Rochester City School District

ROCHESTER CITY SCHOOL DISTRICT REGENTS LIVING ENVIRONMENT CURRICULUM Science 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. 067fda62f371cb5521495df773e4abc8.doc Page I Science Curriculum

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.

067fda62f371cb5521495df773e4abc8.doc Page II Science Curriculum 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

067fda62f371cb5521495df773e4abc8.doc Page III Science Curriculum 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)

067fda62f371cb5521495df773e4abc8.doc Page IV Science Curriculum 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

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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

067fda62f371cb5521495df773e4abc8.doc Page VI Science Curriculum 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

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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

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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

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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

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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

067fda62f371cb5521495df773e4abc8.doc Page XI ROCHESTER CITY SCHOOL DISTRICT REGENTS LIVING ENVIRONMENT STANDARD 1 SCIENTIFIC INQUIRY Science Curriculum 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  Explain how scientific explanations are  Define what an observation is. combining evidence that can be constructed.  Describe different ways to make observed with what people already know about the world. 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  What are different ways to make Senses define it using all their senses, but not its observations? Scientific Observations name.  How does observing phenomena help Evidence  Conduct activities that involve the senses to us to understand it? Scientific Explanations make observations.  Conduct activities that use specific senses to observe objects events or natural phenomena.

067fda62f371cb5521495df773e4abc8.doc Page 1 Science Curriculum 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  Explain the relationship between science  Describe how and why science has development of scientific concepts or and society. such an influence on society. about individuals who have  Explain how scientific concepts build  Identify 2 major scientific discoveries contributed to scientific knowledge provides a better understanding of upon each other over time. in past 100 years and describe how scientific inquiry and the relationship they influenced society or impacted between science and society. humans.

 Research a historical scientist and detail  How does science change society over Scientific concepts how his/her knowledge helped change the time? Scientific inquiry world. Scientific knowledge  Construct a timeline of major scientific discoveries.

067fda62f371cb5521495df773e4abc8.doc Page 2 Science Curriculum 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  Explain the relationship between ethics  Identify reasons why mankind cannot values are also essential to making and science. do whatever they want. effective and ethical decisions about  Explain why scientific practices must have  List advantages and disadvantages of the application of scientific knowledge. ethical considerations. specific scientific research.  Describe how people’s ethics and religion play a role in their approval of some research.

 Give students 2 scientific dilemmas and  How do you determine what science is Ethics have them list the Pro’s and Con’s of each. “good” and what is “bad”? Morals  Have groups of students research specific  Are all science safe? Values experiments and present them to the class Knowledge to determine weather or not they should get funding.

067fda62f371cb5521495df773e4abc8.doc Page 3 Science Curriculum 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,  Describe how inquiry leads to the  Demonstrate the ability to develop a locating, interpreting, and processing acquisition of information and knowledge hypothesis based on information given. information from a variety of sources.  Describe the inquiry process.  List various ways to obtain information.

 Answer questions based on a graph.  What is scientific inquiry? Interpreting data  Treasure hunt based on questions to find Data specific item. Inquiry  Give groups of students questions and have them use internet, library, and journals to find the answer and compare.  Have students analyze graphs to come up with statistical information.

067fda62f371cb5521495df773e4abc8.doc Page 4 Science Curriculum 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  Explain how inquiry can be used to justify  Determine the reliability of sources of about the reliability of the source and information. information. relevance of information.  Apply the inquiry process to validate judgments.

 Conduct case studies that lead to the need  How is inquiry used to validate Reliability for further inquiry. judgments? Validity Relevance Judgment

067fda62f371cb5521495df773e4abc8.doc Page 5 Science Curriculum 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  Explain why hypotheses are only accepted  Identify and define scientific theories, when they are consistent with after a great deal of testing. laws, explanations, and hypothesis. experimental and observational  Describe how scientific explanations  Differentiate between a prediction, evidence and when they lead to accurate predictions. become accepted. inference, and hypothesis.

 Have students make a hypothesis and test  How does a hypothesis become a law? Prediction it, then give it to another student to make a  How are scientific explanations Observe prediction with. categorized? Scientific explanations  Practice making predictions based on trend Experimental evidence data. Observational evidence Hypothesis

067fda62f371cb5521495df773e4abc8.doc Page 6 Science Curriculum 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  Explain how scientific explanation  Identify and define a scientific law, accepted when they are consistent becomes theory or law. theory, and hypothesis. with experimental and observational  Distinguish between scientific law, evidence and when they lead to accurate predictions. scientific theory, and hypothesis.

 Conduct experiments to test various known  How are scientific predictions made? Scientific explanation scientific laws, theories and individual Experimental evidence hypothesis. Observational evidence Accurate predictions

067fda62f371cb5521495df773e4abc8.doc Page 7 Science Curriculum 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  Explain how scientific theories are  Determine whether a statement is a are supported by different kinds of developed. well supported theory or not. scientific investigations often  Determine whether statements are theories  Analyze evidence to determine if they involving the contributions of individuals from different disciplines. or not. support scientific theories.

Vocabulary/Visuals Suggested Activities Conceptual Questions Theory  Research a modern scientific theory and  What is a well-accepted theory? Discipline evaluate for contributions from various  How do theories become accepted? Scientific investigation scientific disciplines. Disciplines  Investigate a problem and form scientific teams to collectively solve the problem.  Investigate and test various theories.

067fda62f371cb5521495df773e4abc8.doc Page 8 Science Curriculum 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  Explain the importance of researching  Identify information that would or involve researching background information before investigating. would not be helpful when developing information and understanding the a research plan.  Explain the importance of proper major concepts in the area being  Develop a set of safety precautions for investigated. Recommendations for equipment and safety precautions. a given experiment, including proper methodologies, use of technologies,  Describe the major components of a use of materials and equipment. proper equipment, and safety research plan. precautions should also be included.  Determine whether a research plan is complete or incomplete.

 Conduct relatively simple lab procedure  What are the critical elements of a Procedure with incomplete directions, background, research plan? Research and materials. Have students evaluate the Safety precautions experience and fill in information where Scientific method/process they believe it is needed / necessary.

067fda62f371cb5521495df773e4abc8.doc Page 9 Science Curriculum 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  Describe the roles of research in  Describe the relationship of research upon both research and observation. developing hypotheses/predictions and and observation in forming observations. predictions.  Distinguish between research and observation.  Define hypothesis.  Construct various hypotheses.

 Have students form two groups and make  What factors contribute to making Observation predictions based on observation alone, or accurate predictions? Prediction research alone. Hypothesis  Have students make predictions based on Theory both research and observation. Research

067fda62f371cb5521495df773e4abc8.doc Page 10 Science Curriculum 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  Explain how a hypothesis can be used to  Using given hypotheses, provide science for determining what data to determine the data to be collected. variables to be tested and possible data collect and as a guide for interpreting could be collected as a result. the data.  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,  What is the purpose of a hypothesis? Data formulate hypotheses, perform Interpretation experiment, interpret and analyze data Independent variable through various lab activities. Dependant variable  Have students identify variables to be Control group tested in experiments as stated in Variable group hypothesis. Placebo

067fda62f371cb5521495df773e4abc8.doc Page 11 Science Curriculum 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  Explain the process in conducting valid,  Identify the flaws in a research plan. testing a hypothesis requires planning reliable and accurate research to test to avoid bias (e.g., repeated trails,  Identify the essential elements of a hypotheses. large sample size, and objective data- research plan. collection techniques).

 Develop an experiment/research plan with  What factors can influence research Hypothesis a hypothesis to test an explanation. development? Bias  Have students evaluate research plans for  What makes a research plan valid? Sample bias. Validity  Why should a research plan be  Identify different research in the news that reliable? Reliability may have bias and evaluate in groups. Accuracy Sample size Objective data collection

067fda62f371cb5521495df773e4abc8.doc Page 12 Science Curriculum 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  Design a research plan that requires  Identify specific equipment used for explanations, including selecting and specific techniques and procedures. obtaining and recording information. developing techniques, acquiring and building apparatus, and recording  Design a research plan that requires  Identify and describe various ways observations as necessary. specific apparatus to record observations. observation can be recorded.

 Conduct activities with specific  What is the purpose of a research plan? Apparatus instruments and record observations, i.e.,  Why are instruments used to record Observation graduated cylinder, microscope, etc. data? Visuals Common laboratory equipment

067fda62f371cb5521495df773e4abc8.doc Page 13 Science Curriculum 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  Given data from an experiment, 3.1a Interpretation of data leads to from various sources and forms. students will organize and graph the development of additional data, make a generalization about the hypotheses, the formulation of data, and develop a hypothesis generalizations, or explanations of 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  What is the difference between data Hypothesis formulate statements from the and information? Phenomena interpretation. Independent variable  Why must data be organized? Dependent variable

067fda62f371cb5521495df773e4abc8.doc Page 14 Science Curriculum 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  Identify various hypotheses from 3.4a Hypotheses are valuable, even if they hypotheses in research plans. research plans. turn out not to be true, because they may lead to further investigation.  Explain the importance of hypotheses in conducting research.  Describe the relationships between the hypothesis and the results of experiments.

 Conduct investigations to test various  How does the conclusion of an Hypotheses hypotheses. investigation relate to the hypothesis? Null hypothesis  Use case studies to determine whether the Formulate hypothesis data support the hypotheses or not.

 Explain why small samples can be biased.  Identify problems with samples in a 3.4b Claims should be questioned if the study. data are based on samples that are  Describe the effect of incomplete data on very small, biased, or inadequately the conclusion.  Predict the outcome of an experiment controlled, or if the conclusions are with incomplete data. based on the faulty, incomplete, or  Identify biases in various experimental misleading use of numbers. designs.

Vocabulary/Visuals Suggested Activities Conceptual Questions Bias  Perform an experiment with a small sample  What factors in an experiment make Variables group and compare it to a larger sample the data invalid? Sample group using the same experiment for both. Observation  Demonstrate the effect of sample size bias, Phenomena or faulty variable identification on the experimental results.

 Explain why opinions are not valid when  Given a set of conclusions, students 3.4c Claims should be questioned if fact concluding data. will identify which ones are based on and opinion are intermingled, if the data and which are opinion. adequate evidence is not cited, or if the conclusions do not follow  Identify reasons why conclusions need logically from the evidence given. to be based on data.  Identify facts from opinions from various statements.

 Have students create a comparison chart  When is it appropriate to question the Opinion highlighting the differences between fact conclusion of an experiment? Claims and opinion.  Why opinions are not considered valid Evidence  Evaluate various statements or either fact data? Conclusions or opinion. Fact  Compare conclusions based on facts and Logic conclusions based on opinions.

067fda62f371cb5521495df773e4abc8.doc Page 17 Science Curriculum 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  Evaluate scenarios and give reasons 3.5a One assumption of science is that experiments that can be easily conducted why further testing is needed or not other individuals could arrive at the by other scientists. needed. same explanation if they had access to similar evidence. Scientists make  Perform an experiment and compare the results of their investigation the actual results to the “expected” public; they should describe the results. investigations in ways that enable  Identify the reasons why other others to repeat the investigations. scientists must be able to reproduce the results of an experiment.

 Have students develop and properly record  Why is it critical to develop a well Replicability an investigation that can be conducted by written procedure in an experiment? Peer review others.  Research experiments that have been conducted by many scientists and compare all the results.  Conduct investigation on a specific problem and compare the results.

067fda62f371cb5521495df773e4abc8.doc Page 18 Science Curriculum 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  Compare the value of different types of 3.5b Scientist use peer review to evaluate when concluding investigations. peer review. the results of scientific investigations and the explanations proposed by  Identify the flaws of various other scientists. They analyze the experimental procedures and results. experimental procedures, examine the evidence, identify faulty reasoning, point out statements that go beyond the evidence, and suggest alternative explanations for the same observations.

 Complete a lab, and have students review  What is the value of a peer review? Variability each others work in order. Precision  Review simulated lab, and have students Peer review point out flaws, and provide explanations for those flaws.

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TOPIC 1 CHARACTERISTICS OF LIVING SYSTEMS

067fda62f371cb5521495df773e4abc8.doc Page 20 Science Curriculum 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  Define producer, consumer and 1.1a Populations can be categorized by the producers, consumers, and decomposers. decomposer. function they serve. Food webs identify the relationships among  Explain the interdependence and  Identify the various trophic levels in an producers, consumers, and interaction of population roles/function in ecosystem. decomposers carrying either ecosystems.  Describe the various roles of autotropic or heterotropic nutrition. populations in an ecosystem.  Explain interdependence through food webs.  Distinguish between autotropism and heterotropism.

Vocabulary/Visuals Suggested Activities Conceptual Questions Autotroph  Create a food web illustrating the various  Why do populations have different Heterotroph populations and their roles. functions in ecosystems? Food Web  Investigate the role of autotrophic and Producers heterotrophic nutrition. Consumers  Investigate the level of interdependence in Population food webs. Decomposers Interdependence

 Describe how different physical conditions  Identify and explain the importance of 1.1b An ecosystem is shaped by the affect and shape various environments. abiotic factors in an environment. nonliving environment as well as its interacting species. The world  Compare different environments and contains a wide diversity of physical how abiotic factors influence these conditions, which creates a variety of environments. 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  How do the nonliving factors in an Biotic environment. environment contribute to diversity Ecosystem and stability?  Observe the physical attributes of various Species ecosystems. Physical conditions

 Explain how competition influences  Explain how relationships amongst 1.1c In all environments, organisms interactions and changes in the ecosystem. populations help maintain balance compete for vital resources. The within an ecosystem. linked and changing interactions of  Explain why competition occurs amongst populations and environment population in ecosystems.  Identify the various types of compose the total ecosystem. relationships in ecosystems.  Identify factors that lead to competition amongst populations.

Vocabulary/Visuals Suggested Activities Conceptual Questions Competition  Construct various food webs highlighting  How do interactions between different Symbiosis the different relationships. populations effect an ecosystem? Predation  Activity/Lab that simulates predator – prey. Commensalism Parasitism  Demonstrate how relationships amongst populations constitute an ecosystem. Mutualism Predator  Find examples of the various relationships in ecosystems. Prey

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  Describe the trend in stability with 1.1d The interdependence of organisms in organisms leads to stability over time. predator and prey populations over an established ecosystem often results time. in approximate stability over  Describe the factors and cyclical nature of hundreds and thousands of years. For stabilization of population in ecosystems.  Identify and describe environmental example, as one population increases, factors that contribute to population it is held in check by one or more stability. environmental factors or another  Explain population dynamics from species. graphs.

 Study population dynamics and observe  How do populations stabilize over Interdependence how they contribute to stability. time? Established ecosystem  Construct data charts that display Stability population stabilization. Environmental factors Limiting factors

 Explain how ecosystems maintain a state  Identify the cyclic changes that occur 1.1e Ecosystems, like many other complex of equilibrium. in ecosystems. systems, tend to show cyclic changes around a state of approximate  Describe the cyclic changes that occur in  Explain how ecosystems maintain a equilibrium. ecosystems. state of equilibrium.  Identify factors that cause changes in ecosystems.  Compare the cyclical changes to cyclical changes in other systems.

 Observe and record the cyclic changes that  How do ecosystems maintain a state of Ecosystems occur in ecosystems. equilibrium? Complex systems  Investigate how the need for equilibrium Cyclic changes affects cycle changes in ecosystems. Ecological cycles Approximate equilibrium

 Describe the role of numbers and diversity  Identify the causes and effects of 1.1f Every population is linked, directly or in populations and its influence in ecosystem disruptions. indirectly, with many others in an ecosystem stability. ecosystem. Disruptions in the  Describe the effects of changes in numbers and types of species and species population on ecosystems. environmental changes can upset  State the importance of the roles of ecosystem stability. population in ecosystems.

 Conduct activities and investigations to  How can ecosystems become unstable? Species observe how the disruption of food chains, Population density and food webs destabilize ecosystems. Carrying capacity  Observe the interactions of species in Ecosystem stability ecosystems. Disequilibrium

TOPIC II HUMAN STRUCTURE AND FUNCTION

067fda62f371cb5521495df773e4abc8.doc Page 27 Science Curriculum 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  Sequence the levels of biological 1.2a Important levels of organization for maintain efficiency with increasing levels organization. structure and function include of complexity. organelles, cells, tissues, organs,  Identify and define each level of organ systems, and whole organisms. biological organization.  Explain why organization is needed in living systems.

Vocabulary/Visuals Suggested Activities Conceptual Questions Levels of organization  Construct a chart of the level of biological  How are living things organized from Biological complexity organization. simple to complex? Structure  Compare the relationships of organization Functions and complexity to these of other systems Organelles (such as economics, factories, etc.) Cells Macromolecules Tissues Organs Organ systems Organisms

 Describe how the human body systems  Identify and label the humans body 1.2b Humans are complex organisms. function to sustain life. systems. They require multiple systems for digestion, respiration, reproduction,  Identify the parts of the human body  Describe how each human body circulation, excretion, movement, systems and describe their major system function. coordination, and immunity. The functions.  Describe how body systems interact to systems interact to perform the life keep the organism alive. functions.

 Study and label visuals of the human body  How is the human body organized to Complex organisms systems. maintain life? Digestion  Observe videos on how the human body Respiration functions. Reproduction Circulation Excretion Movement Coordination Immunity

 Explain why negative feedback is  Describe how negative feedback is 1.2c The components of the human body, important. used to regulate hormone levels. from organ systems to cell organelles, interact to maintain a balanced  Explain how components of the human  Diagram a negative feedback loop – internal environment. To successfully body system operate to maintain stability Include drawings of glands/organs and accomplish this, organisms possess a in the organism. explanations of steps. diversity of control mechanisms that  Demonstrate how equilibrium is detect deviations and make corrective maintained through feedback actions. mechanism.

 Identify and explain various negative  How do biological systems achieve Feedback Mechanism feedback loops. homeostasis through feedback Positive Feedback mechanisms?  Investigate a feedback system that controls Negative Feedback the output of pancreatic hormones insulin Pancreas and glucagon. Hormones  Create a diagram or graph to show the Stimuli relationship between blood sugar levels and hormone levels.  Draw a model of negative feedback in the endocrine system.  Investigate stages of child birth as a positive feedback.

 Describe how diseases disrupt  Explain how diseases affect the 1.2d If there is a disruption in any human homeostasis. homeostatic in humans. system, there may be a corresponding imbalance in homeostasis.  Demonstrate how the body reacts to  Describe how diseases or injury may description in stability. disrupt the functioning of body systems.  Describe how the human body responds to a disease state.

 Research how specific diseases affect the  How do diseases disrupt homeostasis? Disease functions of body systems. Pathogen Virus Bacteria Fungus Parasite Antibiotic Toxin

 Explain how body systems function to  Identify the major organ systems and 1.2e The organs and the systems of the support the organism at the cellular level. their parts in the human body. body help to provide all the cells with their basic needs. The cells of the  Show how various systems address body are different kinds and are cells with specific needs. grouped in ways that enhance how  Describe how tissues function in organ they function together. systems.

 Identify and describe the cellular needs of various organ systems.

 Trace the passage of materials through  How do systems function to support Cells various organ systems. each other at the microscopic and Tissue macroscopic levels.  Study how organ system work together to Organ support homeostasis. Organ systems  Study the tissue specialization in various Homeostasis organ systems.

TOPIC III CELLULAR ORGANIZATION

 Explain how cells have specialized  Identify and define the major 1.2f Cells have particular structures that organelles that coordinate and support life organelles of the cell. perform specific jobs. These eukaryotic. structures perform the actual work of  Describe the function of the major cell the cell. Just as systems are organelles. coordinated and work together, cell  Distinguish between plant and animal parts must also be coordinated and cell structures. work together.  Identify different types of cells and their various functions.

 Study charts of the living cell.  How does the cell operate like a Organelles system?  Compare plant and animal cells. Eukaryotic cell  Observe cells under the microscope.  Construct charts that show cell structures and functions.

 Describe the ways materials move in and  Identify and describe the processes that 1.2g Each cell is covered by a membrane out of the cell. move materials in and out of cells. that performs a number of important functions for the cell. These include:  Compare and contrast diffusion and separation from its outside active transport. environment, controlling which  Distinguish between hypotonic, molecules enter and leave the cell, hypertonic and isotonic / solutions. and recognition of chemical signals. The processes of diffusion and active  Compare endocytosis and exocytosis. transport are important in the movement of materials in and out of cells.

Vocabulary/Visuals Suggested Activities Conceptual Questions Bulk transport  Observe videos on diffusion active  How do materials get in and out of Endocytosis transport and bulk transport cell? Exocytosis  Conduct investigation on diffusion and Vessels osmosis. Diffusion  Conduct investigation on plasmolysis and Facilitated diffusion tugor. Active transport Hypertonic Hypotonic Isotonic Gradient

 Describe the major macromolecules and  Identify and define the major 1.2h Many organic and inorganic nutrients and how they support the macromolecules and nutrients. substances dissolved in cells allow activities and structure of cells. necessary chemical reactions to take  Distinguish the major functions of place in order to maintain life. Large each macromolecule and nutrient. organic food molecules such as  Describe the anabolic and catabolic proteins and starches must initially be processes with the major broken down (digested to amino acids macromolecules. and simple sugars 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  What are the essential nutrients for the Monomer Hydrolysis content of various foods (food test). cell? Protein Lipids  Observe the organic/molecular structure of Amino acid Fatty acids major nutrients. Carbohydrate Steroids  Construct a chart to compare the polymer, Monosaccharide Cholesterol monomer, and major uses of the essential Nucleus acid Denaturation macromolecule. Nucleotide Anabolic Dehydration synthesis Catabolic

 Identify the major organelles in a typical  Identify and describe the functions of 1.2i Inside the cell a variety of specialized plant and animal cell and describe their the major organelles in plant and structures, formed from many functions. animal cells. different molecules, carry out the transport of materials (cytoplasm),  Explain how specialization in extraction of energy from nutrients eukaryotic cells enhances efficiency. (mitochondria), 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 Nucleus Cell wall functions?  Study charts of cell organelles and their Cytoplasm major structure and functions. Golgi bodies Vacuoles Endoplasmic reticulum Lysosomes Cytoskeleton Chloroplast Ribosomes

 Describe the process of communication  Describe the role of hormones and 1.2j Receptor molecules play an important between cells. other chemical messengers in the cell. role in the interactions between cells. Two primary agents of cellular  Describe the roles of receptor proteins communication are hormones and in cell membranes. chemicals produced by nerve cells. If  Describe the structure and roles of nerve or hormone signals are blocked, communication channels with cellular communication is disrupted adjoining cells. and the organism’s stability is affected.

Vocabulary/Visuals Suggested Activities Conceptual Questions Endocrine system  Conduct activities involving the nervous  How do cells communicate efficiently? Receptor sites system. Receptor proteins  Observe videos on the endocrine and Target cells nervous systems. Gap junctions Plasmodesmata Desmosomes Tight functions Neuro-muscular junction Hormones

067fda62f371cb5521495df773e4abc8.doc Page 38 Science Curriculum 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  Describe the basic structure of 1.3a The structures present in some single- activities as one-celled organisms. prokaryotes. celled organisms act in a manner similar to the tissues and systems  Compare and contrast prokaryotes with found in multicellular organisms, thus eukaryotes in structure and function. enabling them to perform all of the life processes needed to maintain homeostasis.

 Observe prokaryotes under the microscope  How do one-celled organisms carry Prokaryotes and videos. out specific life functions? Binary fission  Study the simplicity of prokaryotic life Eukaryotes forms and activities. Homeostasis Multicellular organisms

TOPIC IV GENETICS AND MECHANISM OF INHERITANCE

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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  Explain how gene expressions can be  Identify environmental interactions expression can be modified by modified by interactions with the or interactions that can influence interactions with the environment. gene expression. environment.  Describe the process by which environmental interactions influence gene expression.  Give examples of gene expressions that result from environmental interactions.

Genes  Study the effects of the environment of gene  How can environmental Mutation expression. interactions influence gene Mutagen  Research some examples of environmental expressions? Mutagenic influences on gene expressions. Teratogenic

2.1b Every organism requires a set of  Explain how parental traits are passed on to  Explain the meaning of dominance. coded instructions for their offspring.  Describe the difference between a specifying its traits. For monohybrid and dihybrid cross. offsprings to resemble their  Describe an example of transmission parents, there must be a reliable of traits from one generation to other way to transfer information using a Punnett square. from one generation to the next.  Describe the laws of dominance, Heredity is the passage of these segregation and independent instructions from one generation assortment. to another.  Predict the transmission of dominant and recessive traits.

Traits  Research and find a list of ten dominant  Why do some offspring resemble Dominant trait traits in humans. their parents more than others? Recessive trait  Use chart to obtain information about each Hybrid student’s parents and siblings so students Homozygous can understand why they look like they do. Heterozygous  Practice using the punnett square to Genotype determine offspring probability. Phenotype Monohybrid Cross Dihybrid Cross Independent assortment Segregation

Standard 4: The Living Environment

2.1c Heredity information is  Explain how the process of incomplete  Distinguish the difference between a contained in genes, located in dominance, codominance, and intermediate trait with multiple alleles and a the chromosomes of each cell. inheritance determine the transmission of the polygenic trait. An inherited trait of an genes from one generation to the next.  Describe the mechanism of incomplete individual can be determined by  Describe how genetic recombination is used dominance and its significance. one or by many genes, and a to produce genetic maps.  Compare and contrast the concepts of single gene can influence more incomplete dominance and than one trait. A human cell codominance. contains many thousands of  Explain how intermediate inheritance different genes in its nucleus. 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  How are genes expressed as traits? Polygenic the resulting offsprings in pea plants. Autosomes  Research information on the internet that Gene discusses incomplete dominance. Genetic naps Chromo sonic Incomplete dominance Codominance Genetic recombination Trait Inherited trait

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 2.1d In asexually reproducing  Describe the process and results of asexual mitosis. organisms, all the genes come reproduction.  Describe how mitosis ensures from a single parent. Asexually genetically identical daughter cells. produced offspring are normally  Describe the process of budding, genetically identical to the fragmentation and vegetative parent. reproduction.  Describe the advantages and disadvantages of asexual reproduction.

Asexual reproduction  Investigate the problems with mitotic  How does asexual reproduction Prophase division in cancer cells. contribute to the survival of the Metaphase  Construct a graphic organizer of asexual species? Anaphase reproduction. Telophase  Observe videos on asexual reproduction in Genetically identical various organisms.  Conduct microscopic analysis of mitosis.

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

2.1e In sexually reproducing  Explain why the offspring produces by sexual  Explain the process and result of meiosis organisms, the new individual reproduction are genetically similar, but not in producing variations in organisms. receives half of the genetic identical to their parents.  Compare and contrast between a haploid information from its mother (via  Explain why sexual reproduction does not and diploid cell. the egg) and half from its father produce identical offspring.  Identify and sequence the stages of (via the sperm). Sexually meiosis. produced offsprings often  Explain the relationship between meiosis resemble, but are not identical to, and variation. either of the parents.

Crossing over  Construct an outline that identifies the main  Why do sex cells need to have reduced Haploid events during each phase of meiosis. chromosome numbers? Diploid  Compare and contrast the stages of mitosis and  How does sexual recombination lead to Homologous chromosomes meiosis. variation? Sex-linked traits Autosomes Independent assortment Tetrad Synopsis

Major Undestanding Performance Objectives Suggested Assessment

2.1f In all organisms, the coded  Explain how the structure and replication of  Demonstrate complementarity in DNA. instruction for specifying the DNA determines genetic continuity.  Describe the chemical structure of DNA. characteristics of the organism  Explain how genetic information is stored to  Explain how semi-conservative replication are carried in DNA, a large the DNA molecule. maintains continuity. molecule formed from subunits  Describe the relationship between DNA and arranged in a sequence with genes. bases of four kinds (represented by A, G, 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.

Nucleotide  Create DNA molecules using different  How is the expression of the in the offsprings Replication combinations of letters to say something determined by the DNA? Template specific, i.e., have a code for combinations of DNA letters. RNA  Conduct biodiversity lab. Nitrogenous bases Complementarity

2.1g Cells store and use coded  Describe the chemical structure of RNA information. The genetic  Describe the process of how proteins are made and its role in the protein synthesis. information stored in DNA is from genes.  Compare and contrast the structure of used to direct the synthesis of the DNA and RNA and their roles in protein thousands of proteins that each synthesis. cell requires.  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.

Polypeptide  Draw a flow chart to illustrate the steps of  How does DNA direct the formation of Transcription protein synthesis. proteins? Codon  Transcribe a strand of bases and work together Translation to translate them into something (i.e., use a Ribosome recipe in code and translate to make the food). Transfer RNA  Transcribe a gene into a protein. Anti-codons Ribosomal RNA Messenger RNA

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.

2.1h Genes are segments of DNA  Describe how the change in linear sequence of  Give one example of mutated gene molecules. Any alteration of the nitrogenous bases can result in gene mutation. sequence in the DNA. DNA sequence is a mutation.  Explain the process of gene expression Usually, an altered gene will be  Describe why mutations cause changes in passed onto every cell that the protein produced by gene.  Identify mutation in DNA sequences. develops from it.

Point mutation  Describe some of the mutations that occur in a  How do mutations lead to genetic diversity? Chromosomal mutation cancer.  How does a mutation cause a change in the Mutagen  Draw a diagram of DNA molecule before UV type of protein produced by the gene? Codon damage, after UV damage, and failure to Anti codon replicate the damaged area. Make sure to Mutation highlight the affected area.  Have students translate codons into a protein, then change one of the codons and determine the difference.

Major Understanding Performance Objectives Suggested Activities

 Explain the significance of the sequence of  Explain why the shape of the protein is 2.1i The work of the cell is carried out by the many different types of amino acids to the structure and function of the important. molecules it assembles, mostly protein.  Analyze the significance of the shape of proteins. Protein molecules are  Describe protein formation and denaturation. protein molecule. long, usually folded chains made  Identify the various functions of proteins.  Explain the role of the peptide bond the from 20 different kinds of amino structure of the protein. acids in a specific sequence. This  List the various functions of protein sequence influences the shape of molecules in the cell. the protein. The shape of the  Describe how a polypeptide is formed. protein, in turn, determines its function.

Peptide bond  Do a lab on the structure of protein by using the  Why do proteins need to have specific Carboxyl group color-coded structure. shapes? Amino group Polypeptide Polymer Denaturation

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2.1j Offsprings resemble their parents  Describe the significance of genetic code in  Describe how the sequence of the amino because they inherit similar genes protein synthesis. acids is critical to the function of a that code for the production of  Explain how the similar structure of protein will protein. proteins that form similar result in offspring that resemble their parents.  Interpret the similarities and differences structures and perform similar  Demonstrate how the genetic code produces of genetic codes and their resultant functions. proteins. proteins.  Analyze the similarities of genes and proteins that result in similar traits in parents and offspring.

Genetic code  Make a colored diagram of the chemical  How differences in the genetic code Protein synthesis structure of the protein. alter how different organisms look and Offspring  Trace an offspring’s trait back to an inherited act? Inherited traits gene from a parent.  What is the relationship between the genetic code and protein structure?

2.1 k The many body cells in an  Explain how different areas in DNA code for  Describe the role of regulatory protein individual can be very different different things in an organism. in genetic diversity. from one another, even though  Explain how cell differentiation in genetic  Distinguish between introns and they are all descended from a instructions results in different structure and exons. single cell and thus have functions.  Explain, using an example, why essentially identical genetic different cells with the same genes can instructions. This is because be so different? different parts of these  Demonstrate gene expression. instructions are used in different types of 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  Why are there so many different cells Promoter gene main functions. in one organism? Operator  Sequence the production of variation in cells Regulator from a common point. Introns Exons

TOPIC V GENETIC ENGINEERING

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.

2.2 a For thousands of years new  Describe the processes of selective breeding  Compare and contrast inbreeding varieties of cultivated plants and inbreeding. and outbreeding. and domestic animals have  Explain, using an example how resulted from selective selective breeding is used to obtain breeding for particular traits. 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  How does selective breeding for Selective breeding animal was bred to produce desirable particular traits results in alteration Inbreeding qualities. of genetic makeup? Outbreeding  List and identify through research desired Polyploidy traits selected through selective breeding. Artificial selection

2.2 b In recent years new varieties of  Explain how genetic engineering leads to  Define genetic engineering. farm plants and animals have genetic diversity  Give some examples of ways that been engineered by  Describe the relationship of recombinant genetic engineers have changed living manipulating their genetic DNA and genetic engineering. things. instructions to produce new  Explain how new characteristics can be  Identify some examples of genetically characteristics. achieved through genetic engineering. engineered traits.

Recombinant DNA  List the pros and cons of the difference  How does manipulation of genetic Genetic engineering between products produced by traditional instructions lead to genetic diversity? Plasmids breeding and by genetic engineering.  What is genetic engineering? Restriction enzymes  Mock debate – pro’s and con’s of Animation of restriction bioengineered food. Enzyme cutting bacteria DNA and  Name one specific plant and one specific new DNA by inserted animal improvement that are the result of genetic engineering. Include the time of the new improvement.

2.2 c Different enzymes can be used  Explain the process of gene transfer and  Describe the nature of restriction to cut, copy, and move cloning. enzymes in genetic engineering. segments of DNA.  Explain the process of recombinant DNA.  Explain why scientists use the same Characteristics produced by restriction enzyme to cut the DNA the segments of DNA may be segment. expressed when these  Differentiate between a vector and a segments are inserted into plasmid. new organisms, such as  Outline the process of gene transfer. bacteria.

Restriction enzyme  Lab on “Cloning with DNA”  How can a gene be transferred from Plasmid  Make a flow chart describing the insulin one organism to another? Vector production in bacteria.  How does genetic engineering lead to Gel electrophoresis  Make a paper model of gene transfer using genetic diversity? Cloning plasmids and genes. Recombinant DNA Gene transfer

2.2 d Inserting, deleting, or  Explain how alteration of genes leads to  Describe the role of ligase and the substituting DNA segments genetic variations. restriction enzyme in the process of can alter genes. An altered gene expression. gene may be passed on to  Define and distinguish between every cell that develops from substitution, deletion, and addition it. mutations in DNA.  Explain why gene mutations cause serious problems.  Describe how a gene mutation can be passed on to every cell.

Substitution  Write a report on a disease caused by a gene  How does the alteration of genes lead Deletion mutation. to variation? Insertion  Write out a DNA code and have students Mutation translate it to a sentence on a recipe – Addition change one or 2 bases and see what changes Inversion it causes to the gene. Genetic variations

2.2e Knowledge of genetics is  Explain the advantages and disadvantages  Name one-way genetic engineering making possible new fields of of genetic engineering in the field of can improve medicine. health care; for example, agriculture, medicine, and Industry.  Define eugenics finding genes, which may have  Describe the significance of recombinant  Discuss a possible risk that might be mutations that can cause DNA technology to treat some human of concern when using gene therapy to disease, will aid in the disorders. treat a growth disease. development of preventive  Describe one method that can be used measures to fight disease. to correct an abnormal gene. Substances, such as hormones  Discuss the advantages and and enzymes, from genetically disadvantages, harm and benefits of engineered organisms may using generically engineered processes reduce the cost and side effects and products. of replacing missing body chemicals.

Vocabulary/Visuals Suggested Activities Conceptual Questions Eugenics Genetic engineering  Write a benefit and a concern in connection  How does technology of genetic Recombinant DNA with a altering of human genes. Make sure engineering allows humans to alter to include an example of human disorder. genetic make up of organisms?  Research the advantages of genetic  How has genetic engineering impacted engineering in medicine. humans?

TOPIC VI VARIATION ADAPTATION EVOLUTION

Key Idea 3: Individual organisms and species change over time. Performance Indicator 3.1: Explain the mechanisms and patterns of evolution

3.1a The basic theory of biological  Describe biological evolution through the  Define evolution evolution states that Earth’s process of spontaneous generation and  Explain what is meant by common ancestor present-day species developed biogenesis.  Explain the difference between spontaneous from earlier, distinctly  Provide evidence to support the basic theory generation and biogenesis. different species. of evolution.  Describe patterns of evolution.  Identify mechanisms that lead to evolution.

Spontaneous Generation  Make colored diagrams that illustrate an  How does the concept of common ancestry Biogenesis evolutionary tree for an organism. support the basic idea of evolution? Evolution  Research the proposed evolution of an Species organism (not human). Common ancestry

3.1b New inheritable  Describe how genetic recombination and  Explain the significance of meiosis in sexual characteristics can result from mutations result in genetic variations. reproduction. new combinations of existing  Describe how mutations and sexual genes or from mutations of 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.

Mutations  Draw a diagram exhibiting the formation of  How are new inheritable characteristics Independent Assortment chiasma during meiosis. necessary for evolution? Gametes  Lab on Meiosis.  How is biodiversity necessary for evolution? Fertilization  Trace the inheritance of an inheritable Crossing over characteristic through generations. Sexual-Recombination

3.1c Mutations and the sorting and  Explain how mutations and meiosis results in  Identify the steps and sequence of meiosis recombining of genes during genetic variations  Describe the process and outcome of sexual meiosis and fertilization result  Describe the relationship of genetic recombination in a great variety of possible phenotypic diversity and sexual  Explain a diagram showing two chromosomes gene combinations. recombination. 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  How do populations achieve genetic diversity? Recombination Independent Assortment. Meiosis  Study and discuss charts on meiosis and Fertilization fertilization. Gametes

3.1d Mutations occur as random  Describe how various mutagens result in  Discuss two factors that determine if a chance events. Gene mutations mutations. mutation will be inherited by offspring. can also be caused by such  List and describe the role of mutagens in agents as radiations and mutations. chemicals. When they occur in  Distinguish between mutation in sex cells and sex cells, the mutations can be body cells. passed on to the offspring; if they occur in other cells, they can be passed on to other body cells only.

Mutagens  Have students write about the choices people  How do mutations affect body cells and sex Mutations make, can affect whether or not they increase cells? 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.

3.1e Natural selection and its  Explain how natural selection provides a  Define a fossil. evolutionary consequences scientific basis for evolution  Describe how the dating of fossils explains the provide a scientific process of evolution. explanation for the fossil  Describe how biological similarities between record of ancient life forms, as organisms support the theory of evolution. well as for the molecular and  Define the process of natural selection. structural similarities observed  Demonstrate the relationship between natural among the diverse species of selection and evolution. living organisms.

Fossil  Trace the common ancestry of various  What evidence provides support for Half-life organisms. evolutionary theory? Analogous organ  Lab on homologous, analogous, and vestigial Homologous organ organs. Natural selection  Conduct a debate/forum on unity and diversity.

3.1f Species evolve over time. Evolution is  Describe the factors and their  Describe with examples how the principle of the consequence of the interactions of mechanisms that lead species to use and disuse results in evolution. (1) the potential for a species to evolve over time.  Define favorable variations. increase its number, (2) the genetic  Explain all three steps of Lamarck’s variability of offspring due to Hypothesis. mutations and recombination of genes,  Using an illustration, explain how the (3) a finite supply of the resources environment would affect the evolutionary required for life, (4) the ensuing process. selection by the environment of those  Describe how genetic variability lead to offspring better able to survive and evolution. leave offspring.

Variations  Write a report on the major types of  What factors lead to evolution? Interactions environmental change the earth has  How do species evolve over time? Mutations experienced over the last billion years that has influenced the evolution of species on earth.  Read and observe various theories of evolution for various species.

3.1g Some characteristics give  Describe how Darwin’s theory of  Explain the meaning of natural selection. individuals an advantage over Natural Selection results in evolution.  Describe variations within a specie evolution. others in surviving and  Explain why the number of individuals with reproducing, and the advantaged advantageous characteristics increases and offspring, in turn, are more likely results in evolution. than others to survive and  Explain how favorable variations improve the reproduce. The proportion of organism’s ability to survive and reproduce. individuals that have  Define speciation. advantageous characteristics will  Describe how variation leads to evolution. increase.

Speciation  Make a flow chart describing all the  How does the process of natural selection lead Natural selection necessary steps of Darwin’s theory of to evolution? Advantageous trait Natural Selection. Adaptation Selective pressure

3.1h The variation of organisms  Explain the advantage(s) of variations within  Describe how environmental pressures results within a species increases the species. in disruptive, directional, and stabilizing likelihood that at least some selection. members of the species will  Describe the basic mechanisms of natural survive under changed selection and adaptation. environment condition.  Explain the concept of variations and give examples of structural, chromosomal, and behavioral variations.  Demonstrate how an adaptive trait may lead to survival.

Variation  Argue why would natural selection be  How does the variation within a specie lead to Adaptation impossible without specie variations in a evolution? Adaptive trait population. Behavioral adaptation  Read about Darwin’s adventures on H.M.S. Morphological adaptation Beagle. Physiological adaptation  Beaks of Finches Lab.  Conduct activities showing the advantages of adaptive traits.

3.1i Behaviors have evolved  Describe specific behavioral adaptations of  Explain how adaptive radiation results in through natural selection. The organisms that enable them to survive and speciation. broad patterns of behavior reproduce.  Compare and contrast convergent and divergent exhibited by organisms are  Explain how adaptive behaviors and evolution. those that have resulted in populations isolation can result in divergent  Compare and contrast behavioral adaptation greater reproductive success. and convergent evolution. with structural and physiological adaptation.

Species  Conduct activities and research behavioral  How do adaptive behaviors support survival? Divergent evolution adaptation. Convergent evolution Adaptive radiation Behavioral adaptation Morphological adaptation Physiological adaptation

3.1j Billions of years ago, life on  Explain the evolution of multicellular life  Name the four steps involved in the origin of Earth is thought by many relating to the geological ages of the Earth the first cells. scientists to have begun as through chemical evolution hypothesis.  Analyze why scientists think that the first cells simple, single-celled were heterotrophic anaerobes? organisms. About a billion  Summarize the scientist’s hypothesis about the years ago, increasingly development of photosynthesis. complex multicellular  Sequence a timeline of the Earth’s evolutionary organisms began to evolve. process.

Prokaryotes  Make a timeline to review the major  What explanation is given for the evolution of Eukaryotes evolutionary changes that occurred in simple, single-celled organisms to complex Photosynthesis organisms. multicellular organisms? Stromatolites  How did multicellular organisms evolve? Give Autotrophic an explanation. Heterotrophic

Major Understanding Performance Objectives Suggested Activities

3.1k Evolution does not necessitate  Explain the process of punctuated  Describe how the mechanisms of genetic long-term progress in some set equilibrium and gradualism. equilibrium and genetic drift result in evolution. direction. Evolutionary changes  List the conditions necessary for a population to appear to be like the growth of a maintain genetic equilibrium. bush: some branches survive from  Define gene pool. the beginning with little or no  Explain the effect of environmental factors on change, many die out altogether, the survival of organisms. and others branch repeatedly,  Analyze the multi-facet approaches to the sometimes giving rise to more evolutionary process. complex organisms.

Gene pool  Make a drawing of punctuated  How do punctuated equilibrium and gradualism Genetic equilibrium equilibrium and gradualism and explain lead to evolution? Genetic drift its pattern. Punctuated equilibrium  Construct an evolutionary tree. Gradualism

3.1l Extinctions of a species occur when  Explain the effect of environmental  Define what is meant by “mass extinction.” the environment changes and the factors on mass extinctions.  Explain how limited diversity within a adaptive characteristics of a species population can also decrease its adaptive are insufficient to allow its survival. ability. Fossils indicate that many organisms  Describe how evolution may lead to extinction. that lived long ago are extinct. Extinction of species is common; most of the species that have lived on Earth no longer exist.

Extinction  Write a report on one of the five major  How do biological extinctions support the Diversity mass extinctions. process of evolution? Mass extinction  Debate if mass extinction of most ocean  How does evolution lead to extinction? plant life occurred today, then how much this leads to an even greater mass extinction.  Discuss the fossil and geologic evidence for such extinction.

TOPIC VII REPRODUCTION AND DEVELOPMENT

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.

4.1a Reproduction and  Explain the significance of reproduction.  Explain why the reproduction rate must not be development are necessary for significantly lower than the death rate. the continuation of any  Compare and contrast growth and development species. in various organisms.  Compare and contrast the life cycles of various organisms.

Reproduction  Graph birth/death rate of humans over given  Why do species reproduce? Life functions period of time.  How can growth stages be identified? Life cycles  Study life cycles of various organisms. Growth and development

 Compare and contrast the various forms of  Compare and contrast the process of asexual and 4.1b Some organisms reproduce asexually with all the genetic reproduction in living organisms. sexual reproduction. information coming from one  Describe the process of binary fission, Budding, parent. Other organisms sporulation, regeneration, and vegetative reproduce sexually with half the propagation. genetic information typically  Explain the process of sexual recombination. contributed by each parent.  Identify and describe types asexual reproduction Cloning is the production of used by plants. identical genetic copies.  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  How is cloning different from asexual Mutation “Dolly”that was cloned in 1997. reproduction? Sexual Recombination  Outline the various forms of reproduction.  In what ways do living organisms reproduce? Cloning  Observe yeast and hydra budding. Asexual reproduction Sexual reproduction Sporulation Regeneration Budding Binary fission Vegetative propagation

4.1c The process of meiosis and  Describe the significance of meiosis in sexual  Describe the sequence and results of meiosis in fertilization are key to sexual reproduction. egg and sperm production. reproduction in a wide variety  Explain the need for reduction division during of organisms. The process of gamete formation. meiosis results in the  Describe the process and results of fertilization. production of eggs and sperm  Explain the process of oogenesis and which each contain half of the spermatogenesis. genetic information. During  Describe how fertilization restores the species fertilization, gametes unite to chromosome number during fertilization. form a zygote, which contains genetic information for the offspring.

Fertilization  Make a flip book of steps of meiosis.  What occurs during meiosis and fertilization, and Zygote  Lab on meiosis. why are these processes important in sexual Oogenesis  Outline the events and outcome in the sequence reproduction? Spermatogenesis of meiosis. Gametes  Observe visuals on the process of meiosis.

4.1d The zygote may divide by  Describe the process of differentiation and  Make a flow chart of all the steps of mitosis. mitosis and differentiate to cleavage.  Explain what happens during cleavage. form the specialized cells,  Explain how cell division differentiation and  Describe the function of each of the three cell tissues, and organs of morphogenesis lead to specialization. layers. multicellular organisms.  Explain the transformation of a blastula into gastrula.  Explain the formation of cells, tissues and organs from the differentiation of the three embryonic layers.

Differentiation  Investigate and discuss.  How does specialization of cells occur in Cleavage  Write a report that describes the difference in embryonic development? Morula the gastrulation process in an organism other Blastula than humans. Mesoderm  Observe videos in embryonic development. Endoderm Ectoderm

4.1e Human reproduction and  Describe the factors that influence and  Describe the female reproductive cycle. development are influenced regulate human reproduction and  Explain the significance of estrogen and by factors such as gene development. progesterone with the development of a follicle. expression, hormones, and the  Describe how the production of FSH and LH environment. The regulate the secretion of testosterone in males and reproductive cycle in both females. males and females is  Describe how the production of gamete formation regulated by hormones such can be influenced by the environmental factors. as testosterone, estrogen, and  Explain how hormones regulate human progesterone. development.

Estrogen  Lab on menstrual cycle.  How are human reproduction, development and Progesterone  Write a report that describes how the birth reproductive cycles influenced by gene Gamete control pill regulates the menstrual cycle. expression, hormones and the environment? Testosterone  Construct a flow chart on the hormonal Menstrual cycle influence of gamete production. Follicular stimulating hormone  Trace the sequence of events in gamete Luteinizing hormone production in males and females.

4.1f The structures and functions  Describe the structure and functions of the  Compare and contrast between external and of the human female female reproductive system and how it internal fertilization. reproductive system, as in facilitates internal fertilization.  Name the functions of the female reproductive almost all other mammals, are  Explain the events of the female reproductive system. designed to produce gametes cycle.  Explain why fertilization must occur inside the in ovaries, allow for internal body of the human female. fertilization, support the  Explain the formation of blastocyst from a zygote. internal development of the  Identify the unique features of each stage of fetal embryo and fetus in the development. uterus, and provide essential materials through the placenta, and nutrition through milk for the newborn.

Ovary  Make a flow chart of the development of the  How is the structure and function of the human Ovum fertilized egg from zygote through a fully female reproductive system designed to produce Uterus developed child. gametes, support fertilization and development of Follicle the embryo? Ovulation  What are the major functions of the human female Ovarian Cycle reproductive system? Menstrual Cycle Implantation Placenta

4.1g The structure and functions  Explain how the structures and functions of  Describe the structure of male reproductive of the human male the human male reproductive system system in humans. reproductive system, as in contribute to the fertilization process.  Describe the process of spermatogenesis. other mammals, are designed  Describe the relationship of testosterone and the to produce gamete in testes sperm formation. and make possible the  Trace the sperm from production to fertilization. delivery of these gametes for fertilization.

Testosterone  Study charts on the male and female  How is the structure and function of the male Sperm reproduction systems. reproductive system designed to produce Testis  Compare and contrast spermatogenesis with gametes? Scrotum oogenesis. Spermatogenesis  Construct a flow chart in spermatogenesis to Fertilization fertilization. Hormones

4.1h In humans, the embryonic  Sequence the embryonic development of the  Explain the process of formation of blastocyst development of essential fertilized egg and the factors that influence the form a fertilized egg. organs occurs in early stages process.  Describe how the change in the number of of pregnancy. The embryo chromosomes can result in genetic disorders. may encounter risks form  Explain the effect of environmental or toxic faults in its genes and from its factors on the pregnant mother and the fetus. mother’s exposure to  Explain what does the term “fetal alcohol environmental factors such as syndrome” mean? inadequate diet, use of alcohol/drugs/tobacco, other toxins, or infections throughout her pregnancy

Blastocyst  Research and write a report on fetal alcohol  What internal and external factors can effect fetal Embryo syndrome, downs syndrome, some other development? Embryonic development nutritional problem that can affect the development of the embryo or fetus.  Observe charts, videos on birth defects and their causes.  Outline charts of birth defects and associated causes.

TOPIC VIII ENGERGY PATHWAYS

067fda62f371cb5521495df773e4abc8.doc Page 80 Science Curriculum 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.

5.1a The energy for all life comes primarily  Explain the flow of energy from the Sun to  Identify the steps in the process of energy from the Sun. Photosynthesis provides a autotrophic and heterotrophic organisms. transfer from the Sun to consumers. vital connection between the Sun and  Explain the process of photosynthesis and  Describe the relationship of photosynthesis the energy need of living systems. how this process provides energy needed for to living systems. living systems.  Describe what would happen to living systems if energy could not be transferred through photosynthesis.  Compare the needs of autotrophs and heterotrophs.

Photosynthesis  Draw a diagram of the flow of energy  How are living systems related to each Autotrophs through living systems. other in their need for energy? Heterotrophs  Perform an experiment with pea plants Consumers exposing one group to light and isolating Producers another group in darkness.  Discuss the energy consumption at level of the energy pyramid.

5.1b Plant cells and some one-celled  Describe how organisms with chloroplast  Describe the process of photosynthesis. organisms contain chloroplasts, the site carry out photosynthesis.  Identify the function of chloroplasts in of photosynthesis. The process of plants and one-celled organisms. photosynthesis uses solar energy to  Identify and explain the photosynthesis combine the inorganic molecules carbon equation. dioxide and water into energy-rich organic compounds (e.g., glucose) and release oxygen into the environment.

Photosynthesis  Using chemical indicators, test various  What is photosynthesis? Organic molecules plants for the presence of glucose. Autotrophs  View prepared slides of plant cells and Heterotrophs algae to identify chloroplasts. Inorganic molecules  Set up investigations to observe Chlorophyll photosynthesis. Chloroplast

5.1c In all organisms, organic compounds can  Describe how synthesized molecules act as  Describe the relationship between chemical be used to assemble other molecules both energy storage and molecules for life bonds and energy. such as proteins, DNA, starch, and fats. processes.  Explain how proteins, DNA, starch, and The chemical energy stored in bonds can fats are made. be used as a source of energy for life  Identify chemical processes as either processes. dehydration synthesis or 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.

Macromolecules  Discuss the various types of food consumed  How do cells obtain and store energy in Polymers for energy (plant and animal sources). macromolecules? Monomers  Categorize functions of the body Dehydration synthesis (condensation (homeostatic, hormone production, etc.) as Hydrolysis (digestion) digestion or synthesis. Synthesized molecules  Observe models of the organic compounds Stored chemical energy used to assemble protein, DNA, starch, and fats.  Conduct synthesis and digestion activities with macromolecules.

5.1d In all organisms, the energy stored in  Explain how ATP is produced from cellular  Recognize that cellular respiration occurs organic molecules may be released respiration. in both plant and animal cells. during cellular respiration. This energy  Compare the process of cellular respiration is temporarily stored in ATP molecules. to photosynthesis. In many organisms, the process of  Identify the steps of cellular respiration. cellular respiration is concluded in  Show the relationship between mitochondria, in which ATP is produced photosynthesis and cellular respiration. more efficiently, oxygen is used, and  List similar molecules and organelles in the carbon dioxide and water are released as processes of photosynthesis and cellular wastes. respiration.  Explain how ATP is produced from cellular respiration.

Cellular respiration  Construct a flowchart of the steps of cellular  How is stored energy in organic molecules Mitochrondria respiration. converted to a useable form of energy? Glucose  How are energy rich molecules produced Electron transport system in the cell? Krebs cycle Glycolysis Pyruvate Phosphorylation Electron acceptor

5.1e The energy from ATP is used by the  Explain how energy stored in ATP  Describe how cellular functions use ATP. organism to obtain, transform, and molecules are used for cellular/organisms/  Identify functions of organisms that require transport materials, and to eliminate activities. ATP. wastes.  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.

Phosphorylation  Trace the events that would occur from  Why is ATP called the energy molecule? Phosphorylated intermediate cellular respiration to the actual use of ATP ATP for energy. Aerobic respiration  Study the various forms of ATP production Anaerobic respiration (aerobic vs. anaerobic respiration).  Sequence the process of cellular respiration.

 Discuss why humans breathe in O 2 and

release CO 2 .

5.1f Biochemical processes, both breakdown  Describe the role and effects of enzymes in  Identify the role enzymes play in and synthesis, are made possible by a biological processes. biochemical processes. large set of biological catalysts called  Identify factors that can affect the rate of enzymes. Enzymes can affect the rates enzyme reaction. of chemical change. The rate at which  Compare the processes of digestion and enzymes work can be influenced by synthesis/reactions. internal environmental factors such as  Describe how enzymes work to alter pH and temperature. reaction rates.

Vocabulary/Visuals Suggested Activities Conceptual Questions Catalysts Enzymes  Perform labs exploring the actions of  What are the roles of enzymes in the Hydrolysis enzymes such as catalase and salivary biological processes? Dehydration synthesis amylase. Anabolism  Predict what happens to enzymes in the Catabolism body, specifically in situations such as Metabolism fever, hypothermia, and hypoxia. Activation energy Biological Catalyst Substrate

5.1g Enzymes and other molecules, such as  Explain how the shapes of macromolecules  Show the relationship of molecule shape to hormones, receptor molecules, and determine and influence their function and the function of that molecule. antibodies, have specific shapes that interaction with other molecules.  Identify features that make hormones, influence both how they function and receptor molecules, and antibodies how they interact with other specialized for their functions. molecules.  Describe how hormones, receptor molecules, and antibodies interact with other molecules in relation to their shape.

Hormones  Draw, or use cut–outs to demonstrate  What structural factors promote/discourage Antibodies hormone, receptor molecule, and antibody dysfunction or interaction? Receptor molecules function. Functional groups  Study the specificity of various Active site macromolecules. Allosteric effectors Allosteric inhibition Competitive inhibition

TOPIC IX DISEASES AND HOMEOSTASIS

Key Idea 5: Organisms maintain a dynamic equilibrium that sustains life. Performance Indicator 5.2: Explain disease as a failure of homeostasis.

5.2a Homeostasis in an organism is  Explain how the homeostatic mechanisms in  Identify ways that homeostasis can be constantly threatened. Failure to organisms function to maintain equilibrium. threatened. respond effectively can result in disease  List homeostatic responses to threats from or death. the environment  Demonstrate how negative and positive feedback systems maintain stability.

Homeostasis  Create a list of threats to homeostasis that  What are some factors that can affect Dynamic equilibrium are encountered daily, and describe ways homeostasis in an organism? Internal stability that overcome these threats.  How does the homeostatic mechanism Positive feedback  Outline various homeostatic mechanisms in maintain equilibrium? Negative feedback humans and how they respond to Disease disequilibrium.

5.2b Viruses, bacteria, fungi, and other  Describe the effects of viruses, bacteria,  Identify ways that viruses, bacteria, fungi, parasites may infect plants and animal fungi, and other parasites interfering with and other parasites interfere with normal and interfere with normal life functions. normal life functions. life functions.  Explain the possible results of viruses, bacteria, fungi, and other parasites disrupting homeostasis.  Describe the sequence of a pathogenic infection.

 Identify viruses, bacteria, fungi, and other  How do pathogens affect homeostatic Virus parasites that students may come into mechanisms? Bacteria contact with every day. Fungi  Identify ways that students can prevent Pathogen infection by viruses, bacteria, fungi, and other parasites.  Write a report about the effects of HIV virus.  Study the structures and reproductive cycles of viruses, bacteria, and fungi.

5.2c The immune system protects against  Describe the role of the immune system in  Describe the function of antigens. antigens associated with pathogenic homeostasis.  Identify the major characteristics of organisms or foreign substances and antigens. some cancer cells.  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.

Antigen  Create paper models of antigens associated  How does the immune system identify Pathogen with normal body cells and antigens foreign invaders? Pathogenic organism associated with pathogenic organisms or  How does the immune system protect the Immune response foreign substances and compare them. organism. Acquired immunity  Construct a flowchart of how the immune system protects the organism.

5.2d Some white blood cells engulf invaders.  Describe the ways that white blood cells  Explain the events involved with white Others produce antibodies that attack fight off foreign invaders. blood cells fighting invaders. them or mark them for killing. Some  Describe the immune response of WBCs. specialized white blood cells will remain, able to fight off subsequent invaders of the same kind.

Vocabulary/Visuals Suggested Activities Conceptual Questions lymphocytes  Observe visuals, charts and illustrations of  How do white blood cells provide leucocytes WBC functions. protection against pathogens? White blood cells  Construct a flowchart of WBC responses. Phagocitosis Lysosomes T-cells B-cells Antibodies Memory cells

5.2e Vaccinations use weakened microbes (or  Describe how vaccines prepare the body for  Show the similarity between a vaccination parts of them) to stimulate the immune subsequent invasions of the same microbes. and an actual pathogenic invasion. system to react. This reaction prepares  List and define the various forms of the body to fight subsequent invasions immunity. by the same microbes.

Vaccinations  Identify common vaccines that all children  What is the purpose of vaccinations? Artificial immunity must get before entering school, and discuss Natural immunity why. Microbes  Discuss why weakened microbes (or parts Memory cells of them) are used in vaccinations.  Outline the defense mechanisms that are developed through vaccinations.

5.2f Some viral diseases, such as AIDS,  Explain how the body defense systems are  Identify ways that some viral diseases can damage the immune system, leaving the weakened by the HIV virus. damage the immune system. body unable to deal with multiple  Trace the events that occur when certain infectious agents and cancerous cells. viral diseases cause damage 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.

AIDS  Research effects of diseases such as AIDS  What is the effect of certain viral diseases, HIV on the immune system. such as AIDS on the immune system? T-cells  Research and discuss ways to avoid infection by viral diseases.

5.2g Some allergic reactions are caused by  Identify reasons why the body’s immune  Trace the events that could lead to an the body’s immune responses to usually system may respond to usually harmless allergic reaction to environmental harmless environmental substances. environmental conditions. conditions. Sometimes the immune system may  Explain why the immune system may attack  Identify the conditions under which a attack some of the body's own cells or body cells or transplanted organs. body’s immune system may attack body transplanted organs. cells or transplanted organs.  Identify conditions under which a body would not reject a transplanted organ.

Allergic reactions  Compile a list of allergies that students  How does an allergic reaction occur? Allergens have, and the resulting allergic reactions. Autoimmune responses  Research and discuss organ transplants and the treatments for organ rejection.

5.2h Inheritance, toxic substances, poor  Identify causes of disease other than  Compare and contrast diseases that stem nutrition, organ malfunction, and some pathogenic. from inheritance, toxic substances, poor personal behavior may also cause  Recognize that some causes of disease are nutrition, organ malfunction, and some disease. Some effects show up right preventable. personal behavior. away; others may not show up for years.  Compare effects that show up right away  Distinguish between diseases that are versus effects that may not show up for preventable, and those that may not be years. preventable.  List effects of environmental influences that are direct or have effects that show up right away.

Acute diseases  Identify factors in the environment in  How are acute disease conditions different Chronic diseases general that could cause disease. from chronic disease conditions?  Discuss personal behavior or choices that may cause disease.  Study research on cases of toxic substances, etc., which have affected a community.

5.2i Gene mutations in a cell can result in  Identify factors that can contribute to the  Compare normal cell growth to cancerous uncontrolled cell division called cancer. chances of an organism developing cancer. growth. Exposure of cells to certain chemicals  Describe the alterations that can occur in  List the differences between normal and and radiation increases mutations and genes that result in cancer cancerous cell growth. thus increases the chance of cancer.  Trace the events from outside environmental factors to uncontrolled cell division.  Show the relationship between gene alterations and cancer.

Cancer  Look at normal cells and cancerous cells  How do cancer cells grow? Carcinogen under a microscope. Teratogen  Identify sources of radiation and chemicals in the environment that students are familiar with as carcinogens.

5.2 j Biological research generates  Identify ways that biological research has  Match ways of diagnosing, preventing, knowledge used to design ways of been used in treatments or cures for treating, controlling, or curing diseases diagnosing, preventing, treating, diseases. with the biological research that made controlling, or curing diseases of plants them possible, or brought them about. and animals.  Compare and contrast various forms of disease treatment from past to present.

Diagnostic techniques  Brainstorm ideas for applications of current  How does biological research contribute to Preventative measures research in treatment or curing of diseases. the treatment of diseases?  Create a timeline of discoveries in biological research.  Trace the evolution of the treatment of specific diseases.

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.

5.3a Dynamic equilibrium results from  Describe how dynamic equilibrium is  Explain the conditions under which detection of and response to stimuli. maintained in general, and using a specific dynamic equilibrium could be interrupted Organisms detect and respond to change example. and then regained using specific examples. in a variety of ways both at the cellular  Identify reactions at the cellular and level and at the organism level. organism levels to specific stimuli.

Receptor sites  Perform experiments recording changes in  How do organisms maintain dynamic Stimulus response the body’s equilibrium (heart rate, equilibrium? Irritability respiration), and return to equilibrium. Dynamic equilibrium  Use planaria to demonstrate response to stimuli.  Conduct the pupil dilation test with light.

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.

5.3b Feedback mechanisms have evolved that  Explain the role of feedback mechanisms in  Identify feedback mechanisms that exist in maintain homeostasis. Examples the maintenance of homeostasis. humans. include the changes in heart rate or  Identify feedback mechanisms that exist in respiratory rate in response to increased plants. activity in muscle cells, the maintenance  Show the relationship between parts of a of blood sugar levels by insulin from the feedback mechanism, or demonstrate how pancreas, and the changes in openings in the parts interact, in plants and in humans. the leaves of plants by guard cells to  Give reasons why feedback mechanisms regulate water loss and gas exchange. are related to maintaining homeostasis.  Identify and describe positive feedback and negative feedback.  Compare and contrast the process of positive and negative feedback.

Feedback loop  Look at plant stoma under microscope.  How do feedback mechanisms help in Positive feedback  Trace what occurs in the human body when maintaining homeostasis? Negative feedback sugar enters the bloodstream. Sensor  Perform experiments recording changes in Integrator the body’s equilibrium (heart rate, Effectors respiration), and return to equilibrium. Feedback mechanisms

TOPIC X INTERDEPENDENCE

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.

6.1a Energy flows through ecosystems in one  Explain how energy moves through an  Label a diagram of a food web, showing direction, typically from the Sun, ecosystem. the movement of energy. through photosynthetic organisms  Compare the energy needs of producers including green plants and algae, to and consumers. herbivores to carnivores and  Describe the differences in the energy decomposers. obtaining methods of herbivores, carnivores, and decomposers.  Compare and contrast autotrophs and heterotrophs.  Identify and describe the role of herbivores, carnivores, omnivores and decomposers.

Ecosystem  Create a food chain from descriptions of  How does energy move through an Producer meals. ecosystem? Consumer  Mathematically calculate the amount of Decomposer energy passed from producer to primary Herbivore consumer, to secondary consumer, to Carnivore tertiary consumer. Omnivore Trophism Trophic level Energy pyramid

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6.1b The atoms and molecules on the Earth  Describe how matter cycles and energy  Trace the path of CO2 and H2O through the cycle among the living and nonliving flows in ecosystems, food chains, and biotic and abiotic portions of the components of the biosphere. For energy pyramids. environment. example, carbon dioxide and water  Describe the relationships between the molecules used in photosynthesis to biotic and abiotic factors in a stable form energy-rich organic compounds are environment. returned to the environment when cells  Correctly trace the movement of carbon eventually release the energy in these through an energy pyramid. compounds. Continual input of energy  Compare and contrast how photosynthesis from sunlight keeps the process going. and respiration move CO2 and H2O through This concept may be illustrated with an the environment. energy pyramid.  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  How do the living and nonliving parts of Biotic the movement of energy through the biotic an environment interact? Respiration factors of the environment.

Carbon Dioxide  Trace the movement of CO2 and H2O Energy Pyramid through a diagram of the local environment Photosynthesis and atmosphere. Respiration  Build an energy pyramid that incorporates the source of energy and the producers and consumers for an ecosystem.  Use molecular models to show the change from CO2 and H2O to glucose and O2, forming energy for producers.

6.1c The chemical elements, such as carbon,  Describe the passage of materials through  List the main elements that all living hydrogen, nitrogen, and oxygen, that food webs. organisms are made up of. make up the molecules of living things  Show how much energy is lost at each pass through food webs and are level of the food web as organisms eat combined and recombined in different other organisms. ways. At each link in a food web, some  Trace the key elements found in living energy is stored in newly made organisms through an energy pyramid. structures but much is dissipated into the  Analyze the consumption of materials and environment as heat. energy in food webs.

Chemical elements  Construct a bar graph showing the amount  How are energy and materials distributed Molecules of each of the 6 main elements in an in food webs? Food web organism. Food chain  Construct a bar graph, showing the number of plants that an herbivore 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. 

6.1d The number of organisms any habitat  Describe why a limited amount of energy,  Discuss, in essay form, why the population can support (carrying capacity) is water, oxygen, and minerals in a habitat can of a particular ecosystem cannot grow limited by the available energy, water, support only a limited number of organisms. uncontrolled, with an emphasis on the oxygen, and minerals, and by the ability  Describe the factors determining the factors that might limit the size of the of ecosystems to recycle the residue of carrying capacity of an ecosystem. population. dead organisms through the activities of  Define the roles of decomposers, bacteria bacteria and fungi. and fungi in carrying capacity.  Identify limiting factors in ecosystems.

Bacteria  Discuss the problems with slash and burn  What factors limit the size of a population? Fungi methods in the Amazon, with regards to the Carrying capacity amounts of nutrients and energy that is held Habitat in the plants in this ecosystem. Have Decomposers students research the problems with this Saprophytes method energy return for this ecosystem.  Identify factors that contribute to the carrying capacity of organisms in an ecosystem.

6.1e In any particular environment, the  Explain why all living things require certain  Describe what happens to an organism growth and survival of organisms conditions in order to grow. that is denied adequate materials as it depend on the physical conditions grows. including light intensity, temperature  Match diagrams of organisms that were range, mineral availability, soil/rock deprived certain necessary conditions type, and relative acidity (pH). and those were not.  Identify and describe the abiotic factors that affect survival.  Identify optimal growth conditions for various organisms.

Mineral  Show pictures of organisms that were denied  How do abiotic factors promote the Nutrients access to light, essential minerals, or the survival of organisms? Relative acidity temperature, soil/rock type, or relative acidity pH range (pH) of the environments was changed. Have Abiotic factors students note the differences between these Optimum conditions plants and ones that had sufficient quantities of the necessary elements.  Discuss/research the problems with organisms when there is not enough food, water, or other nutrients.

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.

6.1f Living organisms have the capacity to  Show the relationships between  Identify the effects of a changing amount produce populations of unlimited size, environmental resources and the growth of of resources on a specific population in an but environments and resources are populations in these environments. environment. finite. This has profound effects on the  Describe how environments have carrying  Explain how interactions among organisms interactions among organisms. capacity. in an environment are based upon the available resources.  Describe how carrying capacity affects the population growth.

Vocabulary/Visuals Suggested Activities Conceptual Questions Food chain Food web  Perform a lab activity that will allow the  Can every environment support the same Competition visualization of predator-prey relationships number of individuals? Niche and interactions in controlling populations.  What effect does competition have on Predator  Discuss with class the effects of animal population in a niche? Prey uncontrolled growth in an area that can only Predator-prey relationships support a limited number of individuals, and Finite how predator-prey relationships help to Agar plates maintain a stable ecosystem. Bacterial colonies  Plate bacteria on agar plates and check the progress of these bacteria 3 times a week to see if the bacteria reach a plateau, in regards to their numbers.

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.

6.1g Relationships between organisms may  Describe relationships between different  Identify producer/consumer, predator/prey, be negative, neutral, or positive. Some organisms as positive, neutral, or negative. or parasite/host relationships. organisms may interact with one another  Label relationships as potentially positive, in several ways. They may be in a neutral, or negative to one or both of the producer/consumer, predator/prey, or organisms involved. parasite/host relationship; or one  Give examples of a various relationships organism may cause disease in, between organisms. scavenge, or decompose another.

Producer  Have students read descriptions of each type  In what ways do organisms interact with Consumer of relationship and try to name similar each other? Predator organisms and relationships to the Prey examples. Parasite  Read up on several different bacteria, which Host have positive, neutral, or negative Scavenger relationships based on where they are. Decomposer  Discuss parasite/host interactions & decide Symbiosis why these are different from Commensalism producer/consumer & predator/prey Mutualism relationships. Parasitism

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.

6.2a As a result of evolutionary processes,  Explain why high amounts of biodiversity  Compare a population with high amounts there is a diversity of organisms and roles are important in an ecosystem. of diversity with one that has low amounts. in ecosystems. This diversity of species  Give reasons why high amounts of increases the chance that at least some will biodiversity are important. survive in the face of large environmental  Define biodiversity. changes. Biodiversity increases the  List the similarities and differences stability of the ecosystem. between populations with high amounts of diversity with one that has low amounts of diversity.

Vocabulary/Visuals Suggested Activities Conceptual Questions Diversity Biodiversity  Discuss environmental changes on  Why is biodiversity important to an Extinction organisms with high amounts of diversity ecosystem? Species with ones that have a low amount of Populations diversity.  NYS required Lab on Biodiversity.  Show in someway that there is an understanding that evolution has caused organisms to be extremely different and adapted to specific environments.

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.

6.2b Biodiversity also ensures the availability  Explain how a rich variety of genetic  List ways in which a variety of genetic of a rich variety of genetic material that materials may lead to future agricultural or material might be beneficial to our may lead to future agricultural or medical discoveries. populations and species. medical discoveries with significant  Describe what happens to an ecosystem, as  Describe what happens as an ecosystem value to humankind. As diversity is lost, potential sources of a variety of genetic loses potential sources of genetic material. potential sources of these materials may material are lost. be lost with it.

Diversity  Watch a video on the Amazon rainforest  Why is it important for acommunity to Biodiversity and discuss the high amounts of biodiversity have a high amount of biodiversity? Species per square foot of this area. Have student to Populations research cures for diseases that have come Habitat about from this large amount of biodiversity.  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.

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.

6.3a The interrelationships and  Explain how the interrelationships and  Describe the interrelationships and interdependencies of organisms affect interdependencies of organisms affect the interdependencies of organisms to each the development of stable ecosystems. development of stable ecosystems. 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.

Interrelationships  Complete a “bottle ecology” experiment  What factors contribute to ecosystem Interdependencies where all necessary portions must be present stability? Biotic for the ecosystem to remain stable and Abiotic thriving.  Diagram the parts of an ecosystem and have students list reasons why 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.

6.3b Through ecological succession, all  Describe and sequence the causes,  Identify the components of an ecosystem ecosystems progress through a sequence processes, and the results of ecological that characterizes one in which succession of changes during which one ecological succession. is still occurring or might be beginning. community modifies the environment,  List the processes that are occurring in an making it more suitable for another ecosystem that is undergoing succession. community. These long-term gradual  Explain how the results of succession are changes result in the community such that there is equilibrium among the reaching a point of stability that can last organisms present. for hundreds or thousands of years.  Define a climax community.  Define succession.

Succession  Sequence the succession showing a lake  Why does ecological succession occur? Ecological succession over time, showing probable causes, the Climax processes and changes that are occurring to Community the biotic and abiotic factors, and the end Equilibrium result of succession in the lake ecosystem. Competition  Study illustrations and descriptions of Abiotic factors ecosystems determine from the available Biotic factors data (i.e. food webs, diversity, stability of populations) whether or not this is a climax community.

6.3c A stable ecosystem can be altered, either  Identify factors that can alter a stable  Describe how organisms can alter an rapidly or slowly, through the activities ecosystem. ecosystem. of organisms (including humans), or  Describe how various ecosystems recover after  List climactic changes or a natural through climatic changes or natural natural or human-made disasters. disaster that might cause a stable disasters. The altered ecosystem can ecosystem to change to one that is usually recover through gradual changes unstable. 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.

Secondary succession  Provide students with a list of natural disasters  How do unstable conditions in an Long-term stability and climactic changes and ask them to list ecosystem cause a change towards a Climatic change ways that these might cause a change in the new climax community? Natural disaster equilibrium of the ecosystem.  How can ecosystems lose their stability?  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  State the difference between a renewable increasing human consumption of resources depletion of natural resources and the and a nonrenewable resource. places stress on the natural processes that disruption of renewing resources.  List human activities that interfere with renew some resources and deplete those the renewing of natural resources. resources that 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  How are natural resources depleted? Renewable resources can be recycled; those that can not be Non renewable resources recycled and those items that can be Soil erosion composted. Deforestation  Research the consumption of natural Recycling resources around the world.

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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 7.1b Natural ecosystems provide an array of  Explain how natural ecosystem support natural ecosystems. basic processes that affect humans. Those human existence.  Describe how human changes may be processes include but are not limited to:  Describe human activities that are detrimental to the basic processes that maintenance of the quality of the detrimental to the natural ecological support humans. atmosphere, generation of soils, control of processes.  List three basic processes or cycles that the water cycle, removal of wastes, energy are included in natural ecosystems. flow, and recycling of nutrients. Humans are  Draw a diagram of the nitrogen cycle and changing many of these basic processes and include how animals get nitrogen. the changes may be detrimental.  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  How do humans interact with the Water cycle two cycles (i.e., carbon-oxygen cycle). ecosystem? Ground water  Demonstrate a water cycle. Include Transpiration evaporation and condensation. Evaluation  Research how to make a terrarium. Condensation  Conduct an experiment on the effects of Precipitation acid rain. Nitrogen cycle Nitrogen fixing bacteria Denitrifying bacteria Air pollution Smog Aerosols Greenhouse effect Ozone layer 067fda62f371cb5521495df773e4abc8.doc Page 116 Science Curriculum 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.

7.1c Human beings are part of the Earth’s  Describe how human activities alter the  Describe the major types of pollution. ecosystems. Human activities can, equilibrium of the ecosystem.  Explain the impact of human population deliberately or inadvertently, alter the growth on ecosystem. equilibrium in ecosystems. Humans  Explain how habitat destruction by human modify ecosystems as a result of affects organisms. population growth, consumption, and  Discuss two global changes affecting the technology. Human destruction of biosphere today. habitats through 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  Why is biodiversity worth preserving? Ozone layer challenges to the environment.  In what ways to do human activities affect Aerosols  Pick the top four challenges and discuss them. the ecosystem? Global warming  Create a model of Earth to show the  Carrying capacity greenhouse effect. Limiting factor  Conduct the New York State lab on the Urbanization importance of biodiversity. Greenhouse effect  Biological magnification Pesticides Biodiversity

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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  Explain how human land use may affect  Define biological magnification. ecosystems result in a loss of diversity of certain species and other abiotic factors in the  Describe how human activities can alter the the living and nonliving environment. environment. equilibrium and diversity in an ecosystem. For example, the influence of humans on  List four activities of humans that have a other organisms occurs through land use negative effect on the environment. of pollution. Land use decreases the  Explain how human activities affect the space and resources available to other diversity of populations in ecosystem. species, and pollution changes the  chemical composition of air, soil, and water.

Ecosystem  Research how DDT altered and ecosystem.  What human activities limit biodiversity in Population  Have students discuss how setting up a park an ecosystem? Habitat in a community might protect the habitat of  How can human activities affect the Harvesting local animals. biodiversity of an ecosystem? Pollution  Research the effect of mercury pollution on  Global warming the environment and organisms. Ozone layer  Discuss the advantages and disadvantages of Urbanization focusing. Pesticides  DDT CFC’s Aerosols

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  Describe how removing or adding specific  Explain why biodiversity is important in an adding or removing specific organisms, organisms can alter an ecosystem. ecosystem. serious consequences may result. For  Define edge effect. example, planting large expanses of one  Describe the cause and effect relationship crop reduces the biodiversity of the area. of adding or removing specific organisms on ecosystem.

 Vocabulary Visuals Suggested Activities Conceptual Questions

Habitat  Design an experiment to show how planting  How do changes in population or Edge effects can control erosion. communities affect ecosystem? Exotic species  Have students find out how natural areas in  Competition their communities are maintained. Conservation biology  Read about Central Park in New York City Pheromones and define its edge effects.  Study the effects on food webs by removing specific organisms.

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.

7.2c Industrialization brings an increased  Explain the impact of technological  List the positive and negative effects of demand for and use of energy and other development and growth in the human industrialization on ecosystem. resources including fossil and nuclear population on the living and nonliving  Compare the advantages and disadvantages fuels. This usage can have positive and environment. of industrialization on ecosystem and negative effects on humans and  Explain how industrialization increases the humans. ecosystems. demand for energy use.

Fossil fuels  Students can research the availability of fossil  How does our need for energy affect our Fuel cells fuels and find an alternative fuel. ecosystems? Alternative fuels  Investigate alternative ways of obtaining Gasohol energy. Carrying capacity  Create an alternative fuel, include process for Ozone shield development, maintenance, and future Greenhouse effect processing of the fuel. Industrialization  Have students find out how much Deforestation deforestation has occurred in their lifetime. 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.

7.3a Societies must decide on proposals,  Explain how individual choices and societal  Identify challenges and choices that which involve the introduction of new actions can contribute to improving the society faces with technology and the technologies. Individuals need to make environment. environment. decisions, which will assess risks,  Compare the advantages and costs, benefits, and trade-offs. disadvantages of technological advancement.

Risk assessments  Obtain an environmental impact statement,  What are the costs and benefits Environmental problems have students discuss and explore the associated with land development? Ethics environmental impacts. Cost/benefit studies  Review case studies and have students make Environmental planning an support their decisions. Revitalization Reclamation

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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.

7.3b The decisions of one generation  Describe how the actions of one generation  Identify and describe action taken by both provide and limit the range of may have impacted the environment of the one generation that affects another possibilities open to the next next generation. (past-present and present-future). generation.

Consumption  Roundtable discussions on what future  Where do we need to start to change Environmental impact statement generations can expect with the present the environment in which we live? Trade-off consumption of resources.  How does one generation action affect Ozone shield  Research followed up with presentations on a another? Ozone depletion comparison of our present energy usage, food Biosphere consumption and population size vs. 10 years Biodiversity ago. Biodiversity Treaty  Read the story of the Love Canal in Niagara Clean Water Act Falls, New York. 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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