Course Catalog

Biology 1 Honors (#2000320)

GPA Weighting:
SUS Admissions:
Bright Futures:
Graduation Requirements:

3 Credits Science • One of which must be Biology 1, two of which must be equally rigorous science courses • Two of the three required course credits must have a laboratory component • Industry Certifications that lead to college credit may substitute for up to one science credit (except for Biology 1) • An identified computer science** course may substitute for up to one science credit (except for Biology 1)


State Biology End of Course Exam.  Not required to pass for graduation. Accounts for 30% of Final Grade calculation.

Placement Consideration:

For Placement in Grade 9:

Successful completion of Grade 8 Advanced M/J Comprehensive Science 3

Successful Completion of Honors Physical Science in Grade 8 as part of the M/J Comprehensive Science Accelerated Pathway

Teacher Recommendation

Gr 8 Florida State Science Assessment score of Level 4 or above

For Placement in Grade 10:

Participation in a Grade 9 Honors Science Course (Physical Science, Earth & Space Science)

Teacher Recommendation


Grade 8 Advanced M/J Comprehensive Science 3

Honors Physical Science in Grade 8 as part of the M/J Comprehensive Science Accelerated Pathway

Grade 9 Honors Science Course (Physical Science, Earth & Space Science)

Next Course in Progression:
Chemistry 1 Honors, Anatomy & Physiology Honors
Other Information:

Academic Pathways for Science

Honors Science Electives:

Anatomy & Physiology Honors, Chemistry 1 Honors, Earth & Space Science Honors, Environmental Science, Forensic Science, Genetics Honors, Marine Science, Marine Science 2 Honors, Physics Honors, Any Advanced Placement Science Course

Advanced Placement Science Courses:

AP Biology, AP Chemistry, AP Environmental Science, AP Research (at select schools), AP Physics

Approved Resources:

Access the Instructional Materials page to see approved instructional resources for this course.

Course Description:

Study life sciences from the simplest to the most complex organism. Study the basics of life, genetics, microbiology, plant science, animal science, evolution, taxonomy and ecology through lecture, discussion, experimentation and technology. While the content focus of this course is consistent with the Biology I course, students will explore these concepts in greater depth. In general, the academic pace and rigor will be greatly increased for honors level course work.

Honors and Advanced Level Course Note: Advanced courses require a greater demand on students through increased academic rigor.  Academic rigor is obtained through the application, analysis, evaluation, and creation of complex ideas that are often abstract and multi-faceted.  Students are challenged to think and collaborate critically on the content they are learning. Honors level rigor will be achieved by increasing text complexity through text selection, focus on high-level qualitative measures, and complexity of task. Instruction will be structured to give students a deeper understanding of conceptual themes and organization within and across disciplines. Academic rigor is more than simply assigning to students a greater quantity of work.

Laboratory investigations that 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. The National Science Teachers Association (NSTA) recommends that at the high school level, all students should be in the science lab or field, collecting data every week. School laboratory investigations (labs) are defined by the National Research Council (NRC) as an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data collection techniques, and models (NRC, 2006, p. 3). Laboratory investigations in the high school classroom should help all students develop a growing understanding of the complexity and ambiguity of empirical work, as well as the skills to calibrate and troubleshoot equipment used to make observations. Learners should understand measurement error; and have the skills to aggregate, interpret, and present the resulting data (National Research Council, 2006, p.77; NSTA, 2007).