specialized animal
and plant cells.

28 Days
Aug 25 Oct 2, 2014
# of
Class
Periods
2
90-min.
class
periods
or
4
45-min.
class
periods

The recommended number of class periods is less than the number of days in
the grading cycle to accommodate differentiated instruction, extended learning
time, and assessment days. Complete instructional planning information and
support are in the HISD curriculum documents.

Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)

BIOL.2E Plan and implement descriptive, comparative, and experimental investigations,
including asking questions, formulating testable hypotheses, and selecting equipment and
technology.
BIOL.2F Collect and organize qualitative and quantitative data, and make measurements
with accuracy and precision.
BIOL.2G Analyze, evaluate, make inferences, and predict trends from data.
BIOL.2H Communicate valid conclusions supported by the data through methods such
as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and
technology-based reports.
BIOL.3E Evaluate models according to their limitations in representing biological objects
or events.
BIOL.4A Compare and contrast prokaryotic and eukaryotic cells.
BIOL.4B Investigate and explain cellular processes including homeostasis, energy
conversions, transport of molecules, and synthesis of new molecules.

3
90-min.
class
periods
or
6
45-min.
class
periods

BIOL.2E Plan and implement descriptive, comparative, and experimental investigations,

including asking questions, formulating testable hypotheses, and selecting equipment and
technology.
BIOL.2G Analyze, evaluate, make inferences, and predict trends from data.
BIOL.5A Describe the stages of the cell cycle, including DNA replication and mitosis,
and the importance of the cell cycle to the growth of organisms.
BIOL.5B Examine specialized cells including roots, stems, and leaves of plants; and
animal cells such as blood, muscle, and epithelium.
BIOL.5C Describe the roles of DNA, ribonucleic acid (RNA), and environmental factors in
cell differentiation.
BIOL.5D Recognize that disruptions of the cell cycle lead to diseases such as cancer.

Biology
2014 2015 Scope and Sequence

- Aligned Readiness

- STAAR Readiness Standards

- Process Standards

- STAAR Supporting Standards

Houston ISD Curriculum

2014 2015
Page 2 of 12

2014-2015 SCOPE AND SEQUENCE

BIOLOGY

1st
Cycle

28 Days
Aug 25 Oct 2, 2014

# of
Class
Periods
Unit 4
3
90-min.
Viruses
class
Students compare
periods
the structure of
or
viruses to cells,
6
describe viral
reproduction, and 45-min.
describe the role
class
of viruses in
periods
causing diseases.

The recommended number of class periods is less than the number of days in
the grading cycle to accommodate differentiated instruction, extended learning
time, and assessment days. Complete instructional planning information and
support are in the HISD curriculum documents.

Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)

BIOL.2E Plan and implement descriptive, comparative, and experimental investigations,
including asking questions, formulating testable hypotheses, and selecting equipment and
technology.
BIOL.2F Collect and organize qualitative and quantitative data, and make measurements
with accuracy and precision.
BIOL.2G Analyze, evaluate, make inferences, and predict trends from data.
BIOL.4C Compare the structure of viruses to cells, describe viral reproduction, and
describe the role of viruses in causing diseases, such as human immunodeficiency virus
(HIV) and influenza.

Biology
2014 2015 Scope and Sequence

- Aligned Readiness

- STAAR Readiness Standards

- Process Standards

- STAAR Supporting Standards

Houston ISD Curriculum

2014 2015
Page 3 of 12

2014-2015 SCOPE AND SEQUENCE

BIOLOGY

2nd
Cycle

25 Days
Oct 6 Nov 7, 2014

# of
Class
Periods
Unit 5
2
90-min.
Components of
class
DNA
periods
DNA is found in all
or
living things.
4
Students will
identify the
45-min.
components of
class
DNA and describe periods
how genetic
information is
carried in DNA.

The recommended number of class periods is less than the number of days in
the grading cycle to accommodate differentiated instruction, extended learning
time, and assessment days. Complete instructional planning information and
support are in the HISD curriculum documents.

Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)

BIOL.2E Plan and implement descriptive, comparative, and experimental investigations,
including asking questions, formulating testable hypotheses, and selecting equipment and
technology.
BIOL.2H Communicate valid conclusions supported by the data through methods such
as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and
technology-based reports.
BIOL.3E Evaluate models according to their limitations in representing biological objects
or events.
BIOL.6A Identify components of DNA, and describe how information for specifying the
traits of an organism is carried in the DNA.

BIOL.6B Recognize that components that make up the genetic code are common to all
organisms.
Unit 6
3
BIOL.2E Plan and implement descriptive, comparative, and experimental investigations,
Transcription
90-min. including asking questions, formulating testable hypotheses, and selecting equipment and
and Translation
class technology.
BIOL.2H Communicate valid conclusions supported by the data through methods such
periods
After identifying
as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and
the components of
or
technology-based reports.
the structure of
6
BIOL.3E Evaluate models according to their limitations in representing biological objects
DNA, students will 45-min.
or
events.
explain how DNA
class
is transcribed and periods BIOL.6C Explain the purpose and process of transcription and translation using models
translated into
of DNA and RNA.
amino acids to
BIOL.6D Recognize that gene expression is a regulated process.
make proteins.
Unit 7
Mutations:
Changes in DNA
Changes to the
nucleotide
sequence of DNA
result in mutations.
Although most are
harmful, mutations
result in the
diversity of genes
in the world,
making natural
selection and
evolution possible.

2
90-min.
class
periods
or
4
45-min.
class
periods

BIOL.2E Plan and implement descriptive, comparative, and experimental investigations,

including asking questions, formulating testable hypotheses, and selecting equipment and
technology.
BIOL.2H Communicate valid conclusions supported by the data through methods such
as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and
technology-based reports.
BIOL.6E Identify and illustrate changes in DNA and evaluate the significance of these
changes.

Biology
2014 2015 Scope and Sequence

- Aligned Readiness

- STAAR Readiness Standards

- Process Standards

- STAAR Supporting Standards

Houston ISD Curriculum

2014 2015
Page 4 of 12

2014-2015 SCOPE AND SEQUENCE

BIOLOGY

2nd
Cycle

25 Days
Oct 6 Nov 7, 2014

# of
Class
Periods
Unit 8
3
90-min.
Genetic
class
Combinations
periods
The focus of this
or
unit is on the
6
significance of
genetic variation
45-min.
as a result of the
class
possible outcomes periods
of various genetic
combinations.
Students will also
examine the
different genetic
techniques used in
studying the
genomes of
organisms.

The recommended number of class periods is less than the number of days in
the grading cycle to accommodate differentiated instruction, extended learning
time, and assessment days. Complete instructional planning information and
support are in the HISD curriculum documents.

Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)

BIOL.2E Plan and implement descriptive, comparative, and experimental investigations,
including asking questions, formulating testable hypotheses, and selecting equipment and
technology.
BIOL.2G Analyze, evaluate, make inferences, and predict trends from data.
BIOL.2H Communicate valid conclusions supported by the data through methods such
as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and
technology-based reports.
BIOL.3D Evaluate the impact of scientific research on society and the environment.
BIOL.3F Research and describe the history of biology and contributions of scientists.
BIOL.6F Predict possible outcomes of various genetic combinations such as monohybrid
crosses, dihybrid crosses, and non-Mendelian inheritance.
BIOL.6G Recognize the significance of meiosis to sexual reproduction.
BIOL.6H Describe how techniques such as DNA fingerprinting, genetic modifications,
and chromosomal analysis are used to study the genomes of organisms.

Biology
2014 2015 Scope and Sequence

- Aligned Readiness

- STAAR Readiness Standards

- Process Standards

- STAAR Supporting Standards

Houston ISD Curriculum

2014 2015
Page 5 of 12

2014-2015 SCOPE AND SEQUENCE

BIOLOGY

3rd
Cycle

27 Days

The recommended number of class periods is less than the number of days in
the grading cycle to accommodate differentiated instruction, extended learning
and assessment days. Complete instructional planning information and
Nov 10 Dec 19, 2014 time,
support are in the HISD curriculum documents.

# of
Class
Periods
Unit 9
4
Natural Selection 90-min.
class
The focus of this
periods
unit is on the
or
process and
8
results of natural
selection and how 45-min.
this explains the
class
great diversity of
periods
modern species

Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)

BIOL.2A Know the definition of science and understand that it has limitations.
BIOL.2B Know that hypotheses are tentative and testable statements that must be
capable of being supported or not supported by observational evidence. Hypotheses of
durable explanatory power which have been tested over a wide variety of conditions are
incorporated into theories.
BIOL.2C Know scientific theories are based on natural and physical phenomena and are
capable of being tested by multiple independent researchers. Unlike hypotheses, scientific
theories are well-established and highly-reliable explanations, but they may be subject to
change as new area of science and new technologies are developed.
BIOL.2D Distinguish between scientific hypotheses and scientific theories.
BIOL.7C Analyze and evaluate how natural selection produces change in populations,
not individuals.
BIOL.7D Analyze and evaluate how the elements of natural selection including inherited
variation, the potential of a population to produce more offspring than can survive, and a
finite supply of environmental resources result in differential reproductive success.
BIOL.7E Analyze and evaluate the relationship of natural selection to adaptation, and to
the development of diversity in and among species.

Unit 10
Evidence of
Evolution
Students will
analyze and
evaluate the
theory of biological
evolution by
examining
evidence of
common ancestry
from DNA
sequences, fossil
records,
biogeography, and
anatomical and
developmental
homologies.

3
90-min.
class
periods
or
6
45-min.
class
periods

BIOL.2A Know the definition of science and understand that it has limitations.
BIOL.2B Know that hypotheses are tentative and testable statements that must be
capable of being supported or not supported by observational evidence. Hypotheses of
durable explanatory power which have been tested over a wide variety of conditions are
incorporated into theories.
BIOL.2C Know scientific theories are based on natural and physical phenomena and are
capable of being tested by multiple independent researchers. Unlike hypotheses, scientific
theories are well-established and highly-reliable explanations, but they may be subject to
change as new area of science and new technologies are developed.
BIOL.2D Distinguish between scientific hypotheses and scientific theories.
BIOL.7A Analyze and evaluate how evidence of common ancestry among groups is
provided by the fossil record, biogeography, and homologies including anatomical,
molecular, and developmental.
BIOL.7B Analyze and evaluate scientific explanations concerning any data of sudden
appearance, stasis and sequential nature of groups in the fossil record.

Biology
2014 2015 Scope and Sequence

- Aligned Readiness

- STAAR Readiness Standards

- Process Standards

- STAAR Supporting Standards

Houston ISD Curriculum

2014 2015
Page 6 of 12

2014-2015 SCOPE AND SEQUENCE

BIOLOGY

3rd
Cycle

27 Days

The recommended number of class periods is less than the number of days in
the grading cycle to accommodate differentiated instruction, extended learning
and assessment days. Complete instructional planning information and
Nov 10 Dec 19, 2014 time,
support are in the HISD curriculum documents.

# of
Class
Periods
Unit 11
1
90-min.
Other
class
mechanisms of
periods
Evolution
or
Students will
2
analyze other
evolutionary
45-min.
mechanisms such
class
as gene flow,
periods
genetic drift,
mutation, and
recombination.

Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)

BIOL.2A Know the definition of science and understand that it has limitations.
BIOL.2B Know that hypotheses are tentative and testable statements that must be
capable of being supported or not supported by observational evidence. Hypotheses of
durable explanatory power which have been tested over a wide variety of conditions are
incorporated into theories.
BIOL.2C Know scientific theories are based on natural and physical phenomena and are
capable of being tested by multiple independent researchers. Unlike hypotheses, scientific
theories are well-established and highly-reliable explanations, but they may be subject to
change as new area of science and new technologies are developed.
BIOL.2D Distinguish between scientific hypotheses and scientific theories.
BIOL.7F Analyze and evaluate the effects of other evolutionary mechanisms including
genetic drift, gene flow, mutation, and recombination.
BIOL.7G Analyze and evaluate scientific explanations concerning the complexity of the
cell.

Unit 12
Biological
Classification
Students will
compare
characteristics
among organisms
to understand how
these are used to
categorize
similarities and
differences among
organisms at
several taxonomic
levels.

3
90-min.
class
periods
or
6
45-min.
class
periods

BIOL.3A In all fields of science, analyze, evaluate, and critique scientific explanations by
using empirical evidence, logical reasoning, and experimental and observational testing,
including examining all sides of scientific evidence of those scientific explanations, so as to
encourage critical thinking.
BIOL.8A Define taxonomy and recognize the importance of a standardized taxonomic
system to the scientific community.
BIOL.8B Categorize organisms using a hierarchical classification system based on
similarities and differences shared among groups.
BIOL.8C Compare characteristics of taxonomic groups including archaea, bacteria,
protists, fungi, plants, and animals.

Biology
2014 2015 Scope and Sequence

- Aligned Readiness

- STAAR Readiness Standards

- Process Standards

- STAAR Supporting Standards

Houston ISD Curriculum

2014 2015
Page 7 of 12

2014-2015 SCOPE AND SEQUENCE

BIOLOGY

4th
Cycle

28 Days
Jan 6 Feb 13, 2015

# of
Class
Periods
Unit 13
4
90-min.
Homeostasis:
class
Keeping Life in
periods
Balance
or
This unit describes
8
how organisms
work to stay alive
45-min.
by attempting to
class
maintain
periods
homeostasis while
responding to
stimuli both
internally and
externally.

Unit 14
Biological
Processes in
Animals and
Plants
The focus of this
unit is on the
metabolic
processes and
energy
conversions that
occur in plants and
animals including
photosynthesis
and cellular
respiration.

3
90-min.
class
periods
or
6
45-min.
class
periods

The recommended number of class periods is less than the number of days in
the grading cycle to accommodate differentiated instruction, extended learning
time, and assessment days. Complete instructional planning information and
support are in the HISD curriculum documents.

Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)

BIOL.2E Plan and implement descriptive, comparative, and experimental investigations,
including asking questions, formulating testable hypotheses, and selecting equipment and
technology.
BIOL.2F Collect and organize qualitative and quantitative data, and make measurements
with accuracy and precision.
BIOL.2G Analyze, evaluate, make inferences, and predict trends from data.
BIOL.2H Communicate valid conclusions supported by the data through methods such
as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and
technology-based reports.
BIOL.11A Describe the role of internal feedback mechanisms in the maintenance of
homeostasis.
BIOL.11B Investigate and analyze how organisms, populations, and communities
respond to external factors.
BIOL.11C Summarize the role of microorganisms in both maintaining and disrupting the
health of both organisms and ecosystems.
BIOL.2E Plan and implement descriptive, comparative, and experimental investigations,
including asking questions, formulating testable hypotheses, and selecting equipment and
technology.
BIOL.2F Collect and organize qualitative and quantitative data, and make measurements
with accuracy and precision.
BIOL.2G Analyze, evaluate, make inferences, and predict trends from data.
BIOL.2H Communicate valid conclusions supported by the data through methods such
as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and
technology-based reports.
BIOL.9B Compare the reactants and products of photosynthesis and cellular respiration
in terms of energy and matter.
BIOL.9C Identify and investigate the role of enzymes.

Biology
2014 2015 Scope and Sequence

- Aligned Readiness

- STAAR Readiness Standards

- Process Standards

- STAAR Supporting Standards

Houston ISD Curriculum

2014 2015
Page 8 of 12

2014-2015 SCOPE AND SEQUENCE

BIOLOGY

4th
Cycle
Unit 15
Biological
Systems in
Animals and
Plants
Students will
investigate the
interactions that
occur among
systems in plants
and animals that
perform various
functions. Multiple
levels of
organization of
biological systems
will also be
analyzed.

28 Days
Jan 6 Feb 13, 2015
# of
Class
Periods
4
90-min.
class
periods
or
8
45-min.
class
periods

The recommended number of class periods is less than the number of days in
the grading cycle to accommodate differentiated instruction, extended learning
time, and assessment days. Complete instructional planning information and
support are in the HISD curriculum documents.

Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)

BIOL.2E Plan and implement descriptive, comparative, and experimental investigations,
including asking questions, formulating testable hypotheses, and selecting equipment and
technology.
BIOL.2F Collect and organize qualitative and quantitative data, and make measurements
with accuracy and precision.
BIOL.2G Analyze, evaluate, make inferences, and predict trends from data.
BIOL.2H Communicate valid conclusions supported by the data through methods such
as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and
technology-based reports.
BIOL.10A Describe the interactions that occur among systems that perform the functions
of regulation, nutrient absorption, reproduction, and defense from injury or illness in
animals.
BIOL.10B Describe the interactions that occur among systems that perform the functions
of transport, reproduction, and response in plants.
BIOL.10C Analyze the levels of organization in biological systems and relate the levels
to each other and to the whole system.

Biology
2014 2015 Scope and Sequence

- Aligned Readiness

- STAAR Readiness Standards

- Process Standards

- STAAR Supporting Standards

Houston ISD Curriculum

2014 2015
Page 9 of 12

2014-2015 SCOPE AND SEQUENCE

BIOLOGY

5th
Cycle

29 Days
Feb 16 Apr 2, 2015

# of
Class
Periods
Unit 16
5
90-min.
Matter and
class
Energy Flow in
periods
Ecosystems
or
The focus of this
10
unit is on matter
and energy flow
45-min.
through various
class
cycles and through periods
different trophic
levels between
organisms and
their environment.

The recommended number of class periods is less than the number of days in
the grading cycle to accommodate differentiated instruction, extended learning
time, and assessment days. Complete instructional planning information and
support are in the HISD curriculum documents.

Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)

BIOL.2E Plan and implement descriptive, comparative, and experimental investigations,
including asking questions, formulating testable hypotheses, and selecting equipment and
technology.
BIOL.2F Collect and organize qualitative and quantitative data, and make measurements
with accuracy and precision.
BIOL.2G Analyze, evaluate, make inferences, and predict trends from data.
BIOL.2H Communicate valid conclusions supported by the data through methods such
as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and
technology-based reports.
BIOL.12C Analyze the flow of matter and energy through trophic levels using various
models including food chains, food webs, and ecological pyramids.
BIOL.12E Describe the flow of matter through the carbon and nitrogen cycles and
explain the consequences of disrupting these cycles.
BIOL.12F Describe how environmental change can impact ecosystem stability.

Unit 17
Variations and
adaptations in
Ecosystems
Students will
compare
variations and
adaptations of
organisms that
help them grow,
reproduce, and
survive in different
ecosystems.

4
90-min.
class
periods
or
8
45-min.
class
periods

BIOL.2E Plan and implement descriptive, comparative, and experimental investigations,

including asking questions, formulating testable hypotheses, and selecting equipment and
technology.
BIOL.2F Collect and organize qualitative and quantitative data, and make measurements
with accuracy and precision.
BIOL.2G Analyze, evaluate, make inferences, and predict trends from data.
BIOL.2H Communicate valid conclusions supported by the data through methods such
as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and
technology-based reports.
BIOL.11D Describe how events and processes that occur during ecological succession
can change populations and species diversity.
BIOL.12B Compare variations and adaptations of organisms in different ecosystems.
BIOL.12D Recognize that long-term survival of species is dependent on changing
resource bases that are limited.

Biology
2014 2015 Scope and Sequence

- Aligned Readiness

- STAAR Readiness Standards

- Process Standards

- STAAR Supporting Standards

Houston ISD Curriculum

2014 2015
Page 10 of 12

2014-2015 SCOPE AND SEQUENCE

BIOLOGY

5th
Cycle
Unit 18
Ecosystem
Relationships
This unit focuses
on interactions of
organisms in an
ecosystem
including
commensalism,
mutualism,
parasitism, and
predator-prey
relationships.

29 Days
Feb 16 Apr 2, 2015
# of
Class
Periods
3
90-min.
class
periods
or
6
45-min.
class
periods

The recommended number of class periods is less than the number of days in
the grading cycle to accommodate differentiated instruction, extended learning
time, and assessment days. Complete instructional planning information and
support are in the HISD curriculum documents.

Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)

BIOL.2E Plan and implement descriptive, comparative, and experimental investigations,
including asking questions, formulating testable hypotheses, and selecting equipment and
technology.
BIOL.2H Communicate valid conclusions supported by the data through methods such
as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and
technology-based reports.
BIOL.12A Interpret relationships including predation, parasitism, commensalism,
mutualism, and competition among organisms.

Biology
2014 2015 Scope and Sequence

- Aligned Readiness

- STAAR Readiness Standards

- Process Standards

- STAAR Supporting Standards

Houston ISD Curriculum

2014 2015
Page 11 of 12

2014-2015 SCOPE AND SEQUENCE

BIOLOGY

6th
Cycle
Unit 19
Independent
Research
After the End-ofCourse exam,
students will use
this opportunity to
plan and
implement
scientific
investigations
through real-life
applications of
current science
issues.

38 Days
Apr 6 May 28, 2015
# of
Class
Periods
12
90-min.
class
periods
or
24
45-min.
class
periods

The recommended number of class periods is less than the number of days in
the grading cycle to accommodate differentiated instruction, extended learning
time, and assessment days. Complete instructional planning information and
support are in the HISD curriculum documents.

Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs)

BIOL.2E Plan and implement descriptive, comparative, and experimental investigations,
including asking questions, formulating testable hypotheses, and selecting equipment and
technology.
BIOL.2F Collect and organize qualitative and quantitative data, and make measurements
with accuracy and precision.
BIOL.2G Analyze, evaluate, make inferences, and predict trends from data.
BIOL.2H Communicate valid conclusions supported by the data through methods such
as lab reports, labeled drawings, graphic organizers, journals, summaries, oral reports, and
technology-based reports.
BIOL.3B Communicate and apply scientific information extracted from various sources
such as current events, news reports, published journal articles, and marketing materials.
BIOL.3C Draw inferences based on data related to promotional materials for products
and services.
BIOL.3D Evaluate the impact of scientific research on society and the environment.
BIOL.3F Research and describe the history of biology and contributions of scientists.

Biology
2014 2015 Scope and Sequence

- Aligned Readiness

- STAAR Readiness Standards

- Process Standards

- STAAR Supporting Standards

Houston ISD Curriculum

2014 2015
Page 12 of 12