Course Standard/Indicator Development Template
jmb@vigoschools.org 

PROCESS NOTES:  Follow the following steps to develop the standards and indicators for a proposed course:
- Complete the basic course information sections including:
•	Course Title
•	Course Duration:  1 or 2 semesters; think about how much flexibility is necessary for a course and what is reasonable
•	Course Rationale:  Why is this course important and relevant to students in high school?
•	Course Description:  In general, what content and skills will be taught in this course?
•	Basic Skills:  What skills should students possess prior to taking this course?
•	Course Prerequisites:  What courses should students have successfully completed, or be taking concurrently to be successful in this course?
- Identify the Core Standards for the entire course
•	Core Standards should be the “big picture” ideas.
•	Limit to 5-6 Core Standards for one semester course
•	Use the benchmarking documents to determine the larger grain size outcomes for each course.
-Identify the Major Topics for each Core Standard
•	These are for the development of the indicators.
- Write Indicators that reflect the learning goals of that topic. 
•	Indicators should be clear and assessable.
•	Each indicator should address a single idea.
-List Key Concepts/Vocabulary for each indicator.
•	Key Concepts and Vocabulary should be used to clearly define the scope and extent of the course
•	This section should provide a comprehensive list of terms covered in the course.

Course Title
	Botany
A 1 year, two semester course	Course Duration
	X 1 year, Semester 1     
X 1 year, Semester 2     
 1 Semester	
Course Description 	Botany is a comprehensive study of the plant kingdom.  The focus of the course includes plant anatomical structure and function, plant growth and development, the role of plants in the ecosystem, the evolution of plants, and the impact of plants on society.  There will be a strong focus on the diversity and scope of the plant kingdom.  Throughout this course of study, the interconnectedness of plants and their environment will be illustrated.
Following instructions and safety protocols will be stressed due to the hands-on nature of the Botany curriculum.  Students will engage in microscopic investigations, use of taxonomic keys, and directly work with plants in a greenhouse or plant growth chamber/cart.
	
Basic Skills	Familiarity with a microscope and lab safety protocols.
	
Course Prerequisites or Corequisites	
Successful completion of first year biology.

Core Standard/Unit 1	Major Topics	Indicators	Key Concepts/Vocabulary	
Recognize that plants have different cells and tissues systems that perform specified functions vital to a plants survival.  Some of these vital structures vary between plants species in design and function.  These tissue systems work together to regulate plant growth and maintain a stable internal environment.  It is important to understand how each tissue system interacts with another and within other elements in their environment.	General Plant Tissues	Identify and define plant ground tissue systems	Parenchyma, schlerenchyma, & collenchyma	
		Identify and define plant vascular tissue systems	Xylem & phloem	
		Identify and define plant dermal tissue systems	Epidermis & pericycle	
		List and define the steps of growth at the meristem	Primary & secondary growth, apical &lateral meristem, leaf & bud primordia, vascular & cork cambium	
	Roots	Identify and define the functions of root anatomical structures	Root cap, cortex, xylem, phloem,  stele, root hairs	
		Compare and contrast the types of root systems	Taproot, fibrous root, adventitious root, prop roots, monocot & dicot roots	
		Explore the relationship of roots with other organisms	Root grafts, mycorrhizae, nodules, symbiosis	
	Leaves	Identify and define the functions of leaf anatomical structures.	Blade, petiole, stiples, veins, trichomes, stomates, guard cells, primordia, cuticle, palisade & spongy mesophyll, bundle sheaths, vascular bundles	
		Use taxonomic keys to compare and contrast various types of leaves	Simple, compound, leaf venation (parallel & netted veins etc.), leaf arrangement (pinnate, palmate, whorled, alternate, opposite), leaf margins & shapes, monocot & dicot leaf structure	
		Define various leaf adaptations and strategies and explain the advantages they provide	Needles, scales, evergreen, deciduous, broadleaf, transpiration, guttation, and wilting	
		List the types and role played by modified leaves in plants	Spines, tendrils, bud scales, bulbs, epiphytes, succulents, 	
		Describe the process of leaf coloration change and detachment in deciduous plants.  Relate the abscission of leaves to changes in climate and the conservation of water.	Phytochrome pigments (Cholophyll, Xanthophyll, Carotenes, Anthocyanins) abscission, photoperiodism	
		Define and explain the processes of photosynthesis in plants and compare and contrast light reaction variations among different plant species	Light reactions, Calvin Benson cycle (C3 plant pathways), C4 plant pathways, CAM plant pathways	
	Stems	Identify and define the functions of stem anatomical structures.	Herbaceous, woody, terminal & axillary buds, bud scales, nodes, internodes, scars, lenticels, xylem & phloem, tracheids schlerids, sieve elements, pith, apical & lateral meristem, vascular & cork cambium	
		Explain the process of wood formation and analysis	Annual rings, heartwood, sapwood, cork, periderm, hardwood, softwood, knots, dendrochronology, DBR	
		Define various stem adaptations and explain the advantages they provide	Rhizomes, tubers, bulbs, corms, vines, tendrils, runners, stolons	

Core Standard/Unit 2	Major Topics	Indicators	Key Concepts/Vocabulary	

Understand that there are a variety of factors that contribute to the development and success of a plant species.  Recognize that plants have developed various methods of reproduction and propagation to ensure their success over time.  Survival depends upon breeding programs, environmental factors, and genetic variation.  Recognize that plants develop adaptations that promote seed dispersal, prevent competition, and help plants colonize new areas.

	Flowers	Identify and define the functions of flower anatomical structures.	Peduncle, sepals, calyx, receptacle, petals, corolla, pistil/carpel, stigma, style, ovary, stamen, filaments, anther	
		Compare and contrast the various types of flowers	Single, inflorescence (various types) complete, incomplete, perfect, imperfect, annuals, perennials, monocot & dicot	
	Pollination and Fertilization	List the steps of pollination and fertilization	Pollen grains, sepal, pollen tube, ovary, zygote, maturation	
		Explain both natural and man-made processes used to create genetic variations in plants	Hybridization, genetic engineering, cloning, mutations, transposons, polyploidy	
		Explain the co-evolutions of plants and pollinators.  Relate flower colors to nocturnal and diurnal pollination.	Nectar, pheromones, nocturnal and diurnal pollination	
	
Fruit Formation	List the steps involved in fruit formation and maturation	Pericarp, ethylene gas	
		Compare and contrast the various types of fruits	Fleshy fruit (simple, drupe, berry, pepo, hesperidium, pomes), Dehiscent (follicle, legume, silique, capsule),  Indehiscent (achene, nut, grain, samara, schizocarp), aggregate, multiple	
	Seed Germination	Identify and define the functions of seed anatomical structures.	Embryo, hypocotyl, plumule, endosperm, radicle, hilum, cotyledon	
		Define various seed dispersal adaptations and explain the advantages they provide	Air borne, water borne, animal borne, forced discharge,	
		Describe the steps of seed germination	Imbibitions, scarification, coleoptiles, embryo, radicle, primary root, hypocotyl, cotyledon, true leaves	

Core Standard/Unit 3	Major Topics	Indicators	Key Concepts/Vocabulary	
Understand that plant growth, development, and reproduction are regulated by complex internal processes.  These adaptive strategies improve and enhance the ability of a plant to survive in response to their environment.  Hormones play a vital role in the regulation of metabolism, plant growth cycles, and behavior. 	Plant growth processes and hormones	Explain the role of apical and lateral meristem in plant growth & development	Zones of elongation, zones of maturation, apical dominance	
		Explain the effect of plant hormones on growth rates, development, and behavior in plants	Auxin, cytokinin, gibberillin, abscisic acid, ethylene gas, determinant & indeterminate plants	
	Plant responses to the Environment	Explain the adaptive advantage of plant tropisms (tendencies)	Hydrotropism, phototropism, thigmotropism, gravitropism	
		Explain the effect of photoperiodism on plants	Short day, long day, intermediate, & day neutral plants, circadian rhythms, solar tracking	
		Explain additional plant movements and reactions to stimuli	Nuations, nodding, twining, contraction, nastic movements, pulvini (turgor movements), vernalization, senescence	
	Vegetative Propagation	Compare and contrast the various types of natural vegetative propagation	Runners, rhizomes, plantlets, asexual rproduction	
		Compare and contrast the various types of artificial vegetative propagation	Cuttings, layering, grafting, tissue culture	

Core Standard/Unit 4	Major Topics	Indicators	Key Concepts/Vocabulary	
Recognize that the plants display a wide range and diversity of species within the kingdom.  Plant taxonomy and classification enable comparison of homologous structures within plant species and provide the foundations for plant evolution. 	Taxonomy	Explain the process and levels of the modern scientific classification system	Kingdom, division/ phylum, class, order, family, genus, species subspecies/ variety	
		Define a cultivar and explain how new cultivars are created		
	The Non-Seed Plants	Compare and contrast the vascular and nonvascular non-seed plants	Mosses, liverworts, hornworts, club mosses, ferns, horsetails, and whisk ferns, capillary action	
		Explain the process of alternation of generations	Meiosis, gametophyte, antherida, archegonia, fertilization, sporophyte, capsule, sporangium, sori, pollen, scales	
	The Seed Plants	Compare and contrast members of the gymnosperms and angiosperms	Deciduous, evergreen, scales, pollen, seeds, amber, annuals, biennials, and perennials	

Core Standard/Unit 5	Major Topics	Indicators	Key Concepts/Vocabulary	
Understand how plants interact with other species in symbiotic relationships that benefit both species.  Understand that bacteria and fungi play a vital role in decomposition and recycling nutrients as well as assisting plants in acquiring nutrients for their survival.  Realize that fungus, bacteria, and viruses are also responsible for many plant diseases. 	The Fungi	Identify and define the functions of Fungal anatomical structures.	Chitin, hyphae, septa, mycelium, pores, spore cases, stipe, cap, gills, annulus, rhizoids, stolons	
		Compare and contrast the various types of fungi	Molds, sac fungus, club fungus, imperfect fungus	
		Explore the symbiotic relationship of fungi with plants and algae	Lichens, mycorrhizae, symbiosis	
	Bacteria	Compare and contrast the classification of bacteria due to size, form, internal structures and shape	Cocci, bacilli, spirrilum, endospores, heterotrophic, autotrophic	
		Explain the role of bacteria in decomposition	Composting, humus, decomposers, saprophytes	
		Explain the role of beneficial bacteria to mankind	Pest management, nodules, nitrogen fixation	
	Viruses	Compare and contrast the classification of viruses due to size, form, internal structures and shape	Bacteriophages, replication, interferon, prions, capsid, protein coat	
	Plant Disease	List the cause and symptoms of common fungal, bacterial, and viral plant diseases.	Blight, rust, smut, ergot, Dutch elm disease, fire pine blisters, galls, tobacco mosaic virus, tomato spotted wilt virus	
		Explore pest management strategies in controlling plant pathogens	Pesticide, herbicide	

Core Standard/Unit 6	Major Topics	Indicators	Key Concepts/Vocabulary	
Recognize that plants play an important ecological role providing habitat for all other life on earth.  Plants also have a vast economic impact on society in both food and commercial products.  Understand how plants have shaped culture and society through trade, medicines, and conflicts.	Crops of Agricultural Benefit to Mankind	Understand the importance of high starch staples in the human diet as well as the meat and dairy industry	Grasses, grains, tubers, corms, culms, hybrid, cultivar	
		Explore the agricultural impact of the Legume family and the assorted food and other products developed for commercial use such as lubricants, abrasives, and plastics.	Beans, peas, oil, meal, nodule	
		Explain how plants provide diverse habitats for birds, insects, and other wildlife.	Grains, forage, ecosystems	
		Explore the processing and importance of cloth, paper, and wood products.	Fiber, ginning, weaving, cordage, pulp, lumber, veneer, resins	
	Herbs & Spices	Understand the impact of the spice trade and other traded goods on shaping cultures both beneficially and to their detriment.	Ethno-botany, triangular trade, slavery,  the Opium wars, spice caravans	
		Recognize the medicinal significance of plants and how they continue to benefit mankind.	Antioxidants, anti-inflammatory, analgesic, alkaloids, glycosides 	

				

Core Standard/Unit 7	Major Topics	Indicators	Key Concepts/Vocabulary	

				

				

				

				

				

Common Experiences 	 (What are some common activities/experiences that students will share from taking this course at different schools?)

Developing reading comprehension skills of scientific materials and content
Engaging in the Scientific Method
Developing scientific inquiry, investigation, and record keeping skills
Interpreting charts, tables, and graphs
Analyzing scientific data and making inferences
Organizing data, facts, and information
Writing results and interpretations in a clear, concise manner.
Able to create and use models
Able to use and interpret taxonomic key
Use technology in experimental design and analysis in the field
Develop critical thinking and problem solving skills

Notes to the Editors	(Are there any notes that you wish to share with the editors of later drafts of these standards/indicators?)
Items to consider:
1.	I have included very general, basic standards for the Ecological and Economical Impact of Plants.  I really wanted input from others on whether or not we even include these standards.  I teach my students about agricultural products from the legumes, grass family, starchy foods, caffeinated beverages, herbs & spices, etc.  There is one drawback, however.  I’ve only found one Botany book (Plants and Society by Estelle Levetin) that ever addressed these topics in any length.  I also had my librarian purchase several movies from the History Channels Modern Marvels series (ask me for details if your interested) that enabled me to teach these topics.  If we include these items in the standards, it may severely limit textbooks options to meet the needs of the standards in the future.  Is it better to omit this area and leave some flexibility so everyone can choose whether or not they want to include this topic?
2.	Standards on the topic of Genetics are covered extensively in Biology.  Since Biology is a pre-requisite for Botany, I only included those areas of Genetics which should be stressed in greater detail or taught with a specific slant towards their application in plants.  I thought this would avoid redundancy in the standards.  This is not to imply that those topics could be introduced or reviewed with students as needed.
3.	Standards are also covered for Photosynthesis in Biology.  Rather then write an entirely separate standard, I included photosynthesis with those standards and indicators applying to leaves.  I did stress the need to explain photosynthesis in greater detail, specifically in the areas of the Calvin Benson cycle, C4 and CAM plant pathways, in the Botany standards.  If anyone feels that this is not sufficient, then this is something that we all need to discuss in further detail.