ROCHESTER CITY SCHOOL DISTRICT
ROCHESTER CITY SCHOOL DISTRICT
REGENTS LIVING ENVIRONMENT
CURRICULUM
CURRICULUM FRAMEWORK
This curriculum should be used as a lesson planning guide/instructional design for teachers.
The Key Ideas
The key ideas are broad, unifying, general statements that represent knowledge within a domain. They represent a thematic or conceptual body of knowledge of what students should know.
The Performance Objectives
The Performance Objectives are derived from the Key Ideas in the Core Curriculum. They are designed to match the Major Understandings and to focus assessment and instructional activities. Performance Objectives provide a general guideline for skill that students must demonstrate to provide evidence of the acquisition of the standard.
The Major Understanding
The Major Understandings are conceptual statements that make up the Content Standards within each Key Idea. They were taken from NYS Core Curriculum and the corresponding identification codes were also adopted. These statements should not be taught verbatim but developed conceptually through instructional activities and cognitive processes.
Suggested Assessments
These are stated as general categories based on the Major Understandings and Performance Objectives. They are designed to assess student understanding and acquisition of the standard. Teachers may develop items that focus on those assessment categories or design their own assessments that measure acquisition of the Major Understandings and Performance Objectives.
Vocabulary
The essential vocabulary were listed in order to acquire the concepts of the Major Understanding. Students should be at the acquaintance or familiarity level with these terms. Visuals should be used to assist in model representations and reinforcement of the terms.
The Suggested Activities
The suggested activities are designed to enhance the understanding of the concepts and prepare students for the assessment. Other activities that support the development of the Major Understanding and Performance Objectives in addition to preparing students for the assessment may also be used.
The Conceptual Question
The conceptual question is based in the Performance Objectives and Major Understandings. It is conceptual in nature and is designed to focus the lesson. Teachers may elect to develop their own focus or conceptual question based on the Major Understandings and Performance Indicators.
SKILLS AND STRATEGIES FOR INTERDISCIPLINARY PROBLEM SOLVING
Working Effectively — contributing to the work of a brainstorming group, laboratory, partnership, cooperative learning group, or project team; planning procedures; identifying and managing responsibilities of team members; and staying on task, whether working alone or as part of group.
Gathering and Processing Information — accessing information from printed, media, electronic databases, and community resources using the information to develop a definition of the problem and to research possible solutions.
Generating and Analyzing Ideas — developing ideas for proposed solutions, investigating ideas, collecting data, and showing relationships and patterns in the data.
Common Themes — observing examples of common unifying themes, applying them to the problem, and using them to better understand the dimensions of the problem.
Realizing Ideas — constructing components or models, arriving at a solution, and evaluating the results.
Presenting Results — using a variety of media to present the solution and to communicate the results.
SCIENCE PROCESSING SKILLS
Observing
• Using one or more of your senses to gather information about objects or events
• Seeing, hearing ,touching, smelling, or tasting or combinations of these
• Observations may be made with the use of some instruments like microscopes, magnifying glasses, etc.
• Scientific observations are always recorded
• Some observations may include measurements, color, shape, size taste, smell, texture, actions, etc.
Classifying
• Separating, arranging, grouping, or distributing objects or events or information representing objects or events into some criteria of common properties, methods, patterns, or systems.
• Based on an identification process objects or events can be grouped according to similarities and differences
• Objects or events are placed into categories based on their identifiable characteristics or attributes.
• Identification keys or characteristics are used to group objects, events or information. These identifiable keys are also used to retrieve information
Comparing and Contrasting
• Identifying observable or measurable similarities and differences between two or more objects, data, events or systems
• Using specific criteria to establish similarities and /or differences between two or more objects or events.
• Showing what is common and what is uncommon between two objects, events, conditions, data, etc.
Inferring
• A statement, reasonable judgment or explanation based on an observation or set of observations
• Drawing a conclusion based on past experiences and observations
• Inferences are influenced by past experiences
• Inferences often lead to predictions
• Taking previous knowledge and linking it to an observation
• An untested explanation
Predicting
• Making a forecast of future events or conditions expected to exist
• Forecasting an expected result based on past observations, patterns, trends, data, or evidence
• Reliable predictions depends on the accuracy of past observations, data, and the nature of the condition or event being predicted
• Using an inference to tell what will happen in the future
• Interpolated prediction is made between two known data points
• Extrapolated prediction is made outside or beyond known data points
Measuring
• Making direct and indirect comparisons to a standard unit
• Each measurement has a number and a unit
• Making quantitative observations or comparisons to conventional or non-conventional standards
• Instruments may be used to make reliable, precise, and accurate measurements
Communicating
• Verbal, graphic or written exchange of information
• Describing observations, procedures, results or methods
• Sharing information or observations with charts, graphs, diagrams, etc.
Hypothesizing
• Making a possible explanation based on previous knowledge and observations
• Making an “educated” guess
• Proposing a solution to a problem based on some pertinent information on the problem
• Constructing an explanation based on knowledge of the condition
• Tells how one variable will affect the other variable
• A logical explanation that can be tested
• Identifying variables and their relationship(s)
• Has three parts; IF( condition) THEN(predicted results) BECAUSE(explanation)
Testing a Hypothesis/ Experimenting
• Following a procedure to gather evidence to support or reject the hypothesis
• Applying the scientific method to gather supportive or non-supportive evidence
• Testing variables and drawing conclusions based on the results
• Designing investigations to test hypotheses
• Testing how one variable affects the other
• Following a precise method to test a hypothesis
• Forming conclusions based on information collected
• Controlling variables to isolate how one will affect the other.
• Answering a research question
Making Models
• Creating representations of objects, ideas or events to demonstrate how something looks or works
• Models may be physical or mental representations
• Models can be computer generated
• Displaying information, using multi-sensory representations
Constructing Graphs
• Identifying dependent and independent variables and showing relationships
• Showing comparisons between two or more , objects or events
• Distribution of percentages
• Producing a visual representative of data that shows relationships, comparisons or distribution
• Labeling and scaling the axis
• Descriptive data – bar graph
• Continuous data – line graph
• Converting discreet data into pictures
Collecting and Organizing Data
• Gathering raw information, qualitative and quantitative observations and measurements using approved methods or systems
• Categorizing and tabulating the information to illustrate patterns or trends
• Recording measurements, male drawings, diagrams, lists or descriptions
• Observing, sampling, estimating, and measuring items or events and putting the information in an ordered or tabulated format.
• Sorting, organizing and presenting information to better display the results
• Using titles, tables, and units for columns
Analyzing and Interpreting Data
• Looking for patterns, trends or relationships in the arrangement of data
• Deciding what the collection of information means
• Looking at pieces of data to understand the whole
• Looking at the independent and dependent variables and their relationship
• Looking for consistency and discrepancies in the data
• Making sense of the observations, data, etc.
Forming Conclusions
• Making final statements based on the interpretation of data
• Making a decision or generalization based on evidence supported by the data
• Telling whether the data supports the hypothesis or not
• A factual summary of the data
Researching Information
• Asking questions and looking for relevant information to answer it
• Using various methods and sources to find information
• Identifying variables and asking questions about it followed by gathering relevant information.
• Research questions may focus on one variable or the relationship between two variables.
• Asking relevant questions to a specific problem and identify resources to gather information and answer the problem
Formulating Questions
• Asking the who, what, where, when, why, how, what if, of the problem, information, or even
• Using the given information to search for further understanding
• Asking textually explicit questions that can be answered by the text.
• Asking textually implicit questions that are inferential and cannot be answered by the text alone
Estimating
• Making a judgment about the size or number of an item, or attribute without actually measuring it
• Making a judgment based on past experiences or familiarity
Identifying Variables
• Stating and explaining the independent(manipulated) and dependent(responding) variables and their relationships
• Showing the cause and effect relationship in respect to the variables
• Any factor, condition, or relationship that can affect the outcome of an experiment, event or system.
• There are three types of variables in an experiment, manipulated (independent), responding (dependent) controlled (other variables that are held constant).
Controlling Variables
• Keeping variables consistent or constant throughout and experiment
• Controlling the effect or factors that influence the investigation
Forming Operational Definitions
• Tell how an object, item, idea, or model functions works or behaves
• Tells the purpose or the use of the object or model
• Tells what the term means and how to recognize it
Reading Scales and Instruments
• Identifying the intervals and scales
• Reading or counting the total number of scales , graduations or points
• Identifying initial and final measurements, counts or increments
Calibrating Instruments
• Setting the instrument to zero before beginning to use it
• Adjusting the instrument to measure exact with known copies
• Setting the instrument measures to a known standard
Following Procedures
• Following a given set of oral or written directions to accomplish a specific task to obtain desired results
Applying Formulas
• Using theoretical formulas to a concrete or abstract situation
• Applying a theoretical measurement to a model
• Gathering information from a known condition or situation and substituting the elements or variables into a formula.
Interpreting Scientific Illustrations
• Looking for connections, sequences and relationships amongst the components
• Identifying individual and multiple relationships
• Categorizing groups and individual entities
• Reading the label or description of the illustration
Sequencing
• Ordering, listing or organizing steps, pieces, attributes or entities according to a set of criteria
• Identifying the elements and organizing them chronologically
Conduct an Investigation
• Identify the question or problem
• Conduct some preliminary research
• Identify the variables
• Develop and follow the procedures
• Make observations and collect data
• Analyze the information and report the results
Identifying Properties
• Selecting items, conditions or events based on specific attributes or features
Evaluating
• Making a judgment of worth or merit based on a set of criteria
• Deciding to approve or disapprove a based on some standard
• Asking how the data was obtained or how the information was collected
• Asking how the investigation was done
Seeking and Providing Evidence
• Searching for and sharing factual information
• Identifying relationships or proofs that support an argument
• Stating specific and significant or relevant information to support an idea, decision or argument
Making Decisions
• Gathering relevant information, or evidence to support a choice between alternatives
Manipulating Materials
• Handling materials and equipment in a safe, skillfully and in an appropriate manner
Generalizing
• Making a general statements from specifics, particulars, or components
Identifying Cause and Effect Relationships
• Recognizing the influence of the independent variable on the dependent variable
• Identifying controlled variables in an experiment and the influence of the experimental variable on the outcome
Constructing Tables
• Placing similar information into categories
• Ordering discrete information into groups to develop patterns, trends, etc
• Using columns and rows to distinguish elements and components of the information
Analyzing Results
• Determine the meaning of the data collected
• Identifying specific patterns from the information or effects
• Separating the information to understand the components
Interpreting Graphs
• Identify the variables and categories
• Look for relationships and patterns
• Look for sources of errors
• Asking what is evident from the information
• Can interpolations and extrapolations be made from the data
Interpreting Diagrams
• Tell what the objects, or items represents
• Tell what the diagram is a model of, or represents
• Tell how the diagram illustrates relationships, operational definitions, functions, concepts or schemes
• Tell the sequence of events or the chronology of the elements
• Construct an explanation from the interrelated parts or components
ROCHESTER CITY SCHOOL DISTRICT
REGENTS LIVING ENVIRONMENT
STANDARD 1
SCIENTIFIC INQUIRY
Standard 1: Mathematical analysis, scientific inquiry, and engineering design.
Key Idea: 1 The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing and creative process.
Performance Indicator 1.1 Elaborate on basis scientific and personal explanations of natural phenomena, and develop extended visual models and mathematical formulations to represent one’s thinking.
|Major Understanding |Performance Objectives |Suggested Assessment |
|1.1a Scientific explanations are built by combining evidence that can|Explain how scientific explanations are constructed. |Define what an observation is. |
|be observed with what people already know about the world. | |Describe different ways to make observations. |
| | |Identify which senses were used to collect various recorded |
| | |observations. |
| | |Construct scientific explanations based on observations. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Give students an object and have them define it using all their senses,|What are different ways to make observations? |
|Senses |but not its name. |How does observing phenomena help us to understand it? |
|Scientific Observations |Conduct activities that involve the senses to make observations. | |
|Evidence |Conduct activities that use specific senses to observe objects events | |
|Scientific Explanations |or natural phenomena. | |
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Standard 1: Mathematical analysis, scientific inquiry, and engineering design.
Key Idea: 1 The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing and creative process.
Performance Indicator 1.1 Elaborate on basis scientific and personal explanations of natural phenomena, and develop extended visual models and mathematical formulations to represent one’s thinking.
|Major Understanding |Performance Objectives |Suggested Assessment |
|1.1b Learning about historical development of scientific concepts or |Explain the relationship between science and society. |Describe how and why science has such an influence on society. |
|about individuals who have contributed to scientific knowledge |Explain how scientific concepts build upon each other over time. |Identify 2 major scientific discoveries in past 100 years and |
|provides a better understanding of scientific inquiry and the | |describe how they influenced society or impacted humans. |
|relationship between science and society. | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Research a historical scientist and detail how his/her knowledge helped|How does science change society over time? |
|Scientific concepts |change the world. | |
|Scientific inquiry |Construct a timeline of major scientific discoveries. | |
|Scientific knowledge | | |
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Standard 1: Mathematical analysis, scientific inquiry, and engineering design.
Key Idea: 1 The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing and creative process.
Performance Indicator 1.1 Elaborate on basis scientific and personal explanations of natural phenomena, and develop extended visual models and mathematical formulations to represent one’s thinking.
|Major Understanding |Performance Objectives |Suggested Assessment |
|1.1c Science provides knowledge, but values are also essential to |Explain the relationship between ethics and science. |Identify reasons why mankind cannot do whatever they want. |
|making effective and ethical decisions about the application of |Explain why scientific practices must have ethical considerations. |List advantages and disadvantages of specific scientific research.|
|scientific knowledge. | |Describe how people’s ethics and religion play a role in their |
| | |approval of some research. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Give students 2 scientific dilemmas and have them list the Pro’s and |How do you determine what science is “good” and what is “bad”? |
|Ethics |Con’s of each. |Are all science safe? |
|Morals |Have groups of students research specific experiments and present them | |
|Values |to the class to determine weather or not they should get funding. | |
|Knowledge | | |
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Standard 1: Mathematical analysis, scientific inquiry, and engineering design.
Key Idea: 1 The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing and creative process.
Performance Indicator 1.2 Hone ideas through reasoning, library research, and discussion with others, including experts.
|Major Understanding |Performance Objectives |Suggested Assessment |
|1.2a Inquiry involves asking questions, locating, interpreting, and |Describe how inquiry leads to the acquisition of information and |Demonstrate the ability to develop a hypothesis based on |
|processing information from a variety of sources. |knowledge |information given. |
| | |Describe the inquiry process. |
| | |List various ways to obtain information. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Answer questions based on a graph. |What is scientific inquiry? |
|Interpreting data |Treasure hunt based on questions to find specific item. | |
|Data |Give groups of students questions and have them use internet, library, | |
|Inquiry |and journals to find the answer and compare. | |
| |Have students analyze graphs to come up with statistical information. | |
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Standard 1: Mathematical analysis, scientific inquiry, and engineering design.
Key Idea: 1 The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing and creative process.
Performance Indicator 1.2 Hone ideas through reasoning, library research, and discussion with others, including experts.
|Major Understanding |Performance Objectives |Suggested Assessment |
|1.2b Inquiry involves making judgments about the reliability of the |Explain how inquiry can be used to justify information. |Determine the reliability of sources of information. |
|source and relevance of information. | |Apply the inquiry process to validate judgments. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Conduct case studies that lead to the need for further inquiry. |How is inquiry used to validate judgments? |
|Reliability | | |
|Validity | | |
|Relevance | | |
|Judgment | | |
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Standard 1: Mathematical analysis, scientific inquiry, and engineering design.
Key Idea: 1 The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing and creative process.
Performance Indicator 1.3 Work toward reconciling competing explanations; clarify points of agreement and disagreement.
|Major Understanding |Performance Objectives |Suggested Assessment |
|1.3a Scientific explanations are accepted when they are consistent |Explain why hypotheses are only accepted after a great deal of testing.|Identify and define scientific theories, laws, explanations, and |
|with experimental and observational evidence and when they lead to |Describe how scientific explanations become accepted. |hypothesis. |
|accurate predictions. | |Differentiate between a prediction, inference, and hypothesis. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Have students make a hypothesis and test it, then give it to another |How does a hypothesis become a law? |
|Prediction |student to make a prediction with. |How are scientific explanations categorized? |
|Observe |Practice making predictions based on trend data. | |
|Scientific explanations | | |
|Experimental evidence | | |
|Observational evidence | | |
|Hypothesis | | |
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Standard 1: Mathematical analysis, scientific inquiry, and engineering design.
Key Idea: 1 The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing and creative process.
Performance Indicator 1.3 Work toward reconciling competing explanations; clarify points of agreement and disagreement.
|Major Understanding |Performance Objectives |Suggested Assessment |
|1.3b All scientific explanations are accepted when they are |Explain how scientific explanation becomes theory or law. |Identify and define a scientific law, theory, and hypothesis. |
|consistent with experimental and observational evidence and when they| |Distinguish between scientific law, scientific theory, and |
|lead to accurate predictions. | |hypothesis. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Conduct experiments to test various known scientific laws, theories and|How are scientific predictions made? |
|Scientific explanation |individual hypothesis. | |
|Experimental evidence | | |
|Observational evidence | | |
|Accurate predictions | | |
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Standard 1: Mathematical analysis, scientific inquiry, and engineering design.
Key Idea: 1 The central purpose of scientific inquiry is to develop explanations of natural phenomena in a continuing and creative process.
Performance Indicator 1.4 Coordinate explanations at different levels of scale, points of focus, and degrees of complexity and specificity, and recognize the need for such alternative representations of the natural world.
|Major Understanding |Performance Objectives |Suggested Assessment |
|1.4a Well-accepted theories are ones that are supported by different |Explain how scientific theories are developed. |Determine whether a statement is a well supported theory or not. |
|kinds of scientific investigations often involving the contributions |Determine whether statements are theories or not. |Analyze evidence to determine if they support scientific theories.|
|of individuals from different disciplines. | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|Theory |Research a modern scientific theory and evaluate for contributions from|What is a well-accepted theory? |
|Discipline |various scientific disciplines. |How do theories become accepted? |
|Scientific investigation |Investigate a problem and form scientific teams to collectively solve | |
|Disciplines |the problem. | |
| |Investigate and test various theories. | |
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Standard 1: Mathematical analysis, scientific inquiry, and engineering design.
Key Idea: 2 Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.
Performance Indicator 2.2 Refine research ideas through library investigations, including electronic information retrieval and reviews of the literature, and through peer feedback obtained from review and discussion.
|Major Understanding |Performance Objectives |Suggested Assessment |
|2.2a Development of research plans involve researching background |Explain the importance of researching information before investigating.|Identify information that would or would not be helpful when |
|information and understanding the major concepts in the area being |Explain the importance of proper equipment and safety precautions. |developing a research plan. |
|investigated. Recommendations for methodologies, use of technologies,|Describe the major components of a research plan. |Develop a set of safety precautions for a given experiment, |
|proper equipment, and safety precautions should also be included. | |including proper use of materials and equipment. |
| | |Determine whether a research plan is complete or incomplete. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Conduct relatively simple lab procedure with incomplete directions, |What are the critical elements of a research plan? |
|Procedure |background, and materials. Have students evaluate the experience and | |
|Research |fill in information where they believe it is needed / necessary. | |
|Safety precautions | | |
|Scientific method/process | | |
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Standard 1: Mathematical analysis, scientific inquiry, and engineering design.
Key Idea: 2 Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.
Performance Indicator 2.3 Develop and represent proposals including formal hypotheses to test explanations, i.e., predict what should be observed under specific conditions if the explanation is true.
|Major Understanding |Performance Objectives |Suggested Assessment |
|2.3a Hypotheses are predictions based upon both research and |Describe the roles of research in developing hypotheses/predictions and|Describe the relationship of research and observation in forming |
|observation. |observations. |predictions. |
| | |Distinguish between research and observation. |
| | |Define hypothesis. |
| | |Construct various hypotheses. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Have students form two groups and make predictions based on observation|What factors contribute to making accurate predictions? |
|Observation |alone, or research alone. | |
|Prediction |Have students make predictions based on both research and observation. | |
|Hypothesis | | |
|Theory | | |
|Research | | |
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Standard 1: Mathematical analysis, scientific inquiry, and engineering design.
Key Idea: 2 Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.
Performance Indicator 2.3 Develop and represent proposals including formal hypotheses to test explanations, i.e., predict what should be observed under specific conditions if the explanation is true.
|Major Understanding |Performance Objectives |Suggested Assessment |
|2.3b Hypotheses are widely used in science for determining what data |Explain how a hypothesis can be used to determine the data to be |Using given hypotheses, provide variables to be tested and |
|to collect and as a guide for interpreting the data. |collected. |possible data could be collected as a result. |
| | |Distinguish between data and information. |
| | |Identify relevant and irrelevant data. |
| | |Describe the relationship between hypothesis and data collection. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|Hypothesis |Have students propose a question, formulate hypotheses, perform |What is the purpose of a hypothesis? |
|Data |experiment, interpret and analyze data through various lab activities. | |
|Interpretation |Have students identify variables to be tested in experiments as stated | |
|Independent variable |in hypothesis. | |
|Dependant variable | | |
|Control group | | |
|Variable group | | |
|Placebo | | |
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Standard 1: Mathematical analysis, scientific inquiry, and engineering design.
Key Idea: 2 Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.
Performance Indicator 2.3 Develop and represent proposals including formal hypotheses to test explanations, i.e., predict what should be observed under specific conditions if the explanation is true.
|Major Understanding |Performance Objectives |Suggested Assessment |
|2.3c Development of a research plan for testing a hypothesis requires|Explain the process in conducting valid, reliable and accurate research|Identify the flaws in a research plan. |
|planning to avoid bias (e.g., repeated trails, large sample size, and|to test hypotheses. |Identify the essential elements of a research plan. |
|objective data-collection techniques). | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Develop an experiment/research plan with a hypothesis to test an |What factors can influence research development? |
|Hypothesis |explanation. |What makes a research plan valid? |
|Bias |Have students evaluate research plans for bias. |Why should a research plan be reliable? |
|Sample |Identify different research in the news that may have bias and evaluate| |
|Validity |in groups. | |
|Reliability | | |
|Accuracy | | |
|Sample size | | |
|Objective data collection | | |
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Standard 1: Mathematical analysis, scientific inquiry, and engineering design.
Key Idea: 2 Beyond the use of reasoning and consensus, scientific inquiry involves the testing of proposed explanations involving the use of conventional techniques and procedures and usually requiring considerable ingenuity.
Performance Indicator 2.4 Develop and represent proposals including formal hypotheses to test explanations, i.e., predict what should be observed under specific conditions if the explanation is true.
|Major Understanding |Performance Objectives |Suggested Assessment |
|2.4a A research plan designed for testing explanations, including |Design a research plan that requires specific techniques and |Identify specific equipment used for obtaining and recording |
|selecting and developing techniques, acquiring and building |procedures. |information. |
|apparatus, and recording observations as necessary. |Design a research plan that requires specific apparatus to record |Identify and describe various ways observation can be recorded. |
| |observations. | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Conduct activities with specific instruments and record observations, |What is the purpose of a research plan? |
|Apparatus |i.e., graduated cylinder, microscope, etc. |Why are instruments used to record data? |
|Observation | | |
|Visuals | | |
|Common laboratory equipment | | |
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Standard 1: Mathematical analysis, scientific inquiry, and engineering design.
Key Idea: 3 The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into natural phenomena.
Performance Indicator 3.1 Use various methods of representing and organizing observations (e.g., diagrams, tables, charts, graphs, equations, matrices) and insightfully interpret the organized data.
|Major Understanding |Performance Objectives |Suggested Assessment |
| |Demonstrate the ability to interpret data from various sources and |Given data from an experiment, students will organize and graph |
|3.1a Interpretation of data leads to development of additional |forms. |the data, make a generalization about the data, and develop a |
|hypotheses, the formulation of generalizations, or explanations of | |hypothesis regarding the experimental data. |
|natural phenomena. | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|Interpret |Practice graphing data. |Why do scientists interpret data? |
|Data |Examine various forms of data and formulate statements from the |What is the difference between data and information? |
|Hypothesis |interpretation. |Why must data be organized? |
|Phenomena | | |
|Independent variable | | |
|Dependent variable | | |
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Standard 1: Mathematical analysis, scientific inquiry, and engineering design.
Key Idea: 3 The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into natural phenomena.
Performance Indicator 3.4 Based on the results of the test and through public discussion, revise the explanation and contemplate additional research.
|Major Understanding |Performance Objectives |Suggested Assessment |
| |Explain the importance of formulating hypotheses in research plans. |Identify various hypotheses from research plans. |
|3.4a Hypotheses are valuable, even if they turn out not to be true, | |Explain the importance of hypotheses in conducting research. |
|because they may lead to further investigation. | |Describe the relationships between the hypothesis and the results |
| | |of experiments. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Conduct investigations to test various hypotheses. |How does the conclusion of an investigation relate to the |
|Hypotheses |Use case studies to determine whether the data support the hypotheses |hypothesis? |
|Null hypothesis |or not. | |
|Formulate hypothesis | | |
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Standard 1: Mathematical analysis, scientific inquiry, and engineering design.
Key Idea: 3 The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into natural phenomena.
Performance Indicator 3.4 Based on the results of the test and through public discussion, revise the explanation and contemplate additional research.
|Major Understanding |Performance Objectives |Suggested Assessment |
| |Explain why small samples can be biased. |Identify problems with samples in a study. |
|3.4b Claims should be questioned if the data are based on samples |Describe the effect of incomplete data on the conclusion. |Predict the outcome of an experiment with incomplete data. |
|that are very small, biased, or inadequately controlled, or if the | |Identify biases in various experimental designs. |
|conclusions are based on the faulty, incomplete, or misleading use of| | |
|numbers. | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|Bias |Perform an experiment with a small sample group and compare it to a |What factors in an experiment make the data invalid? |
|Variables |larger sample group using the same experiment for both. | |
|Sample |Demonstrate the effect of sample size bias, or faulty variable | |
|Observation |identification on the experimental results. | |
|Phenomena | | |
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Standard 1: Mathematical analysis, scientific inquiry, and engineering design.
Key Idea: 3 The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into natural phenomena.
Performance Indicator 3.4 Based on the results of the test and through public discussion, revise the explanation and contemplate additional research.
|Major Understanding |Performance Objectives |Suggested Assessment |
| |Explain why opinions are not valid when concluding data. |Given a set of conclusions, students will identify which ones are |
|3.4c Claims should be questioned if fact and opinion are | |based on the data and which are opinion. |
|intermingled, if adequate evidence is not cited, or if the | |Identify reasons why conclusions need to be based on data. |
|conclusions do not follow logically from the evidence given. | |Identify facts from opinions from various statements. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Have students create a comparison chart highlighting the differences |When is it appropriate to question the conclusion of an |
|Opinion |between fact and opinion. |experiment? |
|Claims |Evaluate various statements or either fact or opinion. |Why opinions are not considered valid data? |
|Evidence |Compare conclusions based on facts and conclusions based on opinions. | |
|Conclusions | | |
|Fact | | |
|Logic | | |
Standard 1: Mathematical analysis, scientific inquiry, and engineering design.
Key Idea: 3 The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into natural phenomena.
Performance Indicator 3.5 Develop written report for public scrutiny that describes the proposed explanation, including literature review, the research carried out, its result, and suggestions for further research.
|Major Understanding |Performance Objectives |Suggested Assessment |
| |Explain the importance of creating experiments that can be easily |Evaluate scenarios and give reasons why further testing is needed |
|3.5a One assumption of science is that other individuals could arrive|conducted by other scientists. |or not needed. |
|at the same explanation if they had access to similar evidence. | |Perform an experiment and compare the actual results to the |
|Scientists make the results of their investigation public; they | |“expected” results. |
|should describe the investigations in ways that enable others to | |Identify the reasons why other scientists must be able to |
|repeat the investigations. | |reproduce the results of an experiment. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Have students develop and properly record an investigation that can be |Why is it critical to develop a well written procedure in an |
|Replicability |conducted by others. |experiment? |
|Peer review |Research experiments that have been conducted by many scientists and | |
| |compare all the results. | |
| |Conduct investigation on a specific problem and compare the results. | |
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Standard 1: Mathematical analysis, scientific inquiry, and engineering design.
Key Idea: 3 The observations made while testing proposed explanations, when analyzed using conventional and invented methods, provide new insights into natural phenomena.
Performance Indicator 3.5 Develop written report for public scrutiny that describes the proposed explanation, including literature review, the research carried out, its result, and suggestions for further research.
|Major Understanding |Performance Objectives |Suggested Assessment |
| |Describe the importance of peer review when concluding investigations. |Compare the value of different types of peer review. |
|3.5b Scientist use peer review to evaluate the results of scientific | |Identify the flaws of various experimental procedures and results.|
|investigations and the explanations proposed by other scientists. | | |
|They analyze the experimental procedures, examine the evidence, | | |
|identify faulty reasoning, point out statements that go beyond the | | |
|evidence, and suggest alternative explanations for the same | | |
|observations. | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Complete a lab, and have students review each others work in order. |What is the value of a peer review? |
|Variability |Review simulated lab, and have students point out flaws, and provide | |
|Precision |explanations for those flaws. | |
|Peer review | | |
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TOPIC 1
CHARACTERISTICS
OF
LIVING SYSTEMS
Standard 4: Living Environment
Key Idea 1: Living things are both similar to and different from each other and from non-living things.
Performance Indicator 1.1 Explain how diversity of populations within ecosystems relates to the stability of ecosystems.
|Major Understanding |Performance Objectives |Suggested Assessment |
| |Describe the relationships between producers, consumers, and |Define producer, consumer and decomposer. |
|1.1a Populations can be categorized by the function they serve. Food |decomposers. |Identify the various trophic levels in an ecosystem. |
|webs identify the relationships among producers, consumers, and |Explain the interdependence and interaction of population |Describe the various roles of populations in an ecosystem. |
|decomposers carrying either autotropic or heterotropic nutrition. |roles/function in ecosystems. |Explain interdependence through food webs. |
| | |Distinguish between autotropism and heterotropism. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|Autotroph |Create a food web illustrating the various populations and their roles.|Why do populations have different functions in ecosystems? |
|Heterotroph |Investigate the role of autotrophic and heterotrophic nutrition. | |
|Food Web |Investigate the level of interdependence in food webs. | |
|Producers | | |
|Consumers | | |
|Population | | |
|Decomposers | | |
|Interdependence | | |
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Standard 4: Living Environment
Key Idea 1: Living things are both similar to and different from each other and from non-living things.
Performance Indicator 1.1 Explain how diversity of populations within ecosystems relates to the stability of ecosystems.
|Major Understanding |Performance Objectives |Suggested Assessment |
| |Describe how different physical conditions affect and shape various |Identify and explain the importance of abiotic factors in an |
|1.1b An ecosystem is shaped by the nonliving environment as well as |environments. |environment. |
|its interacting species. The world contains a wide diversity of | |Compare different environments and how abiotic factors influence |
|physical conditions, which creates a variety of environments. | |these environments. |
| | |Compare the physical conditions of different environments (i.e., |
| | |tundra and rainforest). |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|Abiotic |List the abiotic factors in a given environment. |How do the nonliving factors in an environment contribute to |
|Biotic |Observe the physical attributes of various ecosystems. |diversity and stability? |
|Ecosystem | | |
|Species | | |
|Physical conditions | | |
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Standard 4: Living Environment
Key Idea 1: Living things are both similar to and different from each other and from non-living things.
Performance Indicator 1.1 Explain how diversity of populations within ecosystems relates to the stability of ecosystems.
|Major Understanding |Performance Objectives |Suggested Assessment |
| |Explain how competition influences interactions and changes in the |Explain how relationships amongst populations help maintain |
|1.1c In all environments, organisms compete for vital resources. The |ecosystem. |balance within an ecosystem. |
|linked and changing interactions of populations and environment |Explain why competition occurs amongst population in ecosystems. |Identify the various types of relationships in ecosystems. |
|compose the total ecosystem. | |Identify factors that lead to competition amongst populations. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|Competition |Construct various food webs highlighting the different relationships. |How do interactions between different populations effect an |
|Symbiosis |Activity/Lab that simulates predator – prey. |ecosystem? |
|Predation |Demonstrate how relationships amongst populations constitute an | |
|Commensalism |ecosystem. | |
|Parasitism |Find examples of the various relationships in ecosystems. | |
|Mutualism | | |
|Predator | | |
|Prey | | |
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Standard 4: Living Environment
Key Idea 1: Living things are both similar to and different from each other and from non-living things.
Performance Indicator 1.1 Explain how diversity of populations within ecosystems relates to the stability of ecosystems.
|Major Understanding |Performance Objectives |Suggested Assessment |
| |Explain how interdependence of organisms leads to stability over time. |Describe the trend in stability with predator and prey populations|
|1.1d The interdependence of organisms in an established ecosystem |Describe the factors and cyclical nature of stabilization of population|over time. |
|often results in approximate stability over hundreds and thousands of|in ecosystems. |Identify and describe environmental factors that contribute to |
|years. For example, as one population increases, it is held in check | |population stability. |
|by one or more environmental factors or another species. | |Explain population dynamics from graphs. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Study population dynamics and observe how they contribute to stability.|How do populations stabilize over time? |
|Interdependence |Construct data charts that display population stabilization. | |
|Established ecosystem | | |
|Stability | | |
|Environmental factors | | |
|Limiting factors | | |
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Standard 4: Living Environment
Key Idea 1: Living things are both similar to and different from each other and from non-living things.
Performance Indicator 1.1 Explain how diversity of populations within ecosystems relates to the stability of ecosystems.
|Major Understanding |Performance Objectives |Suggested Assessment |
| |Explain how ecosystems maintain a state of equilibrium. |Identify the cyclic changes that occur in ecosystems. |
|1.1e Ecosystems, like many other complex systems, tend to show cyclic|Describe the cyclic changes that occur in ecosystems. |Explain how ecosystems maintain a state of equilibrium. |
|changes around a state of approximate equilibrium. | |Identify factors that cause changes in ecosystems. |
| | |Compare the cyclical changes to cyclical changes in other systems.|
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Observe and record the cyclic changes that occur in ecosystems. |How do ecosystems maintain a state of equilibrium? |
|Ecosystems |Investigate how the need for equilibrium affects cycle changes in | |
|Complex systems |ecosystems. | |
|Cyclic changes | | |
|Ecological cycles | | |
|Approximate equilibrium | | |
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Standard 4: Living Environment
Key Idea 1: Living things are both similar to and different from each other and from non-living things.
Performance Indicator 1.1 Explain how diversity of populations within ecosystems relates to the stability of ecosystems.
|Major Understanding |Performance Objectives |Suggested Assessment |
| |Describe the role of numbers and diversity in populations and its |Identify the causes and effects of ecosystem disruptions. |
|1.1f Every population is linked, directly or indirectly, with many |influence in ecosystem stability. |Describe the effects of changes in species population on |
|others in an ecosystem. Disruptions in the numbers and types of | |ecosystems. |
|species and environmental changes can upset ecosystem stability. | |State the importance of the roles of population in ecosystems. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Conduct activities and investigations to observe how the disruption of |How can ecosystems become unstable? |
|Species |food chains, and food webs destabilize ecosystems. | |
|Population density |Observe the interactions of species in ecosystems. | |
|Carrying capacity | | |
|Ecosystem stability | | |
|Disequilibrium | | |
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TOPIC II
HUMAN STRUCTURE
AND FUNCTION
Standard 4: Living Environment
Key Idea 1: Living things are both similar to and different from each other and from non-living things.
Performance Indicator 1.2 Describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, tissues, cells, organelles).
|Major Understanding |Performance Objectives |Suggested Assessment |
| |Explain how organization is necessary to maintain efficiency with |Sequence the levels of biological organization. |
|1.2a Important levels of organization for structure and function |increasing levels of complexity. |Identify and define each level of biological organization. |
|include organelles, cells, tissues, organs, organ systems, and whole | |Explain why organization is needed in living systems. |
|organisms. | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|Levels of organization |Construct a chart of the level of biological organization. |How are living things organized from simple to complex? |
|Biological complexity |Compare the relationships of organization and complexity to these of | |
|Structure |other systems (such as economics, factories, etc.) | |
|Functions | | |
|Organelles | | |
|Cells | | |
|Macromolecules | | |
|Tissues | | |
|Organs | | |
|Organ systems | | |
|Organisms | | |
Standard 4: Living Environment
Key Idea 1: Living things are both similar to and different from each other and from non-living things.
Performance Indicator 1.2 Describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, tissues, cells, organelles).
|Major Understanding |Performance Objectives |Suggested Assessment |
| |Describe how the human body systems function to sustain life. |Identify and label the humans body systems. |
|1.2b Humans are complex organisms. They require multiple systems for |Identify the parts of the human body systems and describe their major |Describe how each human body system function. |
|digestion, respiration, reproduction, circulation, excretion, |functions. |Describe how body systems interact to keep the organism alive. |
|movement, coordination, and immunity. The systems interact to perform| | |
|the life functions. | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Study and label visuals of the human body systems. |How is the human body organized to maintain life? |
|Complex organisms |Observe videos on how the human body functions. | |
|Digestion | | |
|Respiration | | |
|Reproduction | | |
|Circulation | | |
|Excretion | | |
|Movement | | |
|Coordination | | |
|Immunity | | |
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Standard 4: Living Environment
Key Idea 1: Living things are both similar to and different from each other and from non-living things.
Performance Indicator 1.2 Describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, tissues, cells, organelles).
|Major Understanding |Performance Objectives |Suggested Assessment |
| |Explain why negative feedback is important. |Describe how negative feedback is used to regulate hormone levels.|
|1.2c The components of the human body, from organ systems to cell |Explain how components of the human body system operate to maintain |Diagram a negative feedback loop – Include drawings of |
|organelles, interact to maintain a balanced internal environment. To |stability in the organism. |glands/organs and explanations of steps. |
|successfully accomplish this, organisms possess a diversity of | |Demonstrate how equilibrium is maintained through feedback |
|control mechanisms that detect deviations and make corrective | |mechanism. |
|actions. | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Identify and explain various negative feedback loops. |How do biological systems achieve homeostasis through feedback |
|Feedback Mechanism |Investigate a feedback system that controls the output of pancreatic |mechanisms? |
|Positive Feedback |hormones insulin and glucagon. | |
|Negative Feedback |Create a diagram or graph to show the relationship between blood sugar | |
|Pancreas |levels and hormone levels. | |
|Hormones |Draw a model of negative feedback in the endocrine system. | |
|Stimuli |Investigate stages of child birth as a positive feedback. | |
Standard 4: Living Environment
Key Idea 1: Living things are both similar to and different from each other and from non-living things.
Performance Indicator 1.2 Describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, tissues, cells, organelles).
|Major Understanding |Performance Objectives |Suggested Assessment |
| |Describe how diseases disrupt homeostasis. |Explain how diseases affect the homeostatic in humans. |
|1.2d If there is a disruption in any human system, there may be a |Demonstrate how the body reacts to description in stability. |Describe how diseases or injury may disrupt the functioning of |
|corresponding imbalance in homeostasis. | |body systems. |
| | |Describe how the human body responds to a disease state. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Research how specific diseases affect the functions of body systems. |How do diseases disrupt homeostasis? |
|Disease | | |
|Pathogen | | |
|Virus | | |
|Bacteria | | |
|Fungus | | |
|Parasite | | |
|Antibiotic | | |
|Toxin | | |
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Standard 4: Living Environment
Key Idea 1: Living things are both similar to and different from each other and from non-living things.
Performance Indicator 1.2 Describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, tissues, cells, organelles).
|Major Understanding |Performance Objectives |Suggested Assessment |
| |Explain how body systems function to support the organism at the |Identify the major organ systems and their parts in the human |
|1.2e The organs and the systems of the body help to provide all the |cellular level. |body. |
|cells with their basic needs. The cells of the body are different | |Show how various systems address cells with specific needs. |
|kinds and are grouped in ways that enhance how they function | |Describe how tissues function in organ systems. |
|together. | |Identify and describe the cellular needs of various organ systems.|
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Trace the passage of materials through various organ systems. |How do systems function to support each other at the microscopic |
|Cells |Study how organ system work together to support homeostasis. |and macroscopic levels. |
|Tissue |Study the tissue specialization in various organ systems. | |
|Organ | | |
|Organ systems | | |
|Homeostasis | | |
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TOPIC III
CELLULAR
ORGANIZATION
Standard 4: Living Environment
Key Idea 1: Living things are both similar to and different from each other and from non-living things.
Performance Indicator 1.2 Describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, tissues, cells, organelles).
|Major Understanding |Performance Objectives |Suggested Assessment |
| |Explain how cells have specialized organelles that coordinate and |Identify and define the major organelles of the cell. |
|1.2f Cells have particular structures that perform specific jobs. |support life eukaryotic. |Describe the function of the major cell organelles. |
|These structures perform the actual work of the cell. Just as systems| |Distinguish between plant and animal cell structures. |
|are coordinated and work together, cell parts must also be | |Identify different types of cells and their various functions. |
|coordinated and work together. | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Study charts of the living cell. |How does the cell operate like a system? |
|Organelles |Compare plant and animal cells. | |
|Eukaryotic cell |Observe cells under the microscope. | |
| |Construct charts that show cell structures and functions. | |
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Standard 4: Living Environment
Key Idea 1: Living things are both similar to and different from each other and from non-living things.
Performance Indicator 1.2 Describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, tissues, cells, organelles).
|Major Understanding |Performance Objectives |Suggested Assessment |
| |Describe the ways materials move in and out of the cell. |Identify and describe the processes that move materials in and out|
|1.2g Each cell is covered by a membrane that performs a number of | |of cells. |
|important functions for the cell. These include: separation from its | |Compare and contrast diffusion and active transport. |
|outside environment, controlling which molecules enter and leave the | |Distinguish between hypotonic, hypertonic and isotonic / |
|cell, and recognition of chemical signals. The processes of diffusion| |solutions. |
|and active transport are important in the movement of materials in | |Compare endocytosis and exocytosis. |
|and out of cells. | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|Bulk transport |Observe videos on diffusion active transport and bulk transport |How do materials get in and out of cell? |
|Endocytosis |Conduct investigation on diffusion and osmosis. | |
|Exocytosis |Conduct investigation on plasmolysis and tugor. | |
|Vessels | | |
|Diffusion | | |
|Facilitated diffusion | | |
|Active transport | | |
|Hypertonic | | |
|Hypotonic | | |
|Isotonic | | |
|Gradient | | |
Standard 4: Living Environment
Key Idea 1: Living things are both similar to and different from each other and from non-living things.
Performance Indicator 1.2 Describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, tissues, cells, organelles).
|Major Understanding |Performance Objectives |Suggested Assessment |
| |Describe the major macromolecules and nutrients and how they support |Identify and define the major macromolecules and nutrients. |
|1.2h Many organic and inorganic substances dissolved in cells allow |the activities and structure of cells. |Distinguish the major functions of each macromolecule and |
|necessary chemical reactions to take place in order to maintain life.| |nutrient. |
|Large organic food molecules such as proteins and starches must | |Describe the anabolic and catabolic processes with the major |
|initially be broken down (digested to amino acids and simple sugars | |macromolecules. |
|respectively), in order to enter cells. Once nutrients enter a cell, | | |
|the cell will use them as building blocks in the synthesis of | | |
|compounds necessary for life. | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|Polymer |Condensation |Conduct investigation on the nutrient content of various foods (food |What are the essential nutrients for the cell? |
|Monomer |Hydrolysis |test). | |
|Protein |Lipids |Observe the organic/molecular structure of major nutrients. | |
|Amino acid |Fatty acids |Construct a chart to compare the polymer, monomer, and major uses of | |
|Carbohydrate |Steroids |the essential macromolecule. | |
|Monosaccharide |Cholesterol | | |
|Nucleus acid |Denaturation | | |
|Nucleotide |Anabolic | | |
|Dehydration synthesis |Catabolic | | |
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Standard 4: Living Environment
Key Idea 1: Living things are both similar to and different from each other and from non-living things.
Performance Indicator 1.2 Describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, tissues, cells, organelles).
|Major Understanding |Performance Objectives |Suggested Assessment |
| |Identify the major organelles in a typical plant and animal cell and |Identify and describe the functions of the major organelles in |
|1.2i Inside the cell a variety of specialized structures, formed from|describe their functions. |plant and animal cells. |
|many different molecules, carry out the transport of materials | |Explain how specialization in eukaryotic cells enhances |
|(cytoplasm), extraction of energy from nutrients (mitochondria), | |efficiency. |
|protein building (ribosomes), waste disposal (cell membrane), storage| | |
|(vacuole), and information storage (nucleus). | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|Cell membrane Mitochondria |Observe cell structures and their functions. |How are cells efficient in their functions? |
|Nucleus Cell wall |Study charts of cell organelles and their major structure and | |
|Cytoplasm |functions. | |
|Golgi bodies | | |
|Vacuoles | | |
|Endoplasmic reticulum | | |
|Lysosomes | | |
|Cytoskeleton | | |
|Chloroplast | | |
|Ribosomes | | |
Standard 4: Living Environment
Key Idea 1: Living things are both similar to and different from each other and from non-living things.
Performance Indicator 1.2 Describe and explain the structures and functions of the human body at different organizational levels (e.g., systems, tissues, cells, organelles).
|Major Understanding |Performance Objectives |Suggested Assessment |
| |Describe the process of communication between cells. |Describe the role of hormones and other chemical messengers in the|
|1.2j Receptor molecules play an important role in the interactions | |cell. |
|between cells. Two primary agents of cellular communication are | |Describe the roles of receptor proteins in cell membranes. |
|hormones and chemicals produced by nerve cells. If nerve or hormone | |Describe the structure and roles of communication channels with |
|signals are blocked, cellular communication is disrupted and the | |adjoining cells. |
|organism’s stability is affected. | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|Endocrine system |Conduct activities involving the nervous system. |How do cells communicate efficiently? |
|Receptor sites |Observe videos on the endocrine and nervous systems. | |
|Receptor proteins | | |
|Target cells | | |
|Gap junctions | | |
|Plasmodesmata | | |
|Desmosomes | | |
|Tight functions | | |
|Neuro-muscular junction | | |
|Hormones | | |
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Standard 4: Living Environment
Key Idea 1: Living things are both similar to and different from each other and from non-living things.
Performance Indicator 1.3 Explain how a one-celled organism is able to function despite lacking the levels of organization present in more complex organisms.
|Major Understanding |Performance Objectives |Suggested Assessment |
| |Explain how prokaryotes carry out life activities as one-celled |Describe the basic structure of prokaryotes. |
|1.3a The structures present in some single-celled organisms act in a |organisms. |Compare and contrast prokaryotes with eukaryotes in structure and |
|manner similar to the tissues and systems found in multicellular | |function. |
|organisms, thus enabling them to perform all of the life processes | | |
|needed to maintain homeostasis. | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| |Observe prokaryotes under the microscope and videos. |How do one-celled organisms carry out specific life functions? |
|Prokaryotes |Study the simplicity of prokaryotic life forms and activities. | |
|Binary fission | | |
|Eukaryotes | | |
|Homeostasis | | |
|Multicellular organisms | | |
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TOPIC IV
GENETICS AND
MECHANISM OF
INHERITANCE
Standard 4: The Living Environment
Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offsprings.
Performance indicator 2.1: Explain how the structure and replication of genetic material result in offspring that resemble their parents.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|2.1a Genes are inherited, but their expression can be |Explain how gene expressions can be modified by interactions with the |Identify environmental interactions or interactions that can |
|modified by interactions with the environment. |environment. |influence gene expression. |
| | |Describe the process by which environmental interactions |
| | |influence gene expression. |
| | |Give examples of gene expressions that result from |
| | |environmental interactions. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Genes |Study the effects of the environment of gene expression. |How can environmental interactions influence gene |
|Mutation |Research some examples of environmental influences on gene expressions. |expressions? |
|Mutagen | | |
|Mutagenic | | |
|Teratogenic | | |
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Standard 4: The Living Environment
Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offsprings.
Performance indicator 2.1: Explain how the structure and replication of genetic material result in offspring that resemble their parents.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|2.1b Every organism requires a set of coded instructions|Explain how parental traits are passed on to their offspring. |Explain the meaning of dominance. |
|for specifying its traits. For offsprings to resemble | |Describe the difference between a monohybrid and dihybrid |
|their parents, there must be a reliable way to transfer | |cross. |
|information from one generation to the next. Heredity is | |Describe an example of transmission of traits from one |
|the passage of these instructions from one generation to | |generation to other using a Punnett square. |
|another. | |Describe the laws of dominance, segregation and independent |
| | |assortment. |
| | |Predict the transmission of dominant and recessive traits. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Traits |Research and find a list of ten dominant traits in humans. |Why do some offspring resemble their parents more than |
|Dominant trait |Use chart to obtain information about each student’s parents and siblings |others? |
|Recessive trait |so students can understand why they look like they do. | |
|Hybrid |Practice using the punnett square to determine offspring probability. | |
|Homozygous | | |
|Heterozygous | | |
|Genotype | | |
|Phenotype | | |
|Monohybrid Cross | | |
|Dihybrid Cross | | |
|Independent assortment | | |
|Segregation | | |
| | | |
Standard 4: The Living Environment
Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offsprings.
Performance indicator 2.1: Explain how the structure and replication of genetic material result in offspring that resemble their parents.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|2.1c Heredity information is contained in genes, |Explain how the process of incomplete dominance, codominance, and |Distinguish the difference between a trait with multiple |
|located in the chromosomes of each cell. An inherited |intermediate inheritance determine the transmission of the genes from one |alleles and a polygenic trait. |
|trait of an individual can be determined by one or by many|generation to the next. |Describe the mechanism of incomplete dominance and its |
|genes, and a single gene can influence more than one |Describe how genetic recombination is used to produce genetic maps. |significance. |
|trait. A human cell contains many thousands of different | |Compare and contrast the concepts of incomplete dominance and |
|genes in its nucleus. | |codominance. |
| | |Explain how intermediate inheritance lead to genetic diversity.|
| | |Demonstrate the significance of incomplete dominance. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|Allele | | |
|Codominance |Make a poster illustrating a dihybrid cross and the resulting offsprings |How are genes expressed as traits? |
|Polygenic |in pea plants. | |
|Autosomes |Research information on the internet that discusses incomplete dominance. | |
|Gene | | |
|Genetic naps | | |
|Chromo sonic | | |
|Incomplete dominance | | |
|Codominance | | |
|Genetic recombination | | |
|Trait | | |
|Inherited trait | | |
Standard 4: The Living Environment
Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and Function between parents and offsprings.
Performance indicator 2.1: Explain how the structure and replication of genetic material result in offspring that resemble their parents.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | |Identify and sequence the stages of mitosis. |
|2.1d In asexually reproducing organisms, all the genes |Describe the process and results of asexual reproduction. |Describe how mitosis ensures genetically identical daughter cells.|
|come from a single parent. Asexually produced offspring | |Describe the process of budding, fragmentation and vegetative |
|are normally genetically identical to the parent. | |reproduction. |
| | |Describe the advantages and disadvantages of asexual reproduction.|
| | | |
| | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Asexual reproduction |Investigate the problems with mitotic division in cancer cells. |How does asexual reproduction contribute to the survival of the |
|Prophase |Construct a graphic organizer of asexual reproduction. |species? |
|Metaphase |Observe videos on asexual reproduction in various organisms. | |
|Anaphase |Conduct microscopic analysis of mitosis. | |
|Telophase | | |
|Genetically identical | | |
| | | |
| | | |
| | | |
| | | |
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| | | |
Standard 4: The Living Environment
Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offsprings.
Performance indicator 2.1: Explain how the structure and replication of genetic material result in offspring that resemble their parents
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|2.1e In sexually reproducing organisms, the new individual|Explain why the offspring produces by sexual reproduction are genetically |Explain the process and result of meiosis in producing variations in|
|receives half of the genetic information from its mother |similar, but not identical to their parents. |organisms. |
|(via the egg) and half from its father (via the sperm). |Explain why sexual reproduction does not produce identical offspring. |Compare and contrast between a haploid and diploid cell. |
|Sexually produced offsprings often resemble, but are not | |Identify and sequence the stages of meiosis. |
|identical to, either of the parents. | |Explain the relationship between meiosis and variation. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Crossing over |Construct an outline that identifies the main events during each phase of |Why do sex cells need to have reduced chromosome numbers? |
|Haploid |meiosis. |How does sexual recombination lead to variation? |
|Diploid |Compare and contrast the stages of mitosis and meiosis. | |
|Homologous chromosomes | | |
|Sex-linked traits | | |
|Autosomes | | |
|Independent assortment | | |
|Tetrad | | |
|Synopsis | | |
| | | |
| | | |
| | | |
Standard 4: The Living Environment
Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offsprings.
Performance indicator 2.1: Explain how the structure and replication of genetic material result in offspring that resemble their parents.
|Major Undestanding |Performance Objectives |Suggested Assessment |
| | | |
|2.1f In all organisms, the coded instruction for |Explain how the structure and replication of DNA determines genetic |Demonstrate complementarity in DNA. |
|specifying the characteristics of the organism are carried|continuity. |Describe the chemical structure of DNA. |
|in DNA, a large molecule formed from subunits arranged in |Explain how genetic information is stored to the DNA molecule. |Explain how semi-conservative replication maintains continuity. |
|a sequence with bases of four kinds (represented by A, G, | |Describe the relationship between DNA and genes. |
|C, and T). The chemical and structural properties of DNA | | |
|are the basis for how the genetic information that | | |
|underlies heredity is both encoded in genes (as a string | | |
|of molecular “bases”) and replicated by means of a | | |
|template. | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Nucleotide |Create DNA molecules using different combinations of letters to say |How is the expression of the in the offsprings determined by the DNA? |
|Replication |something specific, i.e., have a code for combinations of letters. | |
|Template |Conduct biodiversity lab. | |
|DNA | | |
|RNA | | |
|Nitrogenous bases | | |
|Complementarity | | |
| | | |
Standard 4: The Living Environment
Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offsprings.
Performance indicator 2.1: Explain how the structure and replication of genetic material result in offspring that resemble their parents.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|2.1g Cells store and use coded information. The genetic | |Describe the chemical structure of RNA and its role in the protein |
|information stored in DNA is used to direct the synthesis of|Describe the process of how proteins are made from genes. |synthesis. |
|the thousands of proteins that each cell requires. | |Compare and contrast the structure of |
| | |DNA and RNA and their roles in protein |
| | |synthesis. |
| | |Identify the difference between translation and transcription. |
| | |Describe the processes of transcription and translation as they relate |
| | |to protein synthesis. |
| | |Explain the flow of genetic information from DNA to protein. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Polypeptide |Draw a flow chart to illustrate the steps of protein synthesis. |How does DNA direct the formation of proteins? |
|Transcription |Transcribe a strand of bases and work together to translate them into | |
|Codon |something (i.e., use a recipe in code and translate to make the food). | |
|Translation |Transcribe a gene into a protein. | |
|Ribosome | | |
|Transfer RNA | | |
|Anti-codons | | |
|Ribosomal RNA | | |
|Messenger RNA | | |
| | | |
| | | |
Standard 4: The Living Environment
Key Idea 2: Organisms inherit information in a variety of ways that result in continuity of structure and function between parents and offsprings.
Performance indicator 2.1: Explain how the structure and replication of genetic material result in offspring that resemble their parents.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|2.1h Genes are segments of DNA molecules. Any alteration |Describe how the change in linear sequence of nitrogenous bases can result |Give one example of mutated gene sequence in the DNA. |
|of the DNA sequence is a mutation. Usually, an altered gene |in gene mutation. |Explain the process of gene expression |
|will be passed onto every cell that develops from it. | |Describe why mutations cause changes in the protein produced by gene. |
| | |Identify mutation in DNA sequences. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Point mutation |Describe some of the mutations that occur in a cancer. |How do mutations lead to genetic diversity? |
|Chromosomal mutation |Draw a diagram of DNA molecule before UV damage, after UV damage, and |How does a mutation cause a change in the type of protein produced by |
|Mutagen |failure to replicate the damaged area. Make sure to highlight the affected |the gene? |
|Codon |area. | |
|Anti codon |Have students translate codons into a protein, then change one of the | |
|Mutation |codons and determine the difference. | |
| | | |
| | | |
Standard 4: The Living Environment
Key Idea 2: Organisms inherit information in a variety of ways that result in continuity of structure and function between parents and offsprings.
Performance indicator 2.1: Explain how the structure and replication of genetic material result in offspring that resemble their parents.
|Major Understanding |Performance Objectives |Suggested Activities |
| | | |
|2.1i The work of the cell is carried out by the many |Explain the significance of the sequence of amino acids to the structure and |Explain why the shape of the protein is important. |
|different types of molecules it assembles, mostly proteins. |function of the protein. |Analyze the significance of the shape of protein molecule. |
|Protein molecules are long, usually folded chains made from |Describe protein formation and denaturation. |Explain the role of the peptide bond the structure of the protein.|
|20 different kinds of amino acids in a specific sequence. |Identify the various functions of proteins. |List the various functions of protein molecules in the cell. |
|This sequence influences the shape of the protein. The shape | |Describe how a polypeptide is formed. |
|of the protein, in turn, determines its function. | | |
| | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Peptide bond |Do a lab on the structure of protein by using the color-coded structure. |Why do proteins need to have specific shapes? |
|Carboxyl group | | |
|Amino group | | |
|Polypeptide | | |
|Polymer | | |
|Denaturation | | |
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Standard : The Living Environment
Key Idea 2: Organisms inherit information in a variety of ways that result in continuity of structure and function between parents and offsprings.
Performance indicator 2.1: Explain how the structure and replication of genetic material result in offspring that resemble their parents.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|2.1j Offsprings resemble their parents because they |Describe the significance of genetic code in protein synthesis. |Describe how the sequence of the amino acids is critical to the |
|inherit similar genes that code for the production of |Explain how the similar structure of protein will result in offspring that |function of a protein. |
|proteins that form similar structures and perform similar |resemble their parents. |Interpret the similarities and differences of genetic codes and |
|functions. |Demonstrate how the genetic code produces proteins. |their resultant proteins. |
| | |Analyze the similarities of genes and proteins that result in |
| | |similar traits in parents and offspring. |
| | | |
| | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Genetic code |Make a colored diagram of the chemical structure of the protein. |How differences in the genetic code alter how different organisms |
|Protein synthesis |Trace an offspring’s trait back to an inherited gene from a parent. |look and act? |
|Offspring | |What is the relationship between the genetic code and protein |
|Inherited traits | |structure? |
| | | |
| | | |
Standard 4: The Living Environment
Key Idea 2: Organisms inherit information in a variety of ways that result in continuity of structure and function between parents and offsprings.
Performance indicator 2.1: Explain how the structure and replication of genetic material result in offspring that resemble their parents.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|2.1 k The many body cells in an individual can be very |Explain how different areas in DNA code for different things in an organism. |Describe the role of regulatory protein in genetic diversity. |
|different from one another, even though they are all |Explain how cell differentiation in genetic instructions results in different|Distinguish between introns and exons. |
|descended from a single cell and thus have essentially |structure and functions. |Explain, using an example, why different cells with the same |
|identical genetic instructions. This is because different | |genes can be so different? |
|parts of these instructions are used in different types of | |Demonstrate gene expression. |
|cells, and are influenced by the cell’s environment and past | | |
|history. | | |
| | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|Operon | | |
|Structural gene |Research 3 specific cells in the body and their main functions. |Why are there so many different cells in one organism? |
|Promoter gene |Sequence the production of variation in cells from a common point. | |
|Operator | | |
|Regulator | | |
|Introns | | |
|Exons | | |
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TOPIC V
GENETIC
ENGINEERING
Standard 4: The Living Environment
Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offsprings.
Performance indicator 2.2: Explain how the technology of genetic engineering allows humans to alter genetic makeup of organisms.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|2.2 a For thousands of years new varieties of |Describe the processes of selective breeding and inbreeding. |Compare and contrast inbreeding and outbreeding. |
|cultivated plants and domestic animals have resulted from | |Explain, using an example how selective breeding is used to |
|selective breeding for particular traits. | |obtain desirable animal product. |
| | |Outline uses of polyploidy in organisms. |
| | |Compare the advantages and disadvantages of selective |
| | |breeding. |
| | | |
| | | |
| | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|Biotechnology |Research how a specific type of plant or animal was bred to produce |How does selective breeding for particular traits results in |
|Selective breeding |desirable qualities. |alteration of genetic makeup? |
|Inbreeding |List and identify through research desired traits selected through | |
|Outbreeding |selective breeding. | |
|Polyploidy | | |
|Artificial selection | | |
| | | |
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Standard 4: The Living Environment
Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offsprings.
Performance indicator 2.2: Explain how the technology of genetic engineering allows humans to alter genetic makeup of organisms.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|2.2 b In recent years new varieties of farm plants and |Explain how genetic engineering leads to genetic diversity |Define genetic engineering. |
|animals have been engineered by manipulating their genetic|Describe the relationship of recombinant DNA and genetic engineering. |Give some examples of ways that genetic engineers have changed |
|instructions to produce new characteristics. |Explain how new characteristics can be achieved through genetic |living things. |
| |engineering. |Identify some examples of genetically engineered traits. |
| | | |
| | | |
| | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Recombinant DNA |List the pros and cons of the difference between products produced by |How does manipulation of genetic instructions lead to genetic |
|Genetic engineering |traditional breeding and by genetic engineering. |diversity? |
|Plasmids |Mock debate – pro’s and con’s of bioengineered food. |What is genetic engineering? |
|Restriction enzymes |Name one specific plant and one specific animal improvement that are | |
|Animation of restriction |the result of genetic engineering. Include the time of the new | |
|Enzyme cutting bacteria DNA and new DNA by inserted |improvement. | |
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| | | |
Standard 4: The Living Environment
Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offsprings.
Performance indicator 2.2: Explain how the technology of genetic engineering allows humans to alter genetic makeup of organisms.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|2.2 c Different enzymes can be used to cut, copy, and |Explain the process of gene transfer and cloning. |Describe the nature of restriction enzymes in genetic |
|move segments of DNA. Characteristics produced by the |Explain the process of recombinant DNA. |engineering. |
|segments of DNA may be expressed when these segments are | |Explain why scientists use the same restriction enzyme to cut |
|inserted into new organisms, such as bacteria. | |the DNA segment. |
| | |Differentiate between a vector and a plasmid. |
| | |Outline the process of gene transfer. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Restriction enzyme |Lab on “Cloning with DNA” |How can a gene be transferred from one organism to another? |
|Plasmid |Make a flow chart describing the insulin production in bacteria. |How does genetic engineering lead to genetic diversity? |
|Vector |Make a paper model of gene transfer using plasmids and genes. | |
|Gel electrophoresis | | |
|Cloning | | |
|Recombinant DNA | | |
|Gene transfer | | |
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Standard 4: The Living Environment
Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offsprings.
Performance indicator 2.2: Explain how the technology of genetic engineering allows humans to alter genetic makeup of organisms.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|2.2 d Inserting, deleting, or substituting DNA |Explain how alteration of genes leads to genetic variations. |Describe the role of ligase and the restriction enzyme in the |
|segments can alter genes. An altered gene may be passed on| |process of gene expression. |
|to every cell that develops from it. | |Define and distinguish between substitution, deletion, and |
| | |addition mutations in DNA. |
| | |Explain why gene mutations cause serious problems. |
| | |Describe how a gene mutation can be passed on to every cell. |
| | | |
| | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Substitution |Write a report on a disease caused by a gene mutation. |How does the alteration of genes lead to variation? |
|Deletion |Write out a DNA code and have students translate it to a sentence on a | |
|Insertion |recipe – change one or 2 bases and see what changes it causes to the | |
|Mutation |gene. | |
|Addition | | |
|Inversion | | |
|Genetic variations | | |
| | | |
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| | | |
Standard 4: The Living Environment
Key Idea 2: Organisms inherit genetic information in a variety of ways that result in continuity of structure and function between parents and offsprings.
Performance indicator 2.2: Explain how the technology of genetic engineering allows humans to alter genetic makeup of organisms.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|2.2e Knowledge of genetics is making possible new |Explain the advantages and disadvantages of genetic engineering in the |Name one-way genetic engineering can improve medicine. |
|fields of health care; for example, finding genes, which |field of agriculture, medicine, and Industry. |Define eugenics |
|may have mutations that can cause disease, will aid in the|Describe the significance of recombinant DNA technology to treat some |Discuss a possible risk that might be of concern when using |
|development of preventive measures to fight disease. |human disorders. |gene therapy to treat a growth disease. |
|Substances, such as hormones and enzymes, from genetically| |Describe one method that can be used to correct an abnormal |
|engineered organisms may reduce the cost and side effects | |gene. |
|of replacing missing body chemicals. | |Discuss the advantages and disadvantages, harm and benefits of |
| | |using generically engineered processes and products. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|Eugenics | | |
|Genetic engineering |Write a benefit and a concern in connection with a altering of human |How does technology of genetic engineering allows humans to |
|Recombinant DNA |genes. Make sure to include an example of human disorder. |alter genetic make up of organisms? |
| |Research the advantages of genetic engineering in medicine. |How has genetic engineering impacted humans? |
| | | |
TOPIC VI
VARIATION
ADAPTATION
EVOLUTION
Standard 4: The Living Environment
Key Idea 3: Individual organisms and species change over time.
Performance Indicator 3.1: Explain the mechanisms and patterns of evolution
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|3.1a The basic theory of biological evolution states |Describe biological evolution through the process of spontaneous |Define evolution |
|that Earth’s present-day species developed from |generation and biogenesis. |Explain what is meant by common ancestor |
|earlier, distinctly different species. |Provide evidence to support the basic theory of evolution. |Explain the difference between spontaneous generation and biogenesis. |
| | |Describe patterns of evolution. |
| | |Identify mechanisms that lead to evolution. |
| | | |
| | | |
| | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Spontaneous Generation |Make colored diagrams that illustrate an evolutionary tree for an |How does the concept of common ancestry support the basic idea of |
|Biogenesis |organism. |evolution? |
|Evolution |Research the proposed evolution of an organism (not human). | |
|Species | | |
|Common ancestry | | |
| | | |
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| | | |
Standard 4: The Living Environment
Key Idea 3: Individual organisms and species change over time.
Performance Indicator 3.1: Explain the mechanisms and patterns of evolution
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|3.1b New inheritable characteristics can result from |Describe how genetic recombination and mutations result in genetic |Explain the significance of meiosis in sexual reproduction. |
|new combinations of existing genes or from mutations of |variations. |Describe how mutations and sexual recombinations result in evolution. |
|genes in reproductive cells. | |Describe the process of crossing over in meiosis. |
| | |Identify factors that encourage mutations that result in variations. |
| | | |
| | | |
| | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Mutations |Draw a diagram exhibiting the formation of chiasma during meiosis. |How are new inheritable characteristics necessary for evolution? |
|Independent Assortment |Lab on Meiosis. |How is biodiversity necessary for evolution? |
|Gametes |Trace the inheritance of an inheritable characteristic through | |
|Fertilization |generations. | |
|Crossing over | | |
|Sexual-Recombination | | |
| | | |
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| | | |
Standard 4: The Living Environment
Key Idea 3: Individual organisms and species change over time.
Performance Indicator 3.1: Explain the mechanisms and patterns of evolution
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|3.1c Mutations and the sorting and recombining of |Explain how mutations and meiosis results in genetic variations |Identify the steps and sequence of meiosis |
|genes during meiosis and fertilization result in a great|Describe the relationship of genetic phenotypic diversity and sexual |Describe the process and outcome of sexual recombination |
|variety of possible gene combinations. |recombination. |Explain a diagram showing two chromosomes before, during, and after crossing|
| | |over. |
| | |Explain the mechanisms of fertilization resulting in new combination of |
| | |genes. |
| | |Explain the probability of gene combinations. |
| | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|Mutations | | |
|Independent assortment |Write a report describing the law of Independent Assortment. |How do populations achieve genetic diversity? |
|Recombination |Study and discuss charts on meiosis and fertilization. | |
|Meiosis | | |
|Fertilization | | |
|Gametes | | |
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Standard 4: The Living Environment
Key Idea 3: Individual organisms and species change over time.
Performance Indicator 3.1: Explain the mechanisms and patterns of evolution
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|3.1d Mutations occur as random chance events. Gene |Describe how various mutagens result in mutations. |Discuss two factors that determine if a mutation will be inherited by |
|mutations can also be caused by such agents as | |offspring. |
|radiations and chemicals. When they occur in sex cells, | |List and describe the role of mutagens in mutations. |
|the mutations can be passed on to the offspring; if they| |Distinguish between mutation in sex cells and body cells. |
|occur in other cells, they can be passed on to other | | |
|body cells only. | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Mutagens |Have students write about the choices people make, can affect whether or |How do mutations affect body cells and sex cells? |
|Mutations |not they increase their risk of gene mutation and cancer (For example, | |
| |deciding whether or not to smoke). | |
| |Construct flow charts on the effect of various mutagens on sex cells or | |
| |body cells. | |
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Standard 4: The Living Environment
Key Idea 3: Individual organisms and species change over time.
Performance Indicator 3.1: Explain the mechanisms and patterns of evolution
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|3.1e Natural selection and its evolutionary |Explain how natural selection provides a scientific basis for evolution |Define a fossil. |
|consequences provide a scientific explanation for the | |Describe how the dating of fossils explains the process of evolution. |
|fossil record of ancient life forms, as well as for the | |Describe how biological similarities between organisms support the theory of|
|molecular and structural similarities observed among the| |evolution. |
|diverse species of living organisms. | |Define the process of natural selection. |
| | |Demonstrate the relationship between natural selection and evolution. |
| | | |
| | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Fossil |Trace the common ancestry of various organisms. |What evidence provides support for evolutionary theory? |
|Half-life |Lab on homologous, analogous, and vestigial organs. | |
|Analogous organ |Conduct a debate/forum on unity and diversity. | |
|Homologous organ | | |
|Natural selection | | |
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| | | |
Standard 4: The Living Environment
Key Idea 3: Individual organisms and species change over time.
Performance Indicator 3.1: Explain the mechanisms and patterns of evolution
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|3.1f Species evolve over time. Evolution is the consequence of |Describe the factors and their mechanisms that lead species |Describe with examples how the principle of use and disuse results in |
|the interactions of (1) the potential for a species to increase its|to evolve over time. |evolution. |
|number, (2) the genetic variability of offspring due to mutations | |Define favorable variations. |
|and recombination of genes, (3) a finite supply of the resources | |Explain all three steps of Lamarck’s Hypothesis. |
|required for life, (4) the ensuing selection by the environment of | |Using an illustration, explain how the environment would affect the |
|those offspring better able to survive and leave offspring. | |evolutionary process. |
| | |Describe how genetic variability lead to evolution. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Variations |Write a report on the major types of environmental change the|What factors lead to evolution? |
|Interactions |earth has experienced over the last billion years that has |How do species evolve over time? |
|Mutations |influenced the evolution of species on earth. | |
| |Read and observe various theories of evolution for various | |
| |species. | |
| | | |
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Standard 4: The Living Environment
Key Idea 3: Individual organisms and species change over time.
Performance Indicator 3.1: Explain the mechanisms and patterns of evolution
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|3.1g Some characteristics give individuals an advantage |Describe how Darwin’s theory of Natural Selection results in |Explain the meaning of natural selection. |
|over others in surviving and reproducing, and the advantaged |evolution. |Describe variations within a specie evolution. |
|offspring, in turn, are more likely than others to survive | |Explain why the number of individuals with advantageous characteristics |
|and reproduce. The proportion of individuals that have | |increases and results in evolution. |
|advantageous characteristics will increase. | |Explain how favorable variations improve the organism’s ability to survive |
| | |and reproduce. |
| | |Define speciation. |
| | |Describe how variation leads to evolution. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Speciation |Make a flow chart describing all the necessary steps of Darwin’s |How does the process of natural selection lead to evolution? |
|Natural selection |theory of Natural Selection. | |
|Advantageous trait | | |
|Adaptation | | |
|Selective pressure | | |
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Standard 4: The Living Environment
Key Idea 3: Individual organisms and species change over time.
Performance Indicator 3.1: Explain the mechanisms and patterns of evolution
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|3.1h The variation of organisms within a species |Explain the advantage(s) of variations within species. |Describe how environmental pressures results in disruptive, directional, and|
|increases the likelihood that at least some members of | |stabilizing selection. |
|the species will survive under changed environment | |Describe the basic mechanisms of natural selection and adaptation. |
|condition. | |Explain the concept of variations and give examples of structural, |
| | |chromosomal, and behavioral variations. |
| | |Demonstrate how an adaptive trait may lead to survival. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Variation |Argue why would natural selection be impossible without specie variations|How does the variation within a specie lead to evolution? |
|Adaptation |in a population. | |
|Adaptive trait |Read about Darwin’s adventures on H.M.S. Beagle. | |
|Behavioral adaptation |Beaks of Finches Lab. | |
|Morphological adaptation |Conduct activities showing the advantages of adaptive traits. | |
|Physiological adaptation | | |
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Standard 4: The Living Environment
Key Idea 3: Individual organisms and species change over time.
Performance Indicator 3.1: Explain the mechanisms and patterns of evolution
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|3.1i Behaviors have evolved through natural |Describe specific behavioral adaptations of organisms that enable them to |Explain how adaptive radiation results in speciation. |
|selection. The broad patterns of behavior exhibited by |survive and reproduce. |Compare and contrast convergent and divergent evolution. |
|organisms are those that have resulted in greater |Explain how adaptive behaviors and populations isolation can result in |Compare and contrast behavioral adaptation with structural and physiological |
|reproductive success. |divergent and convergent evolution. |adaptation. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Species |Conduct activities and research behavioral adaptation. |How do adaptive behaviors support survival? |
|Divergent evolution | | |
|Convergent evolution | | |
|Adaptive radiation | | |
|Behavioral adaptation | | |
|Morphological adaptation | | |
|Physiological adaptation | | |
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Standard 4: The Living Environment
Key Idea 3: Individual organisms and species change over time.
Performance Indicator 3.1: Explain the mechanisms and patterns of evolution
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|3.1j Billions of years ago, life on Earth is thought |Explain the evolution of multicellular life relating to the geological |Name the four steps involved in the origin of the first cells. |
|by many scientists to have begun as simple, |ages of the Earth through chemical evolution hypothesis. |Analyze why scientists think that the first cells were heterotrophic |
|single-celled organisms. About a billion years ago, | |anaerobes? |
|increasingly complex multicellular organisms began to | |Summarize the scientist’s hypothesis about the development of |
|evolve. | |photosynthesis. |
| | |Sequence a timeline of the Earth’s evolutionary process. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Prokaryotes |Make a timeline to review the major evolutionary changes that occurred in|What explanation is given for the evolution of simple, single-celled |
|Eukaryotes |organisms. |organisms to complex multicellular organisms? |
|Photosynthesis | |How did multicellular organisms evolve? Give an explanation. |
|Stromatolites | | |
|Autotrophic | | |
|Heterotrophic | | |
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Standard 4: The Living Environment
Key Idea 3: Individual organisms and species change over time.
Performance Indicator 3.1: Explain the mechanisms and patterns of evolution
|Major Understanding |Performance Objectives |Suggested Activities |
| | | |
|3.1k Evolution does not necessitate long-term progress in |Explain the process of punctuated equilibrium and gradualism. |Describe how the mechanisms of genetic equilibrium and genetic drift result |
|some set direction. Evolutionary changes appear to be like the| |in evolution. |
|growth of a bush: some branches survive from the beginning | |List the conditions necessary for a population to maintain genetic |
|with little or no change, many die out altogether, and others | |equilibrium. |
|branch repeatedly, sometimes giving rise to more complex | |Define gene pool. |
|organisms. | |Explain the effect of environmental factors on the survival of organisms. |
| | |Analyze the multi-facet approaches to the evolutionary process. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Gene pool |Make a drawing of punctuated equilibrium and gradualism and explain |How do punctuated equilibrium and gradualism lead to evolution? |
|Genetic equilibrium |its pattern. | |
|Genetic drift |Construct an evolutionary tree. | |
|Punctuated equilibrium | | |
|Gradualism | | |
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Standard 4: The Living Environment
Key Idea 3: Individual organisms and species change over time.
Performance Indicator 3.1: Explain the mechanisms and patterns of evolution
|Major Understanding |Performance Objectives |Suggested Assessment |
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|3.1l Extinctions of a species occur when the environment |Explain the effect of environmental factors on mass extinctions. |Define what is meant by “mass extinction.” |
|changes and the adaptive characteristics of a species are | |Explain how limited diversity within a population can also decrease its |
|insufficient to allow its survival. Fossils indicate that many | |adaptive ability. |
|organisms that lived long ago are extinct. Extinction of species | |Describe how evolution may lead to extinction. |
|is common; most of the species that have lived on Earth no longer| | |
|exist. | | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Extinction |Write a report on one of the five major mass extinctions. |How do biological extinctions support the process of evolution? |
|Diversity |Debate if mass extinction of most ocean plant life occurred |How does evolution lead to extinction? |
|Mass extinction |today, then how much this leads to an even greater mass | |
| |extinction. | |
| |Discuss the fossil and geologic evidence for such extinction. | |
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TOPIC VII
REPRODUCTION
AND
DEVELOPMENT
Standard 4: The Living Environment
Key Idea 4: The continuity of life is sustained through reproduction and development.
Performance Indicator 4.1: Explain how organisms, including humans, reproduce their own kind.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|4.1a Reproduction and |Explain the significance of reproduction. |Explain why the reproduction rate must not be significantly lower than the |
|development are necessary for | |death rate. |
|the continuation of any | |Compare and contrast growth and development in various organisms. |
|species. | |Compare and contrast the life cycles of various organisms. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
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|Reproduction |Graph birth/death rate of humans over given period of time. |Why do species reproduce? |
|Life functions |Study life cycles of various organisms. |How can growth stages be identified? |
|Life cycles | | |
|Growth and development | | |
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Standard 4: The Living Environment
Key Idea 4: The continuity of life is sustained through reproduction and development.
Performance Indicator 4.1: Explain how organisms, including humans, reproduce their own kind.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|4.1b Some organisms reproduce asexually with all the |Compare and contrast the various forms of reproduction in living |Compare and contrast the process of asexual and sexual reproduction. |
|genetic information coming from one parent. Other |organisms. |Describe the process of binary fission, Budding, sporulation, regeneration, and |
|organisms reproduce sexually with half the genetic | |vegetative propagation. |
|information typically contributed by each parent. Cloning | |Explain the process of sexual recombination. |
|is the production of identical genetic copies. | |Identify and describe types asexual reproduction used by plants. |
| | |Describe how the offsprings are produced using the genetic material from the cell|
| | |of one parent during the process of cloning. |
| | |Explain any similarities that exist between cloning and asexual reproduction. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|Mitosis | | |
|Meiosis |Write a report on the first mammal “Dolly”that was cloned in 1997. |How is cloning different from asexual reproduction? |
|Mutation |Outline the various forms of reproduction. |In what ways do living organisms reproduce? |
|Sexual Recombination |Observe yeast and hydra budding. | |
|Cloning | | |
|Asexual reproduction | | |
|Sexual reproduction | | |
|Sporulation | | |
|Regeneration | | |
|Budding | | |
|Binary fission | | |
|Vegetative propagation | | |
Standard 4: The Living Environment
Key Idea 4: The continuity of life is sustained through reproduction and development.
Performance Indicator 4.1: Explain how organisms, including humans, reproduce their own kind.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|4.1c The process of meiosis and fertilization are key |Describe the significance of meiosis in sexual reproduction. |Describe the sequence and results of meiosis in egg and sperm production. |
|to sexual reproduction in a wide variety of organisms. | |Explain the need for reduction division during gamete formation. |
|The process of meiosis results in the production of eggs| |Describe the process and results of fertilization. |
|and sperm which each contain half of the genetic | |Explain the process of oogenesis and spermatogenesis. |
|information. During fertilization, gametes unite to form| |Describe how fertilization restores the species chromosome number during |
|a zygote, which contains genetic information for the | |fertilization. |
|offspring. | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Fertilization |Make a flip book of steps of meiosis. |What occurs during meiosis and fertilization, and why are these processes |
|Zygote |Lab on meiosis. |important in sexual reproduction? |
|Oogenesis |Outline the events and outcome in the sequence of meiosis. | |
|Spermatogenesis |Observe visuals on the process of meiosis. | |
|Gametes | | |
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Standard 4: The Living Environment
Key Idea 4: The continuity of life is sustained through reproduction and development.
Performance Indicator 4.1: Explain how organisms, including humans, reproduce their own kind.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|4.1d The zygote may divide by mitosis and |Describe the process of differentiation and cleavage. |Make a flow chart of all the steps of mitosis. |
|differentiate to form the specialized cells, tissues, |Explain how cell division differentiation and morphogenesis lead to |Explain what happens during cleavage. |
|and organs of multicellular organisms. |specialization. |Describe the function of each of the three cell layers. |
| | |Explain the transformation of a blastula into gastrula. |
| | |Explain the formation of cells, tissues and organs from the differentiation |
| | |of the three embryonic layers. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Differentiation |Investigate and discuss. |How does specialization of cells occur in embryonic development? |
|Cleavage |Write a report that describes the difference in the gastrulation process in | |
|Morula |an organism other than humans. | |
|Blastula |Observe videos in embryonic development. | |
|Mesoderm | | |
|Endoderm | | |
|Ectoderm | | |
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Standard 4: The Living Environment
Key Idea 4: The continuity of life is sustained through reproduction and development.
Performance Indicator 4.1: Explain how organisms, including humans, reproduce their own kind.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|4.1e Human reproduction and development are |Describe the factors that influence and regulate human reproduction and |Describe the female reproductive cycle. |
|influenced by factors such as gene expression, |development. |Explain the significance of estrogen and progesterone with the development of a |
|hormones, and the environment. The reproductive cycle | |follicle. |
|in both males and females is regulated by hormones such| |Describe how the production of FSH and LH regulate the secretion of testosterone|
|as testosterone, estrogen, and progesterone. | |in males and females. |
| | |Describe how the production of gamete formation can be influenced by the |
| | |environmental factors. |
| | |Explain how hormones regulate human development. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Estrogen |Lab on menstrual cycle. |How are human reproduction, development and reproductive cycles influenced by |
|Progesterone |Write a report that describes how the birth control pill regulates the |gene expression, hormones and the environment? |
|Gamete |menstrual cycle. | |
|Testosterone |Construct a flow chart on the hormonal influence of gamete production. | |
|Menstrual cycle |Trace the sequence of events in gamete production in males and females. | |
|Follicular stimulating hormone | | |
|Luteinizing hormone | | |
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Standard 4: The Living Environment
Key Idea 4: The continuity of life is sustained through reproduction and development.
Performance Indicator 4.1: Explain how organisms, including humans, reproduce their own kind.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|4.1f The structures and functions of the human female|Describe the structure and functions of the female reproductive system and |Compare and contrast between external and internal fertilization. |
|reproductive system, as in almost all other mammals, are|how it facilitates internal fertilization. |Name the functions of the female reproductive system. |
|designed to produce gametes in ovaries, allow for |Explain the events of the female reproductive cycle. |Explain why fertilization must occur inside the body of the human female. |
|internal fertilization, support the internal development| |Explain the formation of blastocyst from a zygote. |
|of the embryo and fetus in the uterus, and provide | |Identify the unique features of each stage of fetal development. |
|essential materials through the placenta, and nutrition | | |
|through milk for the newborn. | | |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Ovary |Make a flow chart of the development of the fertilized egg from zygote |How is the structure and function of the human female reproductive system |
|Ovum |through a fully developed child. |designed to produce gametes, support fertilization and development of the embryo?|
|Uterus | |What are the major functions of the human female reproductive system? |
|Follicle | | |
|Ovulation | | |
|Ovarian Cycle | | |
|Menstrual Cycle | | |
|Implantation | | |
|Placenta | | |
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Standard 4: The Living Environment
Key Idea 4: The continuity of life is sustained through reproduction and development.
Performance Indicator 4.1: Explain how organisms, including humans, reproduce their own kind.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|4.1g The structure and functions of the human male |Explain how the structures and functions of the human male reproductive |Describe the structure of male reproductive system in humans. |
|reproductive system, as in other mammals, are designed |system contribute to the fertilization process. |Describe the process of spermatogenesis. |
|to produce gamete in testes and make possible the | |Describe the relationship of testosterone and the sperm formation. |
|delivery of these gametes for fertilization. | |Trace the sperm from production to fertilization. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Testosterone |Study charts on the male and female reproduction systems. |How is the structure and function of the male reproductive system designed to |
|Sperm |Compare and contrast spermatogenesis with oogenesis. |produce gametes? |
|Testis |Construct a flow chart in spermatogenesis to fertilization. | |
|Scrotum | | |
|Spermatogenesis | | |
|Fertilization | | |
|Hormones | | |
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Standard 4: The Living Environment
Key Idea 4: The continuity of life is sustained through reproduction and development.
Performance Indicator 4.1: Explain how organisms, including humans, reproduce their own kind.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|4.1h In humans, the embryonic development of |Sequence the embryonic development of the fertilized egg and the factors |Explain the process of formation of blastocyst form a fertilized egg. |
|essential organs occurs in early stages of pregnancy. |that influence the process. |Describe how the change in the number of chromosomes can result in genetic |
|The embryo may encounter risks form faults in its genes| |disorders. |
|and from its mother’s exposure to environmental factors| |Explain the effect of environmental or toxic factors on the pregnant mother and |
|such as inadequate diet, use of alcohol/drugs/tobacco, | |the fetus. |
|other toxins, or infections throughout her pregnancy | |Explain what does the term “fetal alcohol syndrome” mean? |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Blastocyst |Research and write a report on fetal alcohol syndrome, downs syndrome, |What internal and external factors can effect fetal development? |
|Embryo |some other nutritional problem that can affect the development of the | |
|Embryonic development |embryo or fetus. | |
| |Observe charts, videos on birth defects and their causes. | |
| |Outline charts of birth defects and associated causes. | |
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TOPIC VIII
ENGERGY
PATHWAYS
STANDARD 4: Living Environment
Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.
Performance Indicator 5.1: Explain the basic biochemical processes in living organisms and their importance in maintaining dynamic equilibrium.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|5.1a The energy for all life comes primarily from the Sun. |Explain the flow of energy from the Sun to autotrophic and heterotrophic|Identify the steps in the process of energy transfer from the Sun to |
|Photosynthesis provides a vital connection between the Sun and the |organisms. |consumers. |
|energy need of living systems. |Explain the process of photosynthesis and how this process provides |Describe the relationship of photosynthesis to living systems. |
| |energy needed for living systems. |Describe what would happen to living systems if energy could not be |
| | |transferred through photosynthesis. |
| | |Compare the needs of autotrophs and heterotrophs. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Photosynthesis |Draw a diagram of the flow of energy through living systems. |How are living systems related to each other in their need for energy?|
|Autotrophs |Perform an experiment with pea plants exposing one group to light and | |
|Heterotrophs |isolating another group in darkness. | |
|Consumers |Discuss the energy consumption at level of the energy pyramid. | |
|Producers | | |
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STANDARD 4: Living Environment
Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.
Performance Indicator 5.1: Explain the basic biochemical processes in living organisms and their importance in maintaining dynamic equilibrium.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|5.1b Plant cells and some one-celled organisms contain chloroplasts,|Describe how organisms with chloroplast carry out photosynthesis. |Describe the process of photosynthesis. |
|the site of photosynthesis. The process of photosynthesis uses solar | |Identify the function of chloroplasts in plants and one-celled |
|energy to combine the inorganic molecules carbon dioxide and water into | |organisms. |
|energy-rich organic compounds (e.g., glucose) and release oxygen into | |Identify and explain the photosynthesis equation. |
|the environment. | | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Photosynthesis |Using chemical indicators, test various plants for the presence of |What is photosynthesis? |
|Organic molecules |glucose. | |
|Autotrophs |View prepared slides of plant cells and algae to identify chloroplasts. | |
|Heterotrophs |Set up investigations to observe photosynthesis. | |
|Inorganic molecules | | |
|Chlorophyll | | |
|Chloroplast | | |
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STANDARD 4: Living Environment
Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.
Performance Indicator 5.1: Explain the basic biochemical processes in living organisms and their importance in maintaining dynamic equilibrium.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|5.1c In all organisms, organic compounds can be used to assemble |Describe how synthesized molecules act as both energy storage and |Describe the relationship between chemical bonds and energy. |
|other molecules such as proteins, DNA, starch, and fats. The chemical |molecules for life processes. |Explain how proteins, DNA, starch, and fats are made. |
|energy stored in bonds can be used as a source of energy for life | |Identify chemical processes as either dehydration synthesis or |
|processes. | |hydrolysis. |
| | |Identify the basic organic molecules assembled to make proteins, DNA, |
| | |starch and fats. |
| | |Describe how chemical bonds are a source of energy for life processes.|
| | |Compare and contrast the processes of digestion and synthesis. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Macromolecules |Discuss the various types of food consumed for energy (plant and animal |How do cells obtain and store energy in macromolecules? |
|Polymers |sources). | |
|Monomers |Categorize functions of the body (homeostatic, hormone production, etc.)| |
|Dehydration synthesis (condensation |as digestion or synthesis. | |
|Hydrolysis (digestion) |Observe models of the organic compounds used to assemble protein, DNA, | |
|Synthesized molecules |starch, and fats. | |
|Stored chemical energy |Conduct synthesis and digestion activities with macromolecules. | |
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STANDARD 4: Living Environment
Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.
Performance Indicator 5.1: Explain the basic biochemical processes in living organisms and their importance in maintaining dynamic equilibrium.
|Major Understanding |Performance Objectives |Suggested Assessment |
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|5.1d In all organisms, the energy stored in organic molecules may |Explain how ATP is produced from cellular respiration. |Recognize that cellular respiration occurs in both plant and animal |
|be released during cellular respiration. This energy is temporarily | |cells. |
|stored in ATP molecules. In many organisms, the process of cellular | |Compare the process of cellular respiration to photosynthesis. |
|respiration is concluded in mitochondria, in which ATP is produced more | |Identify the steps of cellular respiration. |
|efficiently, oxygen is used, and carbon dioxide and water are released | |Show the relationship between photosynthesis and cellular respiration.|
|as wastes. | |List similar molecules and organelles in the processes of |
| | |photosynthesis and cellular respiration. |
| | |Explain how ATP is produced from cellular respiration. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Cellular respiration |Construct a flowchart of the steps of cellular respiration. |How is stored energy in organic molecules converted to a useable form |
|Mitochrondria | |of energy? |
|Glucose | |How are energy rich molecules produced in the cell? |
|Electron transport system | | |
|Krebs cycle | | |
|Glycolysis | | |
|Pyruvate | | |
|Phosphorylation | | |
|Electron acceptor | | |
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STANDARD 4: Living Environment
Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.
Performance Indicator 5.1: Explain the basic biochemical processes in living organisms and their importance in maintaining dynamic equilibrium.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|5.1e The energy from ATP is used by the organism to obtain, |Explain how energy stored in ATP molecules are used for |Describe how cellular functions use ATP. |
|transform, and transport materials, and to eliminate wastes. |cellular/organisms/ activities. |Identify functions of organisms that require ATP. |
| | |Show the relationship between at least two uses for ATP at the cellular|
| | |and organism levels. |
| | |Describe how ATP acts as an energy “currency”. |
| | |Describe the process that releases energy from ATP. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Phosphorylation |Trace the events that would occur from cellular respiration to the |Why is ATP called the energy molecule? |
|Phosphorylated intermediate |actual use of ATP for energy. | |
|ATP |Study the various forms of ATP production (aerobic vs. anaerobic | |
|Aerobic respiration |respiration). | |
|Anaerobic respiration |Sequence the process of cellular respiration. | |
| |Discuss why humans breathe in O[pic] and release CO[pic]. | |
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STANDARD 4: Living Environment
Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.
Performance Indicator 5.1: Explain the basic biochemical processes in living organisms and their importance in maintaining dynamic equilibrium.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|5.1f Biochemical processes, both breakdown and synthesis, are made |Describe the role and effects of enzymes in biological processes. |Identify the role enzymes play in biochemical processes. |
|possible by a large set of biological catalysts called enzymes. Enzymes| |Identify factors that can affect the rate of enzyme reaction. |
|can affect the rates of chemical change. The rate at which enzymes work| |Compare the processes of digestion and synthesis/reactions. |
|can be influenced by internal environmental factors such as pH and | |Describe how enzymes work to alter reaction rates. |
|temperature. | | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
|Catalysts | | |
|Enzymes |Perform labs exploring the actions of enzymes such as catalase and |What are the roles of enzymes in the biological processes? |
|Hydrolysis |salivary amylase. | |
|Dehydration synthesis |Predict what happens to enzymes in the body, specifically in situations | |
|Anabolism |such as fever, hypothermia, and hypoxia. | |
|Catabolism | | |
|Metabolism | | |
|Activation energy | | |
|Biological Catalyst | | |
|Substrate | | |
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STANDARD 4: Living Environment
Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.
Performance Indicator 5.1: Explain the basic biochemical processes in living organisms and their importance in maintaining dynamic equilibrium.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|5.1g Enzymes and other molecules, such as hormones, receptor |Explain how the shapes of macromolecules determine and influence their |Show the relationship of molecule shape to the function of that |
|molecules, and antibodies, have specific shapes that influence both how |function and interaction with other molecules. |molecule. |
|they function and how they interact with other molecules. | |Identify features that make hormones, receptor molecules, and |
| | |antibodies specialized for their functions. |
| | |Describe how hormones, receptor molecules, and antibodies interact |
| | |with other molecules in relation to their shape. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Hormones |Draw, or use cut–outs to demonstrate hormone, receptor molecule, and |What structural factors promote/discourage dysfunction or interaction?|
|Antibodies |antibody function. | |
|Receptor molecules |Study the specificity of various macromolecules. | |
|Functional groups | | |
|Active site | | |
|Allosteric effectors | | |
|Allosteric inhibition | | |
|Competitive inhibition | | |
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TOPIC IX
DISEASES
AND
HOMEOSTASIS
STANDARD 4: Living Environment
Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.
Performance Indicator 5.2: Explain disease as a failure of homeostasis.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|5.2a Homeostasis in an organism is constantly threatened. Failure |Explain how the homeostatic mechanisms in organisms function to maintain|Identify ways that homeostasis can be threatened. |
|to respond effectively can result in disease or death. |equilibrium. |List homeostatic responses to threats from the environment |
| | |Demonstrate how negative and positive feedback systems maintain |
| | |stability. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Homeostasis |Create a list of threats to homeostasis that are encountered daily, and |What are some factors that can affect homeostasis in an organism? |
|Dynamic equilibrium |describe ways that overcome these threats. |How does the homeostatic mechanism maintain equilibrium? |
|Internal stability |Outline various homeostatic mechanisms in humans and how they respond to| |
|Positive feedback |disequilibrium. | |
|Negative feedback | | |
|Disease | | |
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STANDARD 4: Living Environment
Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.
Performance Indicator 5.2: Explain disease as a failure of homeostasis.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|5.2b Viruses, bacteria, fungi, and other parasites may infect plants|Describe the effects of viruses, bacteria, fungi, and other parasites |Identify ways that viruses, bacteria, fungi, and other parasites |
|and animal and interfere with normal life functions. |interfering with normal life functions. |interfere with normal life functions. |
| | |Explain the possible results of viruses, bacteria, fungi, and other |
| | |parasites disrupting homeostasis. |
| | |Describe the sequence of a pathogenic infection. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
| |Identify viruses, bacteria, fungi, and other parasites that students may|How do pathogens affect homeostatic mechanisms? |
|Virus |come into contact with every day. | |
|Bacteria |Identify ways that students can prevent infection by viruses, bacteria, | |
|Fungi |fungi, and other parasites. | |
|Pathogen |Write a report about the effects of HIV virus. | |
| |Study the structures and reproductive cycles of viruses, bacteria, and | |
| |fungi. | |
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STANDARD 4: Living Environment
Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.
Performance Indicator 5.2: Explain disease as a failure of homeostasis.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|5.2c The immune system protects against antigens associated with |Describe the role of the immune system in homeostasis. |Describe the function of antigens. |
|pathogenic organisms or foreign substances and some cancer cells. | |Identify the major characteristics of antigens. |
| | |Compare the differences between antigens associated with normal body |
| | |cells to the antigens associated with pathogenic organisms or foreign |
| | |substances. |
| | |Identify and describe the role of the key components in the immune |
| | |system. |
| | | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Antigen |Create paper models of antigens associated with normal body cells and |How does the immune system identify foreign invaders? |
|Pathogen |antigens associated with pathogenic organisms or foreign substances and |How does the immune system protect the organism. |
|Pathogenic organism |compare them. | |
|Immune response |Construct a flowchart of how the immune system protects the organism. | |
|Acquired immunity | | |
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STANDARD 4: Living Environment
Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.
Performance Indicator 5.2: Explain disease as a failure of homeostasis.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|5.2d Some white blood cells engulf invaders. Others produce |Describe the ways that white blood cells fight off foreign invaders. |Explain the events involved with white blood cells fighting invaders. |
|antibodies that attack them or mark them for killing. Some specialized | |Describe the immune response of WBCs. |
|white blood cells will remain, able to fight off subsequent invaders of | | |
|the same kind. | | |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|lymphocytes |Observe visuals, charts and illustrations of WBC functions. |How do white blood cells provide protection against pathogens? |
|leucocytes |Construct a flowchart of WBC responses. | |
|White blood cells | | |
|Phagocitosis | | |
|Lysosomes | | |
|T-cells | | |
|B-cells | | |
|Antibodies | | |
|Memory cells | | |
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STANDARD 4: Living Environment
Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.
Performance Indicator 5.2: Explain disease as a failure of homeostasis.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|5.2e Vaccinations use weakened microbes (or parts of them) to |Describe how vaccines prepare the body for subsequent invasions of the |Show the similarity between a vaccination and an actual pathogenic |
|stimulate the immune system to react. This reaction prepares the body |same microbes. |invasion. |
|to fight subsequent invasions by the same microbes. | |List and define the various forms of immunity. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Vaccinations |Identify common vaccines that all children must get before entering |What is the purpose of vaccinations? |
|Artificial immunity |school, and discuss why. | |
|Natural immunity |Discuss why weakened microbes (or parts of them) are used in | |
|Microbes |vaccinations. | |
|Memory cells |Outline the defense mechanisms that are developed through vaccinations. | |
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STANDARD 4: Living Environment
Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.
Performance Indicator 5.2: Explain disease as a failure of homeostasis.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|5.2f Some viral diseases, such as AIDS, damage the immune system, |Explain how the body defense systems are weakened by the HIV virus. |Identify ways that some viral diseases can damage the immune system. |
|leaving the body unable to deal with multiple infectious agents and | |Trace the events that occur when certain viral diseases cause damage |
|cancerous cells. | |to the immune system of an organism. |
| | |Give reasons why the body is unable to deal with multiple infectious |
| | |agents and cancerous cells after certain viral infections. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|AIDS |Research effects of diseases such as AIDS on the immune system. |What is the effect of certain viral diseases, such as AIDS on the |
|HIV |Research and discuss ways to avoid infection by viral diseases. |immune system? |
|T-cells | | |
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STANDARD 4: Living Environment
Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.
Performance Indicator 5.2: Explain disease as a failure of homeostasis.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|5.2g Some allergic reactions are caused by the body’s immune |Identify reasons why the body’s immune system may respond to usually |Trace the events that could lead to an allergic reaction to |
|responses to usually harmless environmental substances. Sometimes the |harmless environmental conditions. |environmental conditions. |
|immune system may attack some of the body's own cells or transplanted |Explain why the immune system may attack body cells or transplanted |Identify the conditions under which a body’s immune system may attack |
|organs. |organs. |body cells or transplanted organs. |
| | |Identify conditions under which a body would not reject a transplanted|
| | |organ. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Allergic reactions |Compile a list of allergies that students have, and the resulting |How does an allergic reaction occur? |
|Allergens |allergic reactions. | |
|Autoimmune responses |Research and discuss organ transplants and the treatments for organ | |
| |rejection. | |
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STANDARD 4: Living Environment
Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.
Performance Indicator 5.2: Explain disease as a failure of homeostasis.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|5.2h Inheritance, toxic substances, poor nutrition, organ |Identify causes of disease other than pathogenic. |Compare and contrast diseases that stem from inheritance, toxic |
|malfunction, and some personal behavior may also cause disease. Some |Recognize that some causes of disease are preventable. |substances, poor nutrition, organ malfunction, and some personal |
|effects show up right away; others may not show up for years. |Compare effects that show up right away versus effects that may not show|behavior. |
| |up for years. |Distinguish between diseases that are preventable, and those that may |
| | |not be preventable. |
| | |List effects of environmental influences that are direct or have |
| | |effects that show up right away. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Acute diseases |Identify factors in the environment in general that could cause disease.|How are acute disease conditions different from chronic disease |
|Chronic diseases |Discuss personal behavior or choices that may cause disease. |conditions? |
| |Study research on cases of toxic substances, etc., which have affected a| |
| |community. | |
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STANDARD 4: Living Environment
Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.
Performance Indicator 5.2: Explain disease as a failure of homeostasis.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|5.2i Gene mutations in a cell can result in uncontrolled cell |Identify factors that can contribute to the chances of an organism |Compare normal cell growth to cancerous growth. |
|division called cancer. Exposure of cells to certain chemicals and |developing cancer. |List the differences between normal and cancerous cell growth. |
|radiation increases mutations and thus increases the chance of cancer. |Describe the alterations that can occur in genes that result in cancer |Trace the events from outside environmental factors to uncontrolled |
| | |cell division. |
| | |Show the relationship between gene alterations and cancer. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Cancer |Look at normal cells and cancerous cells under a microscope. |How do cancer cells grow? |
|Carcinogen |Identify sources of radiation and chemicals in the environment that | |
|Teratogen |students are familiar with as carcinogens. | |
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STANDARD 4: Living Environment
Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.
Performance Indicator 5.2: Explain disease as a failure of homeostasis.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|5.2 j Biological research generates knowledge used to design ways of|Identify ways that biological research has been used in treatments or |Match ways of diagnosing, preventing, treating, controlling, or curing|
|diagnosing, preventing, treating, controlling, or curing diseases of |cures for diseases. |diseases with the biological research that made them possible, or |
|plants and animals. | |brought them about. |
| | |Compare and contrast various forms of disease treatment from past to |
| | |present. |
|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Diagnostic techniques |Brainstorm ideas for applications of current research in treatment or |How does biological research contribute to the treatment of diseases? |
|Preventative measures |curing of diseases. | |
| |Create a timeline of discoveries in biological research. | |
| |Trace the evolution of the treatment of specific diseases. | |
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STANDARD 4: Living Environment
Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.
Performance Indicator 5.3: Relate processes at the system level to the cellular level in order to explain dynamic equilibrium in multicelled organism.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|5.3a Dynamic equilibrium results from detection of and response to |Describe how dynamic equilibrium is maintained in general, and using a |Explain the conditions under which dynamic equilibrium could be |
|stimuli. Organisms detect and respond to change in a variety of ways |specific example. |interrupted and then regained using specific examples. |
|both at the cellular level and at the organism level. | |Identify reactions at the cellular and organism levels to specific |
| | |stimuli. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Receptor sites |Perform experiments recording changes in the body’s equilibrium (heart |How do organisms maintain dynamic equilibrium? |
|Stimulus response |rate, respiration), and return to equilibrium. | |
|Irritability |Use planaria to demonstrate response to stimuli. | |
|Dynamic equilibrium |Conduct the pupil dilation test with light. | |
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STANDARD 4: Living Environment
Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life.
Performance Indicator 5.3: Relate processes at the system level to the cellular level in order to explain dynamic equilibrium in multicelled organism.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|5.3b Feedback mechanisms have evolved that maintain homeostasis. |Explain the role of feedback mechanisms in the maintenance of |Identify feedback mechanisms that exist in humans. |
|Examples include the changes in heart rate or respiratory rate in |homeostasis. |Identify feedback mechanisms that exist in plants. |
|response to increased activity in muscle cells, the maintenance of blood| |Show the relationship between parts of a feedback mechanism, or |
|sugar levels by insulin from the pancreas, and the changes in openings | |demonstrate how the parts interact, in plants and in humans. |
|in the leaves of plants by guard cells to regulate water loss and gas | |Give reasons why feedback mechanisms are related to maintaining |
|exchange. | |homeostasis. |
| | |Identify and describe positive feedback and negative feedback. |
| | |Compare and contrast the process of positive and negative feedback. |
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|Vocabulary/Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Feedback loop |Look at plant stoma under microscope. |How do feedback mechanisms help in maintaining homeostasis? |
|Positive feedback |Trace what occurs in the human body when sugar enters the bloodstream. | |
|Negative feedback |Perform experiments recording changes in the body’s equilibrium (heart | |
|Sensor |rate, respiration), and return to equilibrium. | |
|Integrator | | |
|Effectors | | |
|Feedback mechanisms | | |
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TOPIC X
INTERDEPENDENCE
STANDARD 4: Living Environment
Key Idea 6: Plants and animals depend on each other and their physical environment.
Performance Indicator 6.1: Explain factors that limit growth of individuals and populations.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|6.1a Energy flows through ecosystems in one direction, typically |Explain how energy moves through an ecosystem. |Label a diagram of a food web, showing the movement of energy. |
|from the Sun, through photosynthetic organisms including green plants | |Compare the energy needs of producers and consumers. |
|and algae, to herbivores to carnivores and decomposers. | |Describe the differences in the energy obtaining methods of |
| | |herbivores, carnivores, and decomposers. |
| | |Compare and contrast autotrophs and heterotrophs. |
| | |Identify and describe the role of herbivores, carnivores, omnivores |
| | |and decomposers. |
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|Vocabulary/Visuals | Suggested Activities |Conceptual Questions |
| | | |
|Ecosystem |Create a food chain from descriptions of meals. |How does energy move through an ecosystem? |
|Producer |Mathematically calculate the amount of energy passed from producer to | |
|Consumer |primary consumer, to secondary consumer, to tertiary consumer. | |
|Decomposer | | |
|Herbivore | | |
|Carnivore | | |
|Omnivore | | |
|Trophism | | |
|Trophic level | | |
|Energy pyramid | | |
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STANDARD 4: Living Environment
Key Idea 6: Plants and animals depend on each other and their physical environment.
Performance Indicator 6.1: Explain factors that limit growth of individuals and populations.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|6.1b The atoms and molecules on the Earth cycle among the living and|Describe how matter cycles and energy flows in ecosystems, food chains, |Trace the path of CO2 and H2O through the biotic and abiotic portions |
|nonliving components of the biosphere. For example, carbon dioxide and |and energy pyramids. |of the environment. |
|water molecules used in photosynthesis to form energy-rich organic | |Describe the relationships between the biotic and abiotic factors in a|
|compounds are returned to the environment when cells eventually release | |stable environment. |
|the energy in these compounds. Continual input of energy from sunlight | |Correctly trace the movement of carbon through an energy pyramid. |
|keeps the process going. This concept may be illustrated with an energy | |Compare and contrast how photosynthesis and respiration move CO2 and |
|pyramid. | |H2O through the environment. |
| | |Demonstrate how energy flows through an ecosystem. |
| | |Demonstrate how materials cycle through an ecosystem. |
|Vocabulary/Visuals | Suggested Activities |Conceptual Questions |
| | | |
|Abiotic |Correctly build an energy pyramid showing the movement of energy through|How do the living and nonliving parts of an environment interact? |
|Biotic |the biotic factors of the environment. | |
|Respiration |Trace the movement of CO2 and H2O through a diagram of the local | |
|Carbon Dioxide |environment and atmosphere. | |
|Energy Pyramid |Build an energy pyramid that incorporates the source of energy and the | |
|Photosynthesis |producers and consumers for an ecosystem. | |
|Respiration |Use molecular models to show the change from CO2 and H2O to glucose and | |
| |O2, forming energy for producers. | |
| | | |
STANDARD 4: Living Environment
Key Idea 6: Plants and animals depend on each other and their physical environment.
Performance Indicator 6.1: Explain factors that limit growth of individuals and populations.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|6.1c The chemical elements, such as carbon, hydrogen, nitrogen, and |Describe the passage of materials through food webs. |List the main elements that all living organisms are made up of. |
|oxygen, that make up the molecules of living things pass through food | |Show how much energy is lost at each level of the food web as |
|webs and are combined and recombined in different ways. At each link in | |organisms eat other organisms. |
|a food web, some energy is stored in newly made structures but much is | |Trace the key elements found in living organisms through an energy |
|dissipated into the environment as heat. | |pyramid. |
| | |Analyze the consumption of materials and energy in food webs. |
| | | |
|Vocabulary/Visuals | Suggested Activities |Conceptual Questions |
| | | |
|Chemical elements |Construct a bar graph showing the amount of each of the 6 main elements |How are energy and materials distributed in food webs? |
|Molecules |in an organism. | |
|Food web |Construct a bar graph, showing the number of plants that an herbivore | |
|Food chain |would need to eat to reach a specific energy level. | |
| |Construct a bar graph showing that shows the number of organisms that a | |
| |carnivore would need to eat to reach the same energy level as in | |
| |Suggested Activity 1. | |
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STANDARD 4: Living Environment
Key Idea 6: Plants and animals depend on each other and their physical environment.
Performance Indicator 6.1: Explain factors that limit growth of individuals and populations.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|6.1d The number of organisms any habitat can support (carrying |Describe why a limited amount of energy, water, oxygen, and minerals in |Discuss, in essay form, why the population of a particular ecosystem |
|capacity) is limited by the available energy, water, oxygen, and |a habitat can support only a limited number of organisms. |cannot grow uncontrolled, with an emphasis on the factors that might |
|minerals, and by the ability of ecosystems to recycle the residue of |Describe the factors determining the carrying capacity of an ecosystem. |limit the size of the population. |
|dead organisms through the activities of bacteria and fungi. | |Define the roles of decomposers, bacteria and fungi in carrying |
| | |capacity. |
| | |Identify limiting factors in ecosystems. |
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|Vocabulary/Visuals | Suggested Activities |Conceptual Questions |
| | | |
|Bacteria |Discuss the problems with slash and burn methods in the Amazon, with |What factors limit the size of a population? |
|Fungi |regards to the amounts of nutrients and energy that is held in the | |
|Carrying capacity |plants in this ecosystem. Have students research the problems with this | |
|Habitat |method energy return for this ecosystem. | |
|Decomposers |Identify factors that contribute to the carrying capacity of organisms | |
|Saprophytes |in an ecosystem. | |
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STANDARD 4: Living Environment
Key Idea 6: Plants and animals depend on each other and their physical environment.
Performance Indicator 6.1: Explain factors that limit growth of individuals and populations.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|6.1e In any particular environment, the growth and survival of |Explain why all living things require certain conditions in order to grow. |Describe what happens to an organism that is denied adequate |
|organisms depend on the physical conditions including light intensity, | |materials as it grows. |
|temperature range, mineral availability, soil/rock type, and relative | |Match diagrams of organisms that were deprived certain necessary |
|acidity (pH). | |conditions and those were not. |
| | |Identify and describe the abiotic factors that affect survival. |
| | |Identify optimal growth conditions for various organisms. |
| | | |
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|Vocabulary/Visuals | Suggested Activities |Conceptual Questions |
| | | |
|Mineral |Show pictures of organisms that were denied access to light, essential |How do abiotic factors promote the survival of organisms? |
|Nutrients |minerals, or the temperature, soil/rock type, or relative acidity (pH) of | |
|Relative acidity |the environments was changed. Have students note the differences between | |
|pH range |these plants and ones that had sufficient quantities of the necessary | |
|Abiotic factors |elements. | |
|Optimum conditions |Discuss/research the problems with organisms when there is not enough food, | |
| |water, or other nutrients. | |
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STANDARD 4: Living Environment
Key Idea 6: Plants and animals depend on each other and their physical environment.
Performance Indicator 6.1 Explain factors that limit growth of individuals and populations.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|6.1f Living organisms have the capacity to produce populations of |Show the relationships between environmental resources and the growth of|Identify the effects of a changing amount of resources on a specific |
|unlimited size, but environments and resources are finite. This has |populations in these environments. |population in an environment. |
|profound effects on the interactions among organisms. |Describe how environments have carrying capacity. |Explain how interactions among organisms in an environment are based |
| | |upon the available resources. |
| | |Describe how carrying capacity affects the population growth. |
| | | |
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|Vocabulary/Visuals | Suggested Activities |Conceptual Questions |
|Food chain | | |
|Food web |Perform a lab activity that will allow the visualization of |Can every environment support the same number of individuals? |
|Competition |predator-prey relationships and interactions in controlling populations.|What effect does competition have on animal population in a niche? |
|Niche | | |
|Predator |Discuss with class the effects of uncontrolled growth in an area that | |
|Prey |can only support a limited number of individuals, and how predator-prey | |
|Predator-prey relationships |relationships help to maintain a stable ecosystem. | |
|Finite |Plate bacteria on agar plates and check the progress of these bacteria 3| |
|Agar plates |times a week to see if the bacteria reach a plateau, in regards to their| |
|Bacterial colonies |numbers. | |
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STANDARD 4: Living Environment
Key Idea 6: Plants and animals depend on each other and their physical environment.
Performance Indicator 6.1 Explain factors that limit growth of individuals and populations.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|6.1g Relationships between organisms may be negative, neutral, or |Describe relationships between different organisms as positive, neutral,|Identify producer/consumer, predator/prey, or parasite/host |
|positive. Some organisms may interact with one another in several ways. |or negative. |relationships. |
|They may be in a producer/consumer, predator/prey, or parasite/host | |Label relationships as potentially positive, neutral, or negative to |
|relationship; or one organism may cause disease in, scavenge, or | |one or both of the organisms involved. |
|decompose another. | |Give examples of a various relationships between organisms. |
| | | |
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|Vocabulary/Visuals | Suggested Activities |Conceptual Questions |
| | | |
|Producer |Have students read descriptions of each type of relationship and try to |In what ways do organisms interact with each other? |
|Consumer |name similar organisms and relationships to the examples. | |
|Predator |Read up on several different bacteria, which have positive, neutral, or | |
|Prey |negative relationships based on where they are. | |
|Parasite |Discuss parasite/host interactions & decide why these are different from| |
|Host |producer/consumer & predator/prey relationships. | |
|Scavenger | | |
|Decomposer | | |
|Symbiosis | | |
|Commensalism | | |
|Mutualism | | |
|Parasitism | | |
STANDARD 4: Living Environment
Key Idea 6: Plants and animals depend on each other and their physical environment.
Performance Indicator 6.2 Explain the importance of preserving diversity of species and habitats.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|6.2a As a result of evolutionary processes, there is a diversity of |Explain why high amounts of biodiversity are important in an ecosystem. |Compare a population with high amounts of diversity with one that has |
|organisms and roles in ecosystems. This diversity of species increases | |low amounts. |
|the chance that at least some will survive in the face of large | |Give reasons why high amounts of biodiversity are important. |
|environmental changes. Biodiversity increases the stability of the | |Define biodiversity. |
|ecosystem. | |List the similarities and differences between populations with high |
| | |amounts of diversity with one that has low amounts of diversity. |
| | | |
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| | | |
|Vocabulary/Visuals | Suggested Activities |Conceptual Questions |
|Diversity | | |
|Biodiversity |Discuss environmental changes on organisms with high amounts of |Why is biodiversity important to an ecosystem? |
|Extinction |diversity with ones that have a low amount of diversity. | |
|Species |NYS required Lab on Biodiversity. | |
|Populations |Show in someway that there is an understanding that evolution has caused| |
| |organisms to be extremely different and adapted to specific | |
| |environments. | |
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STANDARD 4: Living Environment
Key Idea 6: Plants and animals depend on each other and their physical environment.
Performance Indicator 6.2 Explain the importance of preserving diversity of species and habitats.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|6.2b Biodiversity also ensures the availability of a rich variety of|Explain how a rich variety of genetic materials may lead to future |List ways in which a variety of genetic material might be beneficial |
|genetic material that may lead to future agricultural or medical |agricultural or medical discoveries. |to our populations and species. |
|discoveries with significant value to humankind. As diversity is lost, |Describe what happens to an ecosystem, as potential sources of a variety|Describe what happens as an ecosystem loses potential sources of |
|potential sources of these materials may be lost with it. |of genetic material are lost. |genetic material. |
|Vocabulary/Visuals | Suggested Activities |Conceptual Questions |
| | | |
|Diversity |Watch a video on the Amazon rainforest and discuss the high amounts of |Why is it important for acommunity to have a high amount of |
|Biodiversity |biodiversity per square foot of this area. Have student to research |biodiversity? |
|Species |cures for diseases that have come about from this large amount of | |
|Populations |biodiversity. | |
|Habitat |Watch a video on the Antarctic and the low amounts of biodiversity | |
| |present there and discuss how this area deals with that issue. | |
| |Have student use computers to research genetically modified crops and | |
| |present the positives and negatives of this type of agriculture on the | |
| |planet and ecosystems, with a focus on a potential loss of diversity. | |
| | | |
| | | |
| | | |
STANDARD 4: Living Environment
Key Idea 6: Plants and animals depend on each other and their physical environment.
Performance Indicator 6.3 Explain how the living and nonliving environments change over time and respond to disturbances.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|6.3a The interrelationships and interdependencies of organisms |Explain how the interrelationships and interdependencies of organisms |Describe the interrelationships and interdependencies of organisms to |
|affect the development of stable ecosystems. |affect the development of stable ecosystems. |each other. |
| | |List and describe conditions necessary for an ecosystem to achieve |
| | |equilibrium. |
| | |List the biotic and an abiotic factors that are interdependent. |
| | |Describe how the interrelationships and interdependences lead to |
| | |stability. |
| | | |
| | | |
|Vocabulary/Visuals | Suggested Activities |Conceptual Questions |
| | | |
|Interrelationships |Complete a “bottle ecology” experiment where all necessary portions must|What factors contribute to ecosystem stability? |
|Interdependencies |be present for the ecosystem to remain stable and thriving. | |
|Biotic |Diagram the parts of an ecosystem and have students list reasons why | |
|Abiotic |these components are important. | |
| |Perform labs whereby student can see the effect changing populations of | |
| |a prey species has on the populations of predator species. | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
STANDARD 4: Living Environment
Key Idea 6: Plants and animals depend on each other and their physical environment.
Performance Indicator 6.3 Explain how the living and nonliving environments change over time and respond to disturbances.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|6.3b Through ecological succession, all ecosystems progress through |Describe and sequence the causes, processes, and the results of |Identify the components of an ecosystem that characterizes one in |
|a sequence of changes during which one ecological community modifies the|ecological succession. |which succession is still occurring or might be beginning. |
|environment, making it more suitable for another community. These | |List the processes that are occurring in an ecosystem that is |
|long-term gradual changes result in the community reaching a point of | |undergoing succession. |
|stability that can last for hundreds or thousands of years. | |Explain how the results of succession are such that there is |
| | |equilibrium among the organisms present. |
| | |Define a climax community. |
| | |Define succession. |
|Vocabulary/Visuals | Suggested Activities |Conceptual Questions |
| | | |
|Succession |Sequence the succession showing a lake over time, showing probable |Why does ecological succession occur? |
|Ecological succession |causes, the processes and changes that are occurring to the biotic and | |
|Climax |abiotic factors, and the end result of succession in the lake ecosystem.| |
|Community | | |
|Equilibrium |Study illustrations and descriptions of ecosystems determine from the | |
|Competition |available data (i.e. food webs, diversity, stability of populations) | |
|Abiotic factors |whether or not this is a climax community. | |
|Biotic factors | | |
| | | |
| | | |
STANDARD 4: Living Environment
Key Idea 6: Plants and animals depend on each other and their physical environment.
Performance Indicator 6.3 Explain how the living and nonliving environments change over time and respond to disturbances.
|Major Understanding |Performance Objectives |Suggested Assessment |
| | | |
|6.3c A stable ecosystem can be altered, either rapidly or slowly, |Identify factors that can alter a stable ecosystem. |Describe how organisms can alter an ecosystem. |
|through the activities of organisms (including humans), or through |Describe how various ecosystems recover after natural or human-made |List climactic changes or a natural disaster that might cause a |
|climatic changes or natural disasters. The altered ecosystem can usually|disasters. |stable ecosystem to change to one that is unstable. |
|recover through gradual changes back to a point of long-term stability. | |Identify the steps that have to occur for an altered ecosystem to |
| | |gradually return to a climax community. |
|Vocabulary/Visuals | Suggested Activities |Conceptual Questions |
| | | |
|Secondary succession |Provide students with a list of natural disasters and climactic changes and |How do unstable conditions in an ecosystem cause a change towards |
|Long-term stability |ask them to list ways that these might cause a change in the equilibrium of |a new climax community? |
|Climatic change |the ecosystem. |How can ecosystems lose their stability? |
|Natural disaster |Make a diagram of a local area and label it to show how secondary succession| |
| |is causing this ecosystem to change into one that is more stable (parking | |
| |lots with weeds growing, lots where houses burned down and trees are now | |
| |growing). | |
| |Research the forest fires that periodically ravage the mid-West to find why | |
| |these are important to this ecosystem, and how the climax community is | |
| |different each time. | |
TOPIC XI
BIOTIC AND ABIOTIC
INTERACTIONS
STANDARD: 4 Living Environment
Key Idea: 7 Human decisions and activities have had a profound impact on the physical and living environment.
Performance Indicator 7.1: Describe the range of interrelationships of humans with the living and nonliving environment.
|Major Understanding |Performance Indicators |Suggested Assessment |
| | | |
|7.1a The Earth has finite resources; |Explain how human activities cause the depletion of natural resources and |State the difference between a renewable and a nonrenewable resource. |
|increasing human consumption of resources places stress on the natural |the disruption of renewing resources. |List human activities that interfere with the renewing of natural |
|processes that renew some resources and deplete those resources that | |resources. |
|cannot be renewed. | |List human activities that cause the depletion of natural resources. |
| | | |
| | | |
| | | |
| | | |
|Vocabulary Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Biodegradable |Sort trash items that can be reused; items that can be recycled; those |How are natural resources depleted? |
|Renewable resources |that can not be recycled and those items that can be composted. | |
|Non renewable resources |Research the consumption of natural resources around the world. | |
|Soil erosion | | |
|Deforestation | | |
|Recycling | | |
| | | |
| | | |
| | | |
| | | |
STANDARD: 4 Living Environment
Key Idea: 7 Human decisions and activities have had a profound impact on the physical and living environment.
Performance Indicator 7.1: Describe the range of interrelationships of humans with the living and nonliving environment.
|Major Understanding |Performance Indicators |Suggested Assessment |
| | |Explain how human changes affect natural ecosystems. |
|7.1b Natural ecosystems provide an array of |Explain how natural ecosystem support human existence. |Describe how human changes may be detrimental to the basic |
|basic processes that affect humans. Those processes include but are not |Describe human activities that are detrimental to the natural |processes that support humans. |
|limited to: maintenance of the quality of the atmosphere, generation of soils,|ecological processes. |List three basic processes or cycles that are included in natural |
|control of the water cycle, removal of wastes, energy flow, and recycling of | |ecosystems. |
|nutrients. Humans are changing many of these basic processes and the changes | |Draw a diagram of the nitrogen cycle and include how animals get |
|may be detrimental. | |nitrogen. |
| | |Compare the water cycle to the carbon cycle. |
| | |Show the relationship of photosysthesis and respiration. |
|Vocabulary Visuals |Suggested Activities |Conceptual Questions |
|Carbon cycle | | |
|Oxygen cycle |Design an ecosystem that includes at least two cycles (i.e., |How do humans interact with the ecosystem? |
|Water cycle |carbon-oxygen cycle). | |
|Ground water |Demonstrate a water cycle. Include evaporation and condensation. | |
|Transpiration |Research how to make a terrarium. | |
|Evaluation |Conduct an experiment on the effects of acid rain. | |
|Condensation | | |
|Precipitation | | |
|Nitrogen cycle | | |
|Nitrogen fixing bacteria | | |
|Denitrifying bacteria | | |
|Air pollution | | |
|Smog | | |
|Aerosols | | |
|Greenhouse effect | | |
|Ozone layer | | |
STANDARD: 4 Living Environment
KEY IDEA: 7 Key Idea 7: Human decisions and activities have had a profound impact on the physical and living environment.
Performance Indicator 7.1: Describe the range of interrelationships of humans with the living and nonliving environment.
|Major Understanding |Performance Indicators |Suggested Assessment |
| | | |
|7.1c Human beings are part of the Earth’s ecosystems. Human |Describe how human activities alter the equilibrium of the ecosystem. |Describe the major types of pollution. |
|activities can, deliberately or inadvertently, alter the equilibrium in| |Explain the impact of human population growth on ecosystem. |
|ecosystems. Humans modify ecosystems as a result of population growth, | |Explain how habitat destruction by human affects organisms. |
|consumption, and technology. Human destruction of habitats through | |Discuss two global changes affecting the biosphere today. |
|direct harvesting, pollution, atmospheric changes, and other factors is| | |
|threatening current global stability, and if not addressed, ecosystems | | |
|may be irreversibly affected. | | |
|Vocabulary Visuals |Suggested Activities |Conceptual Questions |
|Biosphere |Form a group and have students make a list of challenges to the |Why is biodiversity worth preserving? |
|Ozone layer |environment. |In what ways to do human activities affect the ecosystem? |
|Aerosols |Pick the top four challenges and discuss them. | |
|Global warming |Create a model of Earth to show the greenhouse effect. | |
|Carrying capacity |Conduct the New York State lab on the importance of biodiversity. | |
|Limiting factor | | |
|Urbanization | | |
|Greenhouse effect | | |
|Biological magnification | | |
|Pesticides | | |
|Biodiversity | | |
TOPIC XII
TECHNOLOGY
AND THE
ENVIRONMENT
STANDARD: 4 Living Environment
KEY IDEA: 7 Human decisions and activities have had a profound impact on the physical and living environment.
Performance Indicator 7.2: Explain the impact of technological development and growth in the human population on the living and the nonliving environment.
|Major Understanding |Performance Indicators |Suggested Assessment |
| | | |
|7.2a Human activities that degrade ecosystems result in a loss of |Explain how human land use may affect certain species and other abiotic |Define biological magnification. |
|diversity of the living and nonliving environment. For example, the |factors in the environment. |Describe how human activities can alter the equilibrium and diversity |
|influence of humans on other organisms occurs through land use of | |in an ecosystem. |
|pollution. Land use decreases the space and resources available to | |List four activities of humans that have a negative effect on the |
|other species, and pollution changes the chemical composition of air, | |environment. |
|soil, and water. | |Explain how human activities affect the diversity of populations in |
| | |ecosystem. |
|Vocabulary Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Ecosystem |Research how DDT altered and ecosystem. |What human activities limit biodiversity in an ecosystem? |
|Population |Have students discuss how setting up a park in a community might protect |How can human activities affect the biodiversity of an ecosystem? |
|Habitat |the habitat of local animals. | |
|Harvesting |Research the effect of mercury pollution on the environment and organisms.| |
|Pollution |Discuss the advantages and disadvantages of focusing. | |
|Global warming | | |
|Ozone layer | | |
|Urbanization | | |
|Pesticides | | |
|DDT | | |
|CFC’s | | |
|Aerosols | | |
STANDARD: 4 Living Environment
KEY IDEA: 7 Key Idea 7: Human decisions and activities have had a profound impact on the physical and living environment.
Performance Indicator 7.2: Explain the impact of technological development and growth in the human population on the living and the nonliving environment.
|Major Understanding |Performance Indicators |Suggested Assessment |
| | | |
|7.2b When humans alter ecosystems either by adding or removing |Describe how removing or adding specific organisms can alter an ecosystem.|Explain why biodiversity is important in an ecosystem. |
|specific organisms, serious consequences may result. For example, | |Define edge effect. |
|planting large expanses of one crop reduces the biodiversity of the | |Describe the cause and effect relationship of adding or removing |
|area. | |specific organisms on ecosystem. |
| | | |
| | | |
| | | |
| | | |
|Vocabulary Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Habitat |Design an experiment to show how planting can control erosion. |How do changes in population or communities affect ecosystem? |
|Edge effects |Have students find out how natural areas in their communities are | |
|Exotic species |maintained. | |
|Competition |Read about Central Park in New York City and define its edge effects. | |
|Conservation biology |Study the effects on food webs by removing specific organisms. | |
|Pheromones | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
STANDARD: 4 Living Environment
Key Idea: 7 Human decisions and activities have had a profound impact on the physical and living environment.
Performance Indicator 7.2: Explain the impact of technological development and growth in the human population on the living and
non living environment.
|Major Understanding |Performance Indicators |Suggested Assessment |
| | | |
|7.2c Industrialization brings an increased demand for and use of |Explain the impact of technological development and growth in the human |List the positive and negative effects of industrialization on |
|energy and other resources including fossil and nuclear fuels. This |population on the living and nonliving environment. |ecosystem. |
|usage can have positive and negative effects on humans and ecosystems. |Explain how industrialization increases the demand for energy use. |Compare the advantages and disadvantages of industrialization on |
| | |ecosystem and humans. |
| | | |
| | | |
| | | |
| | | |
|Vocabulary Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Fossil fuels |Students can research the availability of fossil fuels and find an |How does our need for energy affect our ecosystems? |
|Fuel cells |alternative fuel. | |
|Alternative fuels |Investigate alternative ways of obtaining energy. | |
|Gasohol |Create an alternative fuel, include process for development, maintenance, | |
|Carrying capacity |and future processing of the fuel. | |
|Ozone shield |Have students find out how much deforestation has occurred in their | |
|Greenhouse effect |lifetime. | |
|Industrialization | | |
|Deforestation | | |
|Global warming | | |
|Nuclear fuel | | |
|Pollution | | |
|Reduce, reuse, recycle | | |
STANDARD: 4 Living Environment
Key Idea: Human decisions and activities have had a profound impact on the physical and living environment.
Performance Indicator 7.3: Explain how individual choices and societal actions can contribute to improving the environment.
|Major Understanding |Performance Indicators |Suggested Assessment |
| | | |
|7.3a Societies must decide on proposals, which involve the |Explain how individual choices and societal actions can contribute to |Identify challenges and choices that society faces with |
|introduction of new technologies. Individuals need to make decisions, |improving the environment. |technology and the environment. |
|which will assess risks, costs, benefits, and trade-offs. | |Compare the advantages and disadvantages of technological |
| | |advancement. |
| | | |
| | | |
| | | |
| | | |
|Vocabulary Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Risk assessments |Obtain an environmental impact statement, have students discuss and |What are the costs and benefits associated with land |
|Environmental problems |explore the environmental impacts. |development? |
|Ethics |Review case studies and have students make an support their decisions. | |
|Cost/benefit studies | | |
|Environmental planning | | |
|Revitalization | | |
|Reclamation | | |
| | | |
| | | |
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| | | |
| | | |
STANDARD: Living Environment
Key Idea: Human decisions and activities have had a profound impact on the physical and living environment.
Performance Indicator 7.3: Performance Indicator 7.3: Explain how individual choices and societal actions can contribute to improving the environment.
|Major Understanding |Performance Indicators |Suggested Assessment |
| | | |
|7.3b The decisions of one generation both provide and limit the |Describe how the actions of one generation may have impacted the |Identify and describe action taken by one generation that affects|
|range of possibilities open to the next generation. |environment of the next generation. |another (past-present and present-future). |
| | | |
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| | | |
| | | |
|Vocabulary Visuals |Suggested Activities |Conceptual Questions |
| | | |
|Consumption |Roundtable discussions on what future generations can expect with the |Where do we need to start to change the environment in which we |
|Environmental impact statement |present consumption of resources. |live? |
|Trade-off |Research followed up with presentations on a comparison of our present |How does one generation action affect another? |
|Ozone shield |energy usage, food consumption and population size vs. 10 years ago. | |
|Ozone depletion |Read the story of the Love Canal in Niagara Falls, New York. | |
|Biosphere | | |
|Biodiversity | | |
|Biodiversity Treaty | | |
|Clean Water Act | | |
|Clean Air Act | | |
| | | |
| | | |
| | | |
LIVING ENVIRONMENT – LABORATORY CHECKLIST
In addition to demonstrating the performance indicators relating to scientific inquiry described in Standard 1, biology students need to develop proficiency in certain laboratory or technical skills in order to successfully conduct investigators in biological science. During the school year, teachers should ensure that students develop the capacity to successfully perform each of the laboratory skills listed below. Proficiency in performing these laboratory skills may also be evaluated by items found on certain parts of the State’s Living Environment assessment.
• Follows safety rules in the laboratory
• Selects and uses correct instruments
• Uses graduated cylinders to measure volume
• Uses metric ruler to measure length
• Uses thermometer to measure temperature
• Uses triple-beam or electronic balance to measure mass
• Uses a compound microscope/stereoscope effectively to see specimens clearly, using different magnifications
• Identifies and compares parts of a variety of cells
• Compares relative sizes of cells and organelles
• Prepares wet-mount slides and uses appropriate staining techniques
• Designs and uses dichotomous keys to identify specimens
• Makes observations of biological processes
• Dissects plant and/or animal specimens to expose and identify internal structures
• Follows directions to correctly use and interpret chemical indicators
• Uses chromatography and/or electrophoresis to separate molecules
• Designs and carries out a controlled, scientific experiment based on biological processes
• States an appropriate hypothesis
• Differentiates between independent and dependent variables
• Identifies the control group and/or controlled variables
• Collects, organizes, and analyzes data, using a computer and/or other laboratory equipment
• Organizes data through the use of data tables and graphs
• Analyzes results from observations/expressed data
• Formulates an appropriate conclusion or generalization from the results of an experiment
• Recognizes assumptions and limitations of the experiment
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