2-1 – The Nature of Matter - Berkeley County School District
Biology 1 HonorsCurriculum Guidelines/Pacing and Sequencing OverviewTextbook: Pearson Biology (Miller & Levine) SC EditionUnit NumberUnit TitlePacing(Blocks)0Introduction and Safety5 1Cells as a System252Energy Transfer103Heredity – Inheritance and Variation of Traits204Biological Evolution – Unity and Diversity165Ecosystem Dynamics12PostEOCEP/Review2**Based on 90 semester Biology 1 HonorsCells as a System Standard: H.B.2: The student will demonstrate the understanding that the essential functions of life take place within cells or systems of cells. H.B.2A. Conceptual Understanding: The essential functions of a cell involve chemical reactions that take place between many different types of molecules (including carbohydrates, lipids, proteins and nucleic acids) that are catalyzed by enzymes. Performance Indicators: Students who demonstrate this understanding can: Performance IndicatorsTextbook: Pearson Biology (Miller & Levine), SC EditionCore Activities Optional ActivitiesPacing (days)H.B.2A.1 Construct explanations of how the structures of carbohydrates, lipids, proteins, and nucleic acids (including DNA and RNA) are related to their functions in organisms. 2-1 – The Nature of Matter2-2 – Properties of Water2-3 – Carbon Compounds Chapter Mystery: The Ghostly Fish p. 33,37,42, 53, & 56Lab: Identifying Organic Compounds Activity: Pop-Up Book – Organic Molecules of lIfe6H.B.2A.2 Plan and conduct investigations to determine how various environmental factors (including temperature and pH) affect enzyme activity and the rate of biochemical reactions. 2-4 – Chemical Reactions and EnzymesLab Manual A – Temperature & EnzymesLab: Toothpickase2H.B.2B. Conceptual Understanding: Organisms and their parts are made of cells. Cells are the structural units of life and have specialized substructures that carry out the essential functions of life. Viruses lack cellular organization and therefore cannot independently carry out all of the essential functions of life. Performance Indicators: Students who demonstrate this understanding can: Performance IndicatorsTextbook: Pearson Biology (Miller & Levine), SC EditionCore Activities Optional ActivitiesPacingH.B.2B.1 Develop and use models to explain how specialized structures within cells (including the nucleus, chromosomes, cytoskeleton, endoplasmic reticulum, ribosomes and Golgi complex) interact to produce, modify, and transport proteins. Models should compare and contrast how prokaryotic cells meet the same life needs as eukaryotic cells without similar structures. 7-1 – Cell Discovery and Theory7-2 – Structures and OrganellesChapter Mystery: Death by …Water p. 189, 193, 208, & 220Quick Lab: Making a Model of a Cell p. 203Lab: Plant and Animal CellsProject: Cell Model4H.B.2B.2 Collect and interpret descriptive data on cell structure to compare and contrast different types of cells (including prokaryotic versus eukaryotic, and animal versus plant versus fungal).7-1 & 7-2 – Structures and Organelles20-2 – Prokaryotes21-4 – FungiQuick Lab: What is a Cell p. 193Lab Manual A – Using a MicroscopeLab – Cell SurveyLab – ProkaryotesWorksheet: Prokaryotic vs. Eukaryotic2H.B.2B.3 Obtain information to contrast the structure of viruses from that of cells and to explain, in general, why viruses must use living cells to reproduce. 20-1 – Viruses20-3 – Diseases Caused by Bacteria & VirusesChapter Mystery: The Mad Cows p. 573, 574, 579, 586, 592, & 596Quick Lab: How do Viruses Differ in Structure p. 575Activity: Build-a-Virus 1Biology 1 HonorsCells as a System (continued) Standard: H.B.2: The student will demonstrate the understanding that the essential functions of life take place within cells or systems of cells. H.B.2C. Conceptual Understanding: Transport processes which move materials into and out of the cell serve to maintain the homeostasis of the cell. Performance Indicators: Students who demonstrate this understanding can: Performance IndicatorsTextbook: Pearson Biology (Miller & Levine), SC EditionCore Activities Optional ActivitiesPacingH.B.2C.1 Develop and use models to exemplify how the cell membrane serves to maintain homeostasis of the cell through both active and passive transport processes. 7-2 – The Plasma MembraneDemo: Surface area to volume ratio Demo: Egg DemoModel: 3-D Cell Membrane ModelsMaking Models:Create a model of the lipid bilayer, including its associated proteins.Research: real-life connections (sump pumps, etc.)2H. B.2C.2 Ask scientific questions to define the problems that organisms face in maintaining homeostasis within different environments (including water of varying solute concentrations). 7-4 – HomeostasisLab Manual A – Detecting DiffusionLab: Potato Core LabLab Demo: Iodine/starch transportLab: Egg osmosis lab1H.B.2C.3 Analyze and interpret data to explain the movement of molecules (including water) across a membrane. 7-3 – Cellular TransportLab: Onion & Elodea Plasmolysis1H.B.2D. Conceptual Understanding: The cells of multicellular organisms repeatedly divide to make more cells for growth and repair. During embryonic development, a single cell gives rise to a complex, multicellular organism through the processes of both cell division and differentiation. Performance Indicators: Students who demonstrate this understanding can: Performance IndicatorsTextbook: Pearson Biology (Miller & Levine), SC EditionCore Activities Optional ActivitiesPacingH.B.2D.1 Construct models to explain how the processes of cell division and cell differentiation produce and maintain complex multicellular organisms. 10-1 – Cellular Growth10-2 – Process of Cell Division10-4 – Cell Differentiation13-4 – Gene Regulation & ExpressionChapter Mystery: Pet Shop Accident pp. 273,278,284,287,294,300Quick Lab: Surface Area vs. Volume p. 275Demo: Cell Size LimitsPosters: Cell cycleLab: Manual A – Regeneration in Planaria2H.B.2D.2 Develop and use models to exemplify the changes that occur in a cell during the cell cycle (including changes in cell size, chromosomes, cell membrane/cell wall, and the number of cells produced) and predict, based on the models, what might happen to a cell that does not progress through the cycle correctly. 10-1 – Cellular Growth10-2 – Process of Cell Division10-3 – Cell Cycle and RegulationQuick Lab: Mitosis in Action p. 283Pipe Cleaner Simulation of MitosisActivity: Control of the Cell Cycle Game - Lab: Onion Root Mitosis2H.B.2D.3 Construct explanations for how the cell cycle is monitored by check point systems and communicate possible consequences of the continued cycling of abnormal cells. 10-3 – Cell Cycle and RegulationAnalyzing Data: Rise & Fall of Cyclins p. 288Activity: Mitosis Internet Assignment Study: University of Buffalo Science Cases Database (Yvette Cancer, etc.)1H.B.2D.4 Construct scientific arguments to support the pros and cons of biotechnological applications of stem cells using examples from both plants and animals.10-3 – Cell Cycle and Regulation and10-4 – Cell Differentiation15-4 – Ethics & Impacts of BiotechnologyAnalyzing Data: Cellular Differentiation of C. Elegans p. 294Activity: Stem Cells in the Spotlight Webquest seminarArticle or video: from Baylor University’s stemcellcite..com set: from Baylor’s BioEd online 1 HonorsENERGY TRANSFER Standard H.B.3: The student will demonstrate the understanding that all essential processes within organisms require energy which in most ecosystems is ultimately derived from the Sun and transferred into chemical energy by the photosynthetic organisms of that ecosystem. H.B.3A. Conceptual Understanding: Cells transform energy that organisms need to perform essential life functions through a complex sequence of reactions in which chemical energy is transferred from one system of interacting molecules to another. Performance Indicators: Students who demonstrate this understanding can: Performance IndicatorsTextbook: Pearson Biology (Miller & Levine), SC EditionCore Activities Optional ActivitiesPacingH.B.3A.1 Develop and use models to explain how chemical reactions among ATP, ADP, and inorganic phosphate act to transfer chemical energy within cells. 8-1 – Energy & LifeChapter Mystery: Out of Thin Air pp. 225,228,232,239,244ATP ActivityModel: Build a three-dimensional model of ATP with marshmallows, etc.ATP to pi?ata comparisonVideo: ATP Video Clip (on district's safe videos list)1H.B.3A.2 Develop and revise models to describe how photosynthesis transforms light energy into stored chemical energy. 8-2 – Photosynthesis: An Overview8-3 – The Process of PhotosynthesisQuick Lab: Waste Material Produced during Photosynthesis p. 234Lab: Manual A – Plant Pigments & PhotosynthesisQuick Lab: ElodeaLab: Spinach Discs LabDemo: ElodeaSong: SunLab: Photosynthetic Pigments Electromagnetic Spectrum – Gradient Glasses (need to get)Flash cards:Make flash cards with a structure or process on one side and a description of its role on the other side.Assessment: Have students describe the events of the Calvin Cycle from the perspective of one of the carbon atoms in a CO2 molecule.3H.B.3A.3 Construct scientific arguments to support claims that chemical elements in the sugar molecules produced by photosynthesis may interact with other elements to form amino acids, lipids, nucleic acids or other large organic molecules. 8-2 – Photosynthesis: An Overview8-3 – The Process of PhotosynthesisAnalyzing Data: Rates of Photosynthesis p. 2401H.B.3A.4 Develop models of the major inputs and outputs of cellular respiration (aerobic and anaerobic) to exemplify the chemical process, in which the bonds of food molecules are broken, the bonds of new compounds are formed and a net transfer of energy results. Use the models to explain common exercise phenomena (such as lactic acid buildup, changes in breathing during and after exercise, cool down after exercise). 9-1 – Cellular Respiration9-2 – The Process of Cellular Respiration9-3 - FermentationChapter Mystery: Diving without a Breath pp. 249,252,256,265,268Analyzing Data: You are What you Eat p. 251Cellular Respiration Lab – Activity B-3.1aLab: Anaerobic cellular respirationActivity: Clothespin Lactic Acid Lab: Seed RespirationLab/Demo: Yeast fermentation Gizmos – Cell Energy Cycle 4H.B.3A.5 Plan and conduct scientific investigations or computer simulations to determine the relationship between variables that affect the processes of fermentation and/or cellular respiration in living organisms and interpret the data in terms of real-world phenomena9-1 – Cellular Respiration9-2 – The Process of Cellular Respiration9-3 - FermentationQuick Lab: Exercise and Cellular Respiration p. 264Lab: Manual A – Comparing Fermentation Rates of SugarsLab: Alcoholic Fermentation in Yeast1Biology 1 HonorsHEREDITY – INHERITANCE AND VARIATION OF TRAITS Standard H.B.4: The student will demonstrate an understanding of the specific mechanisms by which characteristics or traits are transferred from one generation to the next via genes. H.B.4A. Conceptual Understanding: Each chromosome consists of a single DNA molecule. Each gene on the chromosome is a particular segment of DNA. The chemical structure of DNA provides a mechanism that ensures that information is preserved and transferred to subsequent generations. Performance Indicators: Students who demonstrate this understanding can: Performance IndicatorsTextbook: Pearson Biology (Miller & Levine), SC EditionCore Activities Optional ActivitiesPacingH.B.4A.1 Develop and use models at different scales to explain the relationship between DNA, genes, and chromosomes in coding the instructions for characteristic traits transferred from parent to offspring. 12-1 – Identifying the Substance of Genes13-2 – Ribosomes & Protein Synthesis10-2 – Process of Cell DivisionChapter Mystery: UV Light p. 337Lab: Manual A – Extracting DNAModel: Paper NucleotidesModel: DNA, RNA models: DNA origami ()Model: DNA ProjectConstruction of Paper Nucleotides Biology: A Demo A Day3H.B.4A.2 Develop and use models to explain how genetic information (DNA) is copied for transmission to subsequent generations of cells (mitosis). 12-2 – Structure of DNA 12-3 – DNA Replication10-2 – Process of Cell DivisionQuick Lab: Modeling DNA Replication p. 352Model: DNA Replication Paper Activity Model: DNA Paper Clips ActivityBBC Movie: The Double Helix3H.B.4B. Conceptual Understanding: In order for information stored in DNA to direct cellular processes, a gene needs to be transcribed from DNA to RNA and then must be translated by the cellular machinery into a protein or an RNA molecule. The protein and RNA products from these processes determine cellular activities and the unique characteristics of an individual. Modern techniques in biotechnology can manipulate DNA to solve human problems. Performance Indicators: Students who demonstrate this understanding can: Performance IndicatorsTextbook: Pearson Biology (Miller & Levine), SC EditionCore Activities Optional ActivitiesPacingH.B.4B.1 Develop and use models to describe how the structure of DNA determines the structure of resulting proteins or RNA molecules that carry out the essential functions of life. 12-2 – Structure of DNA13-1 – RNA13-2 – Ribosomes & Protein Synthesis13-4 – Gene Regulation & ExpressionChapter Mystery: Mouse-Eyed Fly p. 361,370,379,382,386Analyzing Data: Base Percentages p. 345Quick Lab: Cell Interpret Codons p. 367Lab: Manual A – From DNA to Protein SynthesisComparison: DNA and RNAVideo: DNA transcription/translation from PBS: ADWB - Recovering the Romanovs – Building DNA, and RNA and Protein Synthesis 3H.B.4B.2 Obtain, evaluate and communicate information on how biotechnology (including gel electrophoresis, plasmid-based transformation and DNA fingerprinting) may be used in the fields of medicine, agriculture, and forensic science.13-2 – DNA Technology15-1 – Selective Breeding15-2 – Recombinant DNA15-3 – Applications of Genetic Engineering15-4 – Ethics & Impacts of BiotechnologyChapter Mystery: A Case of Mistaken Identity pp. 417,421,434,437,442Quick Lab: Inserting Genetic Markers p. 425Analyzing Data: Genetically Modified Crops in US p. 429Quick Lab: Gel Electrophoresis ModelLab: Manual A – Using DNA to Solve CrimesGizmos – DNA Fingerprint Analysis Schedule the Gene Machine to come to your school by contacting the Greenwood Genetics CenterA chimera readingQuick Project: Find out the date that the first patent for a GMO was awarded in the United States. Also find out the name of the scientist to whom it was awarded.Transformation Lab2H.B.4C. Conceptual Understanding: Sex cells are formed by a process of cell division in which the number of chromosomes per cell is halved after replication. With the exception of sex chromosomes, for each chromosome in the body cells of a multicellular organism, there is a second similar, but not identical, chromosome. Although these pairs of similar chromosomes can carry the same genes, they may have slightly different alleles. During meiosis the pairs of similar chromosomes may cross and trade pieces. One chromosome from each pair is randomly passed on to form sex cells resulting in a multitude of possible genetic combinations. The cell produced during fertilization has one set of chromosomes from each parent. Performance Indicators: Students who demonstrate this understanding can: Performance IndicatorsTextbook: Pearson Biology (Miller & Levine), SC EditionCore Activities Optional ActivitiesPacingH.B.4C.1 Develop and use models of sex cell formation (meiosis) to explain why the DNA of the daughter cells is different from the DNA of the parent cell. 11-4 – Meiosis Chapter Mystery: Green Parakeets pp. 307,310,320,329,332Analyzing Data: Haploid & Diploid Numbers p. 327Worksheet - "Serendipity"Drawing: stages of Meiosis2H.B.4C.2 Analyze data on the variation of traits among individual organisms within a population to explain patterns in the data in the context of transmission of genetic information. 11-1 – The Work of Gregor Mendel11-2 – Applying Mendel’s Principles11-3 – Other Patterns of Inheritance14-1 – Human Chromosomes14-2 – Human Genetic DisordersQuick Lab: Classroom Variation p. 311Quick Lab: Dimple Inheritance p. 315Analyzing Data: Human Blood Types p. 320Lab: Manual A – Using DNA to Identify Human RemainsActivity: Dragon GeneticsGenetics Worksheet – “Serendipity"Video: Lorenzo’s Oil & Worksheets Gizmos – Mouse Genetics (One Trait), Mouse Genetics (Two Traits), and Inheritance Construct explanations for how meiosis followed by fertilization ensures genetic variation among offspring within the same family and genetic diversity within populations of sexually reproducing organisms. 11-4 – Meiosis11-1 – Basic Patterns of Human Inheritance11-2 – Complex Patterns of Inheritance11-4 – Chromosomes and Human Heredity14-2 – Human Genetic Disorders Chapter Mystery: The Crooked Cell pp. 391,395,399,407,412Quick Lab: Colorblindness p. 395Analyzing Data: Geography of Malaria p. 400Lab: Manual A – Modeling MeiosisActivity: KaryotypeActivity: Practicing PedigreesInquiry Activity: Does Sexual Reproduction change genotype ratios?Dragon Genetics & Mendelian Peas – Guest Speaker: Genetic Counselor – MUSCActivity: PTC Test- Tasters vs. NontastersRecovering the Romanovs Modeling: DNA ProbesGizmos – Human Karyotyping disorders in humans research paper4H.B.4D. Conceptual Understanding: Imperfect transmission of genetic information may have positive, negative, or no consequences to the organism. DNA replication is tightly regulated and remarkably accurate, but errors do occur and result in mutations which (rarely) are a source of genetic variation. Performance Indicators: Students who demonstrate this understanding can: Performance IndicatorsTextbook: Pearson Biology (Miller & Levine), SC EditionCore Activities Optional ActivitiesPacingH.B.4D.1 Develop and use models to explain how mutations in DNA that occur during replication (1) can affect the proteins that are produced or the traits that result and (2) may or may not be inherited.13-3 – MutationsQuick Lab: Modeling Mutations p. 374Activity: Dragon Genetics & Mendelian Peas – webtest1/web_labs.htmModel: mutations in DNA with DNA with paper modelsActivity: Chromosomal mutations1Biology 1 HonorsBiological Evolution: University and Diversity (Standard B 5 from 2005 standards)Standard B-5: The student will demonstrate an understanding of biological evolution and the diversity of life.Indicators: Students who demonstrate this understanding can: Performance IndicatorsTextbook: Pearson Biology (Miller & Levine), SC EditionCore Activities Optional ActivitiesPacingB-5.1 Summarize the process of natural selection. 16-3 – Darwin Presents his Case16-4 Evidence of Evolution17-2 – Evolution as Genetic Change in PopulationsChapter Mystery: Such Varied Honeycreepers pp. 449,452,463,465,476Quick Lab: Darwin’s Voyage p. 451Quick Lab: Variation in Peppers p. 457Analyzing Data: Allele Frequency p. 491Activity: Natural Selection with Teddy GrahamsActivity: Natural Selection - Spoons and BeansFilm: “Exploring The Galapagos Islands”Film: Human Population Video2B-5.2 Explain how genetic processes result in the continuity of life-forms over time. 17-1 – Genes and VariationChapter Mystery: Epidemic pp. 481,484,488,494,5042B-5.3 Explain how diversity within a species increases the chances of its survival. 17-1 – Genes and Variation17-2 – Evolution as Genetic Change in Populations17-3 – The Process of SpeciationLab: Manual A – Competing for ResourcesActivity: Peppered moth simulationActivity: Finch beak simulationActivity: Breeding bunnies labActivity: Flashy Fish: Sex and the Single Guppy: – Natural Selection, Evolution: Mutation and Natural Selection & Rainfall and Bird Beaks Explain how genetic variability and environmental factors lead to biological evolution. 17-1 – Genes and Variation17-2 – Evolution as Genetic Change in Populations17-3 – The Process of SpeciationLab: Half Life Lab - M&MsGizmos – Microevolution Isolation: Have students create a chart listing the five mechanisms that may contribute to the reproductive isolation of a population.Project: Allopatric/sympatric speciationResearch: Genetic Mutations – Have students research different genetic mutations found in nature and explain how the phenotype is either favorable or unfavorable in a given environment for the individual.2B-5.5 Exemplify scientific evidence in the fields of anatomy, embryology, biochemistry, and paleontology that underlies the theory of biological evolution. 16-4 – Evidence of Evolution17-4 – Molecular Evolution18-2 – Modern Evolutionary ClassificationAnalyzing Data: Molucular Homology in Hoxc8 p. 470Lab: Manual A – Amino Acid Sequences: Indicators of EvolutionActivity: Evolution by Natural SelectionLab: Half Life with TwizzlersActivity: Half-Life with m&msGizmos – Evolution: Natural and Artificial Selection Assessment:Have students create a brochure with the title “Why Are Darwin’s Ideas Now Widely Accepted?” Should include scientific evidence used by the scientific community.Film: “Darwin’s Dangerous Idea”Film: “Galapagos-Beyond Darwin”Film: What Darwin Never Knew - With Video Questions2B-5.6 Summarize ways that scientists use data from a variety of sources to investigate and critically analyze aspects of evolutionary theory. 16-4 – Evidence of Evolution17-3 – The Process of Speciation17-4 – Molecular EvolutionAnalyzing Data: Fishes in Two Lakes p. 500Video: Coevolution of Toxic Newt : on pbs website - out what types of methods, other than dichotomous keys, are used to identify organisms.2B-5.7 Use a phylogenetic tree to identify the evolutionary relationships among different group of organisms.18-2 – Modern Evolutionary Classification18-3 – Building the Tree of LifeChapter Mystery: Grin and Bear It pp. 509,512,522,532Quick Lab: Classifying Fruits p. 513Quick Lab: Constructing a Cladogram p. 520Analyzing Data: Comparing the Domains p. 524Lab: Manual A – Dichotomous KeysNova Activities:: Make a Tree of Life Poster adding images of representative organisms, along with labels. Include all domains and kingdoms as well as at least three major taxa within each kingdom.Dichotomous Keys: Cladograms 1 HonorsECOSYSTEM DYNAMICS Standard H.B.6: The student will demonstrate an understanding that ecosystems are complex, interactive systems that include both biological communities and physical components of the environment. H.B.6A. Conceptual Understanding: Ecosystems have carrying capacities, which are limits to the numbers of organisms and populations they can support. Limiting factors include the availability of biotic and abiotic resources and challenges such as predation, competition, and disease. Performance Indicators: Students who demonstrate this understanding can: Performance IndicatorsTextbook: Pearson Biology (Miller & Levine), SC EditionCore Activities Optional ActivitiesPacingH.B.6A.1 Analyze and interpret data that depict changes in the abiotic and biotic components of an ecosystem over time or space (such as percent change, average change, correlation and proportionality) and propose hypotheses about possible relationships between the changes in the abiotic components and the biotic components of the environment.3-1 – What is Ecology4-2 – Niches & Community Interactions5-1 – How Populations GrowChapter Mystery: Changes in the Bay pp. 63,67,72,76,84,90Quick Lab: Abotic Factors p. 67Analyzing Data: Multiplying Rabbits p. 135Lab: Manual A – The Effect of Fertilizer on AlgaeLab: Population Ecology: The Bottled Ecosystem: Manual A – Abiotic Factors & Plant Selection2H.B.6A.2 Use mathematical and computational thinking to support claims that limiting factors affect the number of individuals that an ecosystem can support. 3-4 – Cycles of Matter4-2 – Niches & Community Interactions5-2 – Limits to Growth5-3 – Human Population GrowthQuick Lab: Different Types of Consumers p. 72Analyzing Data: The 10 Percent Rule p. 77Quick Lab: Competition Affect Growth p. 138Lab: Manual A – The Growth Cycle of YeastLab: Fox and Rabbit: Limits to Population growth: Energy flow using marshmallowsLab: Oh Deer Lab Film: Nova "World in Balance" Video & Worksheet Gizmos – Food Chain : Human Population Growth Worksheet:. Conceptual Understanding: Photosynthesis and cellular respiration are important components of the carbon cycle, in which carbon is exchanged between the biosphere, atmosphere, oceans, and geosphere through chemical, physical, geological, and biological processes. Performance Indicators: Students who demonstrate this understanding can: Performance IndicatorsTextbook: Pearson Biology (Miller & Levine), SC EditionCore Activities Optional ActivitiesPacingH.B.6B.1 Develop and use models of the carbon cycle, which include the interactions between photosynthesis, cellular respiration and other processes that release carbon dioxide, to evaluate the effects of increasing atmospheric carbon dioxide on natural and agricultural ecosystems. 3-2 – Energy, Producers, & Consumers3-3 – Energy Flow in Ecosystems3-4 – Cycles of Matter6-1 – A Changing Landscapes6-2 – Using Resources Wisely6-3 – Biodiversity6-4 – Meeting Ecological ChallengesActivity: Carbon Through The Seasons Lab:The Carbon CycleGizmos: Plants and Snails Analyze and interpret quantitative data to construct an explanation for the effects of greenhouse gases (such as carbon dioxide and methane) on the carbon cycle and global climate. 4-1 – Climate6-4 – Meeting Ecological ChallengesChapter Mystery: The Wolf Effect pp. 95,103,116,118,124Analyzing Data: Air Pollution Trends p. 164Lab: Manual A – Acid Rain & SeedsLab: Modeling The Greenhouse Effect – Greenhouse Effect . Conceptual Understanding: A complex set of interactions within an ecosystem can keep its numbers and types of organisms relatively stable over long periods of time. Fluctuations in conditions can challenge the functioning of ecosystems in terms of resource and habitat availability. Performance Indicators: Students who demonstrate this understanding can: Performance IndicatorsTextbook: Pearson Biology (Miller & Levine), SC EditionCore Activities Optional ActivitiesPacingH.B.6C.1 Construct scientific arguments to support claims that the changes in the biotic and abiotic components of various ecosystems over time affect the ability of an ecosystem to maintain homeostasis.4-2 – Niches & Community Interactions4-3 – Succession6-3 – BiodiversityAnalyzing Data: Predator-Prey Dynamics p. 102Quick Lab: Successful Succession p. 108Project: Have students work in groups. Each group picks one topic from the list of Environmental Learning Projects. Completes the project and presents it to the class relating this project to an ecosystems’ ability to maintain homeostasis. – Prairie Ecosystem , Forest Ecosystem , & Water Pollution 2H.B.6D. Conceptual Understanding: Sustaining biodiversity maintains ecosystem functioning and productivity which are essential to supporting and enhancing life on Earth. Humans depend on the living world for the resources and other benefits provided by biodiversity. Human activity can impact biodiversity. Performance Indicators: Students who demonstrate this understanding can: Performance IndicatorsTextbook: Pearson Biology (Miller & Levine), SC EditionCore Activities Optional ActivitiesPacingH.B.6D.1 Design solutions to reduce the impact of human activity on the biodiversity of an ecosystem.5-3 – Human Population Growth6-3 – BiodiversityChapter Mystery: A Plague of Rabbits pp. 129,132,140,148Chapter Mystery: Moving the Moai pp. 153,154,159,168,169,182Quick Lab: Reduce, Reuse, Recycle p. 155Analyzing Data: Saving the Golden Lion Tamarin p. 172Case Studies: 1-3 pp. 175-179Project: Ecology Issues Population Video with Associated Activities.educationGizmos – Household Energy Usage : Educating the Public - Have students design educational flyers titled “Energy Conservation: What’s Your Contribution?” to distribute to Classes in the school.2 ................
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