AGS Globe Biology: Cycles of Life

Transcription

1 Correlated to STANDARDS BIOLOGY I Copyright 2008 Pearson Education, Inc. or its affiliate(s). All rights reserved

2 Course Description Biology I is a laboratory course that investigates the relationship between structure and function from molecules to organisms and systems, the interdependence and interactions of biotic and abiotic components of the environment, and mechanisms that maintain continuity and lead to changes over time. Students explore biological concepts through an inquiry approach. Biology I students investigate: Inquiry Technology and Engineering Cells Interdependence Flow of Matter and Energy Heredity Biodiversity and Change Embedded Inquiry Conceptual Strand - Understandings about scientific inquiry and the ability to conduct inquiry are essential for living in the 21st century. Guiding Question - What tools, skills, knowledge, and dispositions are needed to conduct scientific inquiry? CLE 3210.Inq.1 Recognize that science is a progressive endeavor that reevaluates and extends what is already accepted. CLE 3210.Inq.2 Design and conduct scientific investigations to explore new phenomena, verify previous results, test how well a theory predicts, and compare opposing theories. CLE 3210.Inq.3 Use appropriate tools and technology to collect precise and accurate data. SE/TE: 17-21, 22, 23-24, 25, 26, 27, 28, 29, 52, 89, , 118, 127, 148, 162, 167, 186, 205, 239, 268, 271, , , 296, 299, , 310, 334, 337, 365, , 393, 395, , 407, 409, 418, 419, , , 441, 451, 466, 499, , 517, 518, 529, 542, 563, 576, 598 SE/TE: 23-24, 57-58, 76, 86-87, 110, , , , 179, , 207, , 229, , , , , 358, , 403, , 439, , , 512, , 547, , , 600, 611- SE/TE: 33, 36-37, 57-58, 75-76, 86-87, 107, , , , , 172, , , , , , , 509, , , 611-2

3 CLE 3210.Inq.4 Apply qualitative and quantitative measures to analyze data and draw conclusions that are free of bias. CLE 3210.Inq.5 Compare experimental evidence and conclusions with those drawn by others about the same testable question. CLE 3210.Inq.6 Communicate and defend scientific findings. Checks for Understanding (Formative/Summative Assessment) 3210.Inq.1 Trace the historical development of a scientific principle or theory, such as cell theory, evolution, or DNA structure Inq.2 Conduct scientific investigations that include testable questions, verifiable hypotheses, and appropriate variables to explore new phenomena or verify the experimental results of others Inq.3 Select appropriate tools and technology to collect precise and accurate quantitative and qualitative data. SE/TE: 5, 15-16, 23-24, 33, 36-37, 57-58, 74, 75-76, 86-87, 107, , , 135, , , 172, , , 198, , , 226, , , 250, , , 283, , , 308, , , 346, , , 393, , , 433, , , 460, , , 509, , , 544, , , 570, , , 597, , 611- SE/TE: 23-24, , , , , , , , , , 611- SE/TE: 5, 16, 24, 33, 37, 58, 74, 76, 87, 107, 110, 122, 135, 158, 162, 172, 179, 188, 198, 207, 213, 226, 229, 237, 250, 255, 270, 283, 291, 298, 308, 315, 331, 346, 358, 380, 393, 403, 415, 433, 439, 446, 460, 463, 509, 512, 528, 544, 547, 554, 570, 572, 579, 597, 600, SE/TE: , , , , , 417, 418, 419 SE/TE: 23-24, 57-58, 75-76, 86-87, , , , 611- SE/TE: 33, 36-37, 57-58, 75-76, 86-87, 107, , , , , 172, , , , , , , 509, , , 611-3

4 3210.Inq.4 Determine if data supports or contradicts a hypothesis or conclusion Inq.5 Compare or combine experimental evidence from two or more investigations Inq.6 Recognize, analyze, and evaluate alternative explanations for the same set of observations Inq.7 Analyze experimental results and identify possible sources of experimental error Inq.8 Formulate and revise scientific explanations and models using logic and evidence. SPI 3210 Inq.1 Select a description or scenario that reevaluates and/or extends a scientific finding. SPI 3210 Inq.2 Analyze the components of a properly designed scientific investigation. SPI 3210 Inq.3 Determine appropriate tools to gather precise and accurate data. SPI 3210 Inq.4 Evaluate the accuracy and precision of data. SE/TE: 5, 16, 24, 33, 37, 58, 74, 76, 87, 107, 110, 122, 135, 158, 162, 172, 179, 188, 198, 207, 213, 226, 229, 237, 250, 255, 270, 283, 291, 298, 308, 315, 331, 346, 358, 380, 393, 403, 415, 433, 439, 446, 460, 463, 509, 512, 528, 544, 547, 554, 570, 572, 579, 597, 600, SE/TE: 24, 58, 76, 110, 158, 179, 207, 229, 358, 380, 403, 439, 496, 512, 528, 547, 600, SE/TE: 24, 58, 76, 237, 270, 380, 403, 439, 528, 547, 554, 600 SE/TE: 22-23, 36-37, 57-58, 86-87, , , , , , , , 611- SE/TE: 24, 58, 76, 110, 158, 179, 207, 229, 291, 315, 358, 380, 403, 415, 439, 463, 496, 512, 528, 547, 600, SE/TE: 23-24, 57-58, 76, 86-87, 110, , 158, , 179, , 207, , 229, , , , , 358, , 403, , 439, , , 512, , 547, , , 600, 611- SE/TE: 17-21, 22, 23-24, 25, 26, 27, 28, 29, 57-58, 86-87, , , , , , , , , , , , , , , , 611- SE/TE: 33, 36-37, 57-58, 75-76, 86-87, 107, , , , , 172, , , , , , , 509, , , 611- SE/TE: 33, 36-37, 57-58, 75-76, 86-87, , 172, , , , , , 509, , 611-4

5 SPI 3210 Inq.5 Defend a conclusion based on scientific evidence. SPI 3210 Inq.6 Determine why a conclusion is free of bias. SPI 3210 Inq.7 Compare conclusions that offer different, but acceptable explanations for the same set of experimental data. Embedded Technology and Engineering SE/TE: 5, 16, 24, 33, 37, 58, 74, 76, 87, 107, 110, 122, 135, 158, 162, 172, 179, 188, 198, 207, 213, 226, 229, 237, 250, 255, 270, 283, 291, 298, 308, 315, 331, 346, 358, 380, 393, 403, 415, 433, 439, 446, 460, 463, 509, 512, 528, 544, 547, 554, 570, 572, 579, 597, 600, SE/TE: 20, 21, 24, 37, 58, 76, 87, 110, 122, 158, 162, 179, 188, 207, 213, 229, 237, 255, 270, 291, 298, 315, 331, 358, 380, 403, 415, 439, 446, 463, 496, 512, 528, 547, 554, 572, 579, 600, SE/TE: 24, 58, 76, 237, 270, 380, 403, 439, 528, 547, 554, 600 Conceptual Strand - Society benefits when engineers apply scientific discoveries to design materials and processes that develop into enabling technologies. Guiding Question - How do science concepts, engineering skills, and applications of technology improve the quality of life? CLE 3210.T/E.1 Explore the impact of technology on social, political, and economic systems. CLE 3210.T/E.2 Differentiate among elements of the engineering design cycle: design constraints, model building, testing, evaluating, modifying, and retesting. CLE 3210.T/E.3 Explain the relationship between the properties of a material and the use of the material in the application of a technology. CLE 3210.T/E.4 Describe the dynamic interplay among science, technology, and engineering within living, earth-space, and physical systems. SE/TE: 7, 11, 35, 40, 41, 84, 115, 125, 127, 143, 151, 163, 182, 189, 208, 215, 231, 253, 287, 288, 299, , 328, 336, 337, 370, 404, 437, 487, 522, 538, 581, 591, 594, 595, 596, , , 605, 607, 608, 609, 610, 614, 615, 616, 617 SE/TE: SE/TE: 41, 115, 125, 628, 631, 632, 633 SE/TE: 602, 606, , 610, 614, 615, 616, 617 5

6 Checks for Understanding (Formative/Summative Assessment) 3210.T/E.1 Select appropriate tools to conduct a scientific inquiry T/E.2 Apply the engineering design process to construct a prototype that meets developmentally appropriate specifications T/E.3 Explore how the unintended consequences of new technologies can impact human and non-human communities T/E.4 Present research on current bioengineering technologies that advance health and contribute to improvements in our daily lives T/E.5 Design a series of multi-view drawings that can be used by other students to construct an adaptive design and test its effectiveness. SPI 3210.T/E.1 Distinguish among tools and procedures best suited to conduct a specified scientific inquiry. SPI 3210.T/E.2 Evaluate a protocol to determine the degree to which an engineering design process was successfully applied. SE/TE: 33, 36-37, 57-58, 75-76, 86-87, 107, , , , , 172, , , , , , , 509, , , 611- See concepts and skills related to this standard. SE/TE: , 611- SE/TE: 591, , 596, 598, 614, 615, 616, 628, 631, 632 SE/TE: 7, 115, 125, 143, 151, 208, 253, 287, 288, 299, , 328, 336, 337, 370, 404, 412, 522, 525, 538, 608 See concepts related to this standard. SE/TE: SE/TE: 23-24, 57-58, 76, 86-87, 110, , , , 179, , 207, , 229, , , , , 358, , 403, , 439, , , 512, , 547, , , 600, 611- See concepts and skills related to this standard. SE/TE: 163, 189, 299, 337, SPI 3210.T/E.3 Evaluate the overall benefit to cost ratio of a new technology. See concepts and skills related to this standard. SE/TE: 163, 189, 299, 337, SPI 3210.T/E.4 Use design principles to determine if a new technology will improve the quality of life for an intended audience. See concepts and skills related to this standard. SE/TE: 163, 189, 299, 337,

7 Embedded Mathematics Conceptual Strand - Science applies mathematics to investigate questions, solve problems, and communicate findings. Guiding Question - What mathematical skills and understandings are needed to successfully investigate biological topics? CLE 3210.Math.1 Understand the mathematical principles associated with the science of biology. CLE 3210.Math.2 Utilize appropriate mathematical equations and processes to understand biological concepts. Checks for Understanding (Formative/Summative Assessment) 3210.Math.1 Choose and construct appropriate graphical representations for a data set Math.2 Analyze graphs to interpret biological events Math.3 Make decisions about units, scales, and measurement tools that are appropriate for investigations involving measurement Math.4 Select and apply an appropriate method to evaluate the reasonableness of results Math.5 Apply and interpret rates of change from graphical and numerical data Math.6 Apply probabilistic reasoning to solve genetic problems. SE/TE: 43, 46, 51, 196, 224, 281, 282, 283, , , 295, , , 407 SE/TE: 43, 46, 51, 196, 224, 281, 282, 283, , , 295, , , 407 SE/TE: 358, 403, 600 SE/TE: 61, 232, 285, 358, 403, 600, 633 SE/TE: 33, 36-37, 57-58, 75-76, 86-87, , 172, , , , , , 509, , 611- SE/TE: 407, , 544, SE/TE: , , , , SE/TE: , 283, , 292, SPI 3210.Math.1 Interpret a graph that depicts a biological phenomenon. SE/TE: 61, 232, 285, 358, 403, 600, 633 SPI 3210.Math.2 Predict the outcome of a cross between parents of known genotype. SE/TE: 281, 282, , 292, 295 7

8 Standard 1 Cells Conceptual Strand 1 - All living things are made of cells that perform functions necessary for life. Guiding Question 1 - How are cells organized to carry on the processes of life? CLE Compare the structure and function of cellular organelles in both prokaryotic and eukaryotic cells. CLE Distinguish among the structure and function of the four major organic macromolecules found in living things. CLE Describe how enzymes regulate chemical reactions in the body. CLE Describe the processes of cell growth and reproduction. CLE Compare different models to explain the movement of materials into and out of cells. Checks for Understanding (Formative/Summative Assessment) Investigate cells using a compound microscope Construct a model of a prokaryotic or eukaryotic cell Design a graphic organizer that compares proteins, carbohydrates, lipids, and nucleic acids Conduct tests to detect the presence of proteins, carbohydrates, and lipids Design a model that illustrates enzyme function Demonstrate the movement of chromosomes during mitosis in plant and animal cells. SE/TE: , 145, , 149, , 153 SE/TE: 72, 77-80, 81, 82-84, 85, 88-92, 93, 94-95, 96, 98, 99, 100, 101 SE/TE: 89, 92, 98, 106, , , 183, , 186, , 190, 191, 192, 193, 214, 311, 313, 333, 345 SE/TE: , 251, , , 259, 272, 274 SE/TE: , 115, 128, 129, 130, 131, 136, , 141, 165, 166 SE/TE: 107, , , , See concepts related to this standard. SE/TE: , 120, 128, 129, 130, 131 See concepts related to this standard. SE/TE: 72, 77-80, 81, 82-84, 85, 88-92, 93, 94-95, 96, 98, 99, 100, 101 SE/TE: 75-76, 86-87, TRL 13, 14, 15 See concepts related to this standard. SE/TE: 72, 77-80, 81, 82-84, 85, 88-92, 93, 94-95, 96, 98, 99, 100, 101 SE/TE:

9 Design and conduct an experiment to investigate the effect of various solute concentrations on water movement in cells Analyze experimental data to distinguish between active and passive transport. SPI Identify the cellular organelles associated with major cell processes. SPI Distinguish between prokaryotic and eukaryotic cells. SPI Distinguish among proteins, carbohydrates, lipids, and nucleic acids. SPI Identify positive tests for carbohydrates, lipids, and proteins. SPI Identify how enzymes control chemical reactions in the body. SPI Determine the relationship between cell growth and cell reproduction. SPI Predict the movement of water and other molecules across selectively permeable membranes. SPI Compare and contrast active and passive transport. Standard 2 Interdependence SE/TE: SE/TE: , 135, 139 SE/TE: , 145, , 149, , 153 SE/TE: , 120, 128, 129, 130, 131 SE/TE: 72, 77-80, 81, 82-84, 85, 88-92, 93, 94-95, 96, 98, 99, 100, 101 SE/TE: 75-76, 86-87, TRL 13, 14, 15 SE/TE: 89, 92, 98, 106, , , 183, , 186, , 190, 191, 192, 193, 214, 311, 313, 333, 345 SE/TE: , 251, , , 259, 272, 274 SE/TE: , 115, 128, 129, 130, 131, 136, , 141, 165, 166 SE/TE: , 128, 129, 130, 138, 141 Conceptual Strand 2 - All life is interdependent and interacts with the environment. Guiding Question 2 - How do living things interact with one another and with the non-living elements of their environment? CLE Investigate how the dynamic equilibrium of an ecological community is associated with interactions among its organisms. CLE Analyze and interpret population data, graphs, or diagrams. SE/TE: 542, 543, 545, 548, 549, 550, 551, 559, 560, 561, 562, 563 SE/TE: 544, ,

10 CLE Predict how global climate change, human activity, geologic events, and the introduction of non-native species impact an ecosystem. CLE Describe the sequence of events associated with biological succession. Checks for Understanding (Formative/Summative Assessment) Analyze human population distribution graphs to predict the impact on global resources, society, and the economy Construct and maintain a model of an ecosystem Monitor and evaluate changes in a yeast population Investigate an outdoor habitat to identify the abiotic and biotic factors, plant and animal populations, producers, consumers, and decomposers Conduct research on how human influences have changed an ecosystem and communicate findings through written or oral presentations Describe a sequence of events that illustrates biological succession. SPI Predict how population changes of organisms at different trophic levels affect an ecosystem. SPI Interpret the relationship between environmental factors and fluctuations in population size. SPI Determine how the carrying capacity of an ecosystem is affected by interactions among organisms. SPI Predict how various types of human activities affect the environment. SE/TE: 556, 558, 559, 583, 584, 585, , 598, , , 606, 611-, 613, 614, 615, 616, 617, 628 SE/TE: , 558, 560, 561, 562, 563 See concepts related to this standard. SE/TE: , 598, 614 SE/TE: , SE/TE: , SE/TE: SE/TE: 589, 597, , 617 SE/TE: , 558, 560, 561, 562, 563 SE/TE: 13, 559, , 617 SE/TE: , 560, 563 SE/TE: , 545, 592, 614 SE/TE: 559, 583, 584, 585, , 598, , , 606, 611-, 613, 614, 615,

11 SPI Make inferences about how a specific environmental change can affect the amount of biodiversity. SPI Predict how a specific environmental change may lead to the extinction of a particular species. SPI Analyze factors responsible for the changes associated with biological succession. Standard 3 Flow of Matter and Energy SE/TE: 604, 606, 613, 614, 615, 617 SE/TE: 406, 422, 423, 447, 448, 449, 450, 452, 453 SE/TE: , 558, 560, 561, 562, 563 Conceptual Strand 3 - Matter cycles and energy flows through the biosphere. Guiding Question 3 - What are the scientific explanations for how matter cycles and energy flows through the biosphere? CLE Analyze energy flow through an ecosystem. CLE Distinguish between aerobic and anaerobic respiration. CLE Investigate the relationship between the processes of photosynthesis and cellular respiration. CLE Describe the events which occur during the major biogeochemical cycles. Check for Understanding (Formative/Summative Assessment) Track energy flow through an ecosystem Construct a concept map to differentiate between aerobic and anaerobic respiration Conduct experiments to investigate photosynthesis and cellular respiration Investigate the process of fermentation Construct models of the carbon, oxygen, nitrogen, phosphorous, and water cycles. SE/TE: , 570, SE/TE: , 208, 210, 211, , 218, 219, 220, 221 SE/TE: 224, 227, 242, 245 SE/TE: , 577, , 586 SE/TE: , 570, See concepts and skills related to this standard. SE/TE: , 208, 210, 211, , 218, 219, 220, 221 SE/TE: , , , SE/TE: , 211, , 218, 219, 220, 221 See concepts and skills related to this standard. SE/TE: , 577, ,

12 SPI Interpret a diagram that illustrates energy flow in an ecosystem. SPI Distinguish between aerobic and anaerobic respiration. SPI Compare and contrast photosynthesis and cellular respiration in terms of energy transformation. SPI Predict how changes in a biogeochemical cycle can affect an ecosystem. Standard 4 Heredity SE/TE: , 570, SE/TE: , 208, 210, 211, , 218, 219, 220, 221 SE/TE: 224, 227, 242, 245 SE/TE: , 577, , 586 Conceptual Strand 4 - Organisms reproduce and transmit hereditary information. Guiding Question 4 - What are the principal mechanisms by which living things reproduce and transmit hereditary information from parents to offspring? CLE Investigate how genetic information is encoded in nucleic acids. CLE Describe the relationships among genes, chromosomes, proteins, and hereditary traits. CLE Predict the outcome of monohybrid and dihybrid crosses. CLE Compare different modes of inheritance: sex linkage, co-dominance, incomplete dominance, multiple alleles, and polygenic traits. CLE Recognize how meiosis and sexual reproduction contribute to genetic variation in a population. SE/TE: 94-95, 96, 98, 99 SE/TE: 90, 93, 94, 98, 99, 143, , 251, , 259, , 272, 273, 274, 316, 390 SE/TE: 279, 280, , SE/TE: 285, 286, 287, 289, , 296, 300, 301, 302, 303 SE/TE: , 259, 272, 273, 275, 405 CLE Describe the connection between mutations and human genetic disorders. SE/TE: 319, 320, , , 337, 338, 340 CLE Assess the scientific and ethical ramifications of emerging genetic technologies. SE/TE: 7, 127, 253, 288, 296, 299, 318, ,

13 Checks for Understanding (Formative/Summative Assessment) Use models of DNA, RNA, and amino acids to explain replication and protein synthesis Complete and interpret genetic problems that illustrate sex linkage, codominance, incomplete dominance, multiple alleles, and polygenic inheritance Apply data to complete and interpret a genetic pedigree Describe how the process of meiosis controls the number of chromosomes in a gamete Associate gene mutation with changes in a DNA molecule Design an informational brochure to describe a human genetic disorder Conduct research to explore the scientific and ethical issues associated with emerging gene technologies. SPI Identify the structure and function of DNA. SPI Associate the process of DNA replication with its biological significance. SPI Recognize the interactions between DNA and RNA during protein synthesis. SPI Determine the probability of a particular trait in an offspring based on the genotype of the parents and the particular mode of inheritance. SPI Apply pedigree data to interpret various modes of genetic inheritance. SPI Describe how meiosis is involved in the production of egg and sperm cells. SE/TE: 90, , 145, 164, 165, 167, , 313, SE/TE: 285, 286, 287, 289, , 296, 300, 301, 302, 303 SE/TE: SE/TE: , 259, 272, 273, 275 SE/TE: 319, 320, , , 337, 338, 340 See concepts related to this standard. SE/TE: 7, 319, 320, , , 337, 338, 340 SE/TE: 7, 127, 253, 288, 296, 299, 318, , 337 SE/TE: , 309, , 338, 339, 340, 341 SE/TE: , 313, 338, 339, 341 SE/TE: , 145, 164, 165, 167 SE/TE: 281, 282, , 292, 295 SE/TE: SE/TE: , 259, 272,

14 SPI Describe how meiosis and sexual reproduction contribute to genetic variation in a population. SPI Determine the relationship between mutations and human genetic disorders. SPI Evaluate the scientific and ethical issues associated with gene technologies: genetic engineering, cloning, transgenic organism production, stem cell research, and DNA fingerprinting. Standard 5 Biodiversity and Change SE/TE: , 259, 272, 273, 275, 405 SE/TE: 319, 320, , , 337, 338, 340 SE/TE: 7, 127, 253, 288, 296, 299, 318, , 337 Conceptual Strand 5 - A rich variety and complexity of organisms have developed in response to changes in the environment. Guiding Question 5 - How does natural selection explain how organisms have changed over time? CLE Associate structural, functional, and behavioral adaptations with the ability of organisms to survive under various environmental conditions. SE/TE: 10, 14, 26, 27, 28, 390, , 418, 422, , 510, , , 519, , 526, 530, 531, 532, 533, 581, 582 CLE Analyze the relationship between form and function in living things. CLE Explain how genetic variation in a population and changing environmental conditions are associated with adaptation and the emergence of new species. SE/TE: , 467, , 471, , 478, , 481, , 488, , 494, , 497, 498, 500, 501, 502, 503 SE/TE: 389, 390, , 404, 405, 406, 408, 409, 411, 413, , 418, 420, 422, 423, CLE Summarize the supporting evidence for the theory of evolution. SE/TE: , 396, 422, 423, 424 CLE Explain how evolution contributes to the amount of biodiversity. SE/TE: 389, 390, , 409, 411, 413, 416, 418, 422, 423, 424, 425, 451 CLE Explore the evolutionary basis of modern classification systems. SE/TE: , , , 499, 500,

15 Checks for Understanding (Formative/Summative Assessment) Create graphic organizers to demonstrate the relationship between form and function in representative organisms Explain how natural selection operates in the development of a new species Associate fossil data with biological and geological changes in the environment Analyze a variety of models, samples, or diagrams to demonstrate the genetic relatedness of organisms Use a dichotomous key to identify an unknown organism. SPI Compare and contrast the structural, functional, and behavioral adaptations of animals or plants found in different environments. SPI Recognize the relationship between form and function in living things. SPI Recognize the relationships among environmental change, genetic variation, natural selection, and the emergence of a new species. SPI Describe the relationship between the amount of biodiversity and the ability of a population to adapt to a changing environment. SPI Apply evidence from the fossil record, comparative anatomy, amino acid sequences, and DNA structure that support modern classification systems. SPI Infer relatedness among different organisms using modern classification systems. See concepts and skills related to this standard. SE/TE: , , 404, 405, 406, 408, 409, 411, 413, , 418, 420, 422, 423, SE/TE: 389, 390, 391, , 405, 408, , 413, 418, 420, 422, 423, SE/TE: 392, 397, 447, 448, 450 SE/TE: 435, 460, , 487, 493 SE/TE: SE/TE: 10, 14, 26, 27, 28, 390, , 418, 422, , 510, , , 519, , 526, 530, 531, 532, 533, 581, 582 SE/TE: , 467, , 471, , 478, , 481, , 488, , 494, , 497, 498, 500, 501, 502, 503 SE/TE: 389, 390, , 404, 405, 406, 408, 409, 411, 413, , 418, 420, 422, 423, SE/TE: 389, 390, , 404, 405, 406, 408, 409, 411, 413, , 418, 420, 422, 423, SE/TE: , 437, 452, 453, 454, , 499 SE/TE: , , , 467, , 471, , 478, , 481, , 488, , 494, , 497, 498, 500, 501, 502,