Download Goal 1: Learner will develop abilities necessary to do

Goal 1: Learner will develop abilities necessary to do and understand scientific inquiry.
1.01 Identify biological problems and questions that can be answered through scientific investigations.
1.02 Design and conduct scientific investigations to answer biological questions.
 Create testable hypotheses.
 Identify variables.
 Independent variable is the one being manipulated
 Dependent variable is the one that changes as a result
 Use a control or comparison group when appropriate.
 Controls have all conditions the same as the experimental group with the exception of the
independent variable. (This allows us to attribute any change in the dependent variable to
the dependent variable)
 Select and use appropriate measurement tools.
 Collect and record data.
 Organize data into charts and graphs.
 Analyze and interpret data.
 Communicate findings.
 Distinguish and appropriately graph dependent and independent variables.
 Independent variable goes on the X axis; dependent variable goes on the Y-axis
 Be sure to use an appropriate scale
 Discuss the best method of graphing/presenting particular data.
 Continuous data – use line graph with best fit curve
 Discontinuous data – use bar graph
 Report and share investigation results with others.
1.03 Formulate and revise scientific explanations and models of biological phenomena using logic and
evidence to:
 Explain observations.
 Make inferences and predictions.
 Explain the relationship between evidence and explanation.
 Use questions and models to determine the relationships between variables in investigations.
1.04 Apply safety procedures in the laboratory and in field studies:
 Recognize and avoid potential hazards.
 Safely manipulate materials and equipment needed for scientific investigations.
 Predict safety concerns for particular experiments
 Relate biological concepts to safety applications such as:
o Disease transmission
o Nutrition
o Animal care
1.05 Analyze reports of scientific investigations from an informed scientifically literate viewpoint including
considerations of:
 Appropriate sample.
 Adequacy of experimental controls.
 Replication of findings.
 Alternative interpretations of the data.
 Read a variety of reports of scientific research.
Goal 2: Learner will develop an understanding of the physical, chemical and cellular basis of life.
2.01 Compare and contrast the structure and functions of the following organic molecules:
 Carbohydrates.
1. Carbohydrates include sugars and starches
2. They generally contain C, H, and O
3. H and O are in a 2:1 ratio (carbohydrate literally means “water of carbon”
4. The basic building block is a simple sugar (or monosaccharide)
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Their basic function is for energy
Examples are glucose, fructose (monosaccharides); starch (energy storage
polysaccharide in plants), glycogen ( energy storage polysaccharide in animals), and
cellulose (polysaccharide that is the primary component of plant cell walls)
7. TEST for starch – IODINE (turns purple/blue if present)
8. TEST for sugar – BENEDICTS SOLUTION (color change when heated if sugar present)
Proteins.
1. proteins include the elements C, H, O, N (and a small amount of S)
2. proteins are composed of amino acids connected by peptide bonds
3. They differ in the order and number of amino acids
4. The order of the amino acids is determined by genes (coding segments of DNA)
5. There are lots of examples – proteins do MANY things (but generally NOT energy
storage)
1. insulin – a protein hormone that lowers blood sugar (glucose) levels. People
who don’t make the proper insulin have the condition known as diabetes
2. hemoglobin is a protein that carries oxygen on red blood cells. People with
sickle cell anemia (inherited a gene for sickle cell from BOTH parents) don’t
make the proper type of hemoglobin. If a person only has one gene for sickle
cell anemia, they have a lesser chance for getting malaria. Malaria is caused by
a protist, but is transmitted by a mosquito.
3. enzymes are proteins that affect the rate of chemical reactions. They generally
speed them up by lowering activation energy. The shape of the enzyme
depends on the order of the amino acids. If the reactants (substrate) can’t fit
into the enzyme’s ACTIVE SITE then the reaction would not occur.
4. Antibodies are chemicals that help in the immune system. They work by
inactivating the harmful substance or cells by fitting to them, so shape is
important, too. They are made by specialized white blood cells called B-cells
(or plasma cells)
5. membrane-transport proteins help get larger molecules (or ions) across the cell
membrane. They also have to fit with what is transported across the
membrane to work. They play a role in both active transport (uses energy(ATP)
to move materials from lower to higher concentration) and facilitated diffusion
(uses the protein to move materials from higher to lower concentration across
the membrane)
6. Actin and myosin are proteins used in muscle contraction. In order for muscles
to contract, the myosin must slide over the actin, shortening the sarcomere
(arrangement of the actin and myosin in the muscle cell). This also requires the
use of ATP and calcium ions (calcium exposes the myosin binding sites on actin)
6. TEST for protein – BIURET SOLUTION – (color change when present)
Lipids.
1. Lipids are all non-polar substances (do not dissolve in water)
2. There are three types that we study
1. triglycerides (made of glycerol and fatty acids)
1. these are dietary fats and are used for back-up energy storage – they
have >2x the energy of carbohydrates
2. They are also used for insulation and protection
2. phospholipids (made of glycerol, 2 fatty acids, and a phosphate group)
1. these help make up the cell’s plasma membrane and provide a barrier
for the cell. They help regulate what goes in and out of the cell as
polar and charged molecules are kept outside due to its nonpolar
nature.
2.
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they arrange themselves in a bilayer where the fatty acid tails point
toward the inside of the membrane (since they are are both
hydrophobic (they don’t like water since the tails are nonpolar). The
phosphate “heads” are exposed to both the inside of the cell and the
outside environment as both the internal and external emvironment
are both water based.
3. Steroids – these look like 4 interconnected carbon rings
1. they are non polar so they can pass through the hydrophobic part of
the membrane without the use of a protein.
2. Cholesterol is a steroid and is used by the cell to stabilize the
membrane AND make other steroids.
3. Other steroids are used as hormones- chemical messengers that
usually travel through the membrane and attach to internal receptors.
They usually act as transcription factors and turn on genes to make
new proteins.
3. TEST FOR LIPIDS (triglycerides) – leave oily spot on brown paper bag
Nucleic Acids.
1. These are the information storage molecules in the cell
2. These are made of chains of nucleotides
1. each nucleotide consists of a 5-carbon sugar (ribose or deoxyribose), one or
more phosphate groups, and a nitrogen base
3. There are two main types:
1. DNA – deoxyribonucleic acid
1. deoxyribose is the sugar (each sugar has one less oxygen than ribose
sugar)
2. each DNA nucleotide has one of 4 nitrogen bases (adenine, thymine,
cytosine, and guanine)
3. DNA is in a double helix shape. This means it looks like a twisted
ladder. It has TWO strands – each one consisting of a sugar-phosphate
backbone (the sugars and the phosphates alternate on the sides of the
ladder. These are connected with strong phosphodiester bonds,
which are covalent) One base is connected to each sugar (also
covalently). The “rungs” of the ladder are made of two bases pairing
(with weak hydrogen bonds) (In other words, the two strands connect
in the middle with the H-bonds)
4. adenine pairs with thymine; cytosine pairs with guanine (A-T; C-G)
5. DNA stores the genetic information (instructions to make proteins)
and allows for its transmission from generation to generation (from
cell to cell)
1. NOTE- basically all cells in an individual organism have the
same DNA code (same set of genes), but not all of the code is
expressed in all cells (certain cells make certain proteins.)
The cells regulate what proteins are actually made.
6. three nucletides on DNA contain the instruction to make one amino
acid.
2. RNA – ribonucleic acid
1. contains ribose sugar in its nucleotides
2. has one of four bases: adenine, URACIL (replaces T in DNA), guanine,
and cytosine
3. Generally assumes a single stranded conformation; the sugarphosphate backbone is the same as in DNA; however the exposed
bases can assume a variety of shapes, allowing for RNA to have varied
roles
1.
4.
messenger RNA – carries a working “copy” of DNA’s code to
the ribosome to be translated into a protein. This allows the
amino acids to be assembled in the proper order
2. transfer RNA – carries an amino acid to the ribosome so the
amino acids can be connected together. It interacts with
mRNA to ensure that the amino acids are in the proper order
3. ribosomal RNA – along with protein, makes up the ribosome.
This complex holds the mRNA in place, allows for tRNA to
temporarily bind to mRNA while the amino acids are being
placed, and forms the peptide bonds between the amino
acids
The role of RNA is to take DNA’s code for proteins and make them.
2.02 Investigate and describe the structure and function of cells including:
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Cell organelles.
o Structure and function of: nucleus, plasma membrane, cell wall, mitochondria, vacuoles,
chloroplasts, and ribosomes. Students should be able to identify these cell organelles.
o Proficient use and understanding of light microscopic techniques. Students should
determine total power magnification as well as steps in proper microscope usage.
Cell specialization.
o Hierarchy of cell organization: Cells tissuesorgans organ systems.
o Structure of cells as it relates to their specific functions.
o Students should view a variety of cells with particular emphasis on the differences
between plant and animal cells.
Communication among cells within an organism.
o Chemical signals may be released by one cell to influence the activity of another cell. For
example, a nerve cell can send a message to a muscle cell or to another a nerve cell.
o role of receptor proteins
o hormones
2.03 Investigate and analyze the cell as a living system including:
 Maintenance of homeostasis.
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Movement of materials into and out of cells.
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Energy use and release in biochemical reactions.
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Examples for exploration should include regulation of temperature, pH, blood glucose levels and
water balance.
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Discussion should include active vs. passive transport, diffusion, osmosis, and the porous nature
of the semi-permeable plasma membrane. (Pinocytosis, phagocytosis, endocytosis, and
exocytosis have been deliberately excluded)
Given different types of cells, students should be able to predict any changes in osmotic pressure
that may occur as the cell is placed in solutions of differing concentrations. (Emphasis is on the
processes, not terminology such as hypertonic, isotonic, hypotonic, turgor pressure)
Examine ATP as the source of energy for cell activities.
Students will describe how cells store and use energy with ATP and ADP molecules.
An osmosis lab / diffusion lab
Inquiry Support Activities:
Osmosis and the Egg
How do biological materials respond to acids and bases? (Buffer lab)
Activities that demonstrate when food is burned energy is given off (such as burning a peanut or cheese
doodle)
2.04 Investigate and describe the structure and function of enzymes and explain their importance in
biological systems.
 Enzymes as proteins that speed up chemical reactions (catalyst).
 Enzymes as re-usable and specific.
 Enzymes as affected by such factors as pH, and temperature.
o Students should understand that enzymes are necessary for all biochemical
reactions and have a general understanding of how enzymes work.
2.05 Investigate and analyze the bioenergetic reactions:
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Aerobic respiration
Anaerobic respiration
 Photosynthesis
The emphasis should be placed on investigation of:
 Overall equations including reactants and products and not on memorizing intermediate steps of
these processes.
 Factors which affect rate of photosynthesis and or cellular respiration.
 Comparison and contrast of these processes with regard to efficiency of ATP formation, the types
of organisms using these processes, and the organelles involved.
o Anaerobic respiration should include lactic acid and alcoholic fermentation.
Instruction should include the comparison of anaerobic and aerobic organisms.
(Glycolysis, Kreb’s Cycle, and Electron Transport Chain have been deliberately excluded)
(Students are not required to distinguish between light dependent and light independent parts of
photosynthesis)
Inquiry Support Activity: Yeast Fermentation
Inquiry activities which allow students to investigate factors affecting rate of photosynthesis and/or
cellular respiration
Goal 3: Learner will develop an understanding of the continuity of life and the changes of organisms
over time.
Objective
Content Description
Suggested Activities
3.01 Analyze the molecular basis of heredity including:

DNA Replication
 Protein Synthesis
(transcription and translation)

Gene Regulation
Instruction should include:
 Structure of DNA as compared to RNA
 Complementary base pairing
 Understanding that the sequence of nucleotides in DNA codes for proteins – the central key to cell
function and life.
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How the process allows daughter cells to have an exact copy of parental DNA.
Understanding of the semi-conservative nature of the replication process. (nature of the process, not
the term semi-conservative)
Mutations as a change in the DNA code.
The position of replication within the cell cycle.
The importance of relatively weak hydrogen bonds.
The recognition of protein synthesis as a process of:
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Transcription that produces an RNA copy of DNA, which is further modified into the three types of
RNA
mRNA traveling to the ribosome (rRNA)
Translation - tRNA supplies appropriate amino acids
Amino acids linked by peptide bonds to form polypeptides which are folded into proteins.
Use of a codon chart to determine the amino acid sequence produced by a particular sequence of
bases.
All (with a few exceptions) of an organism’s cells have the same DNA but differ based on the
expression of genes.
 differentiation of cells in multicellular organisms
 cells responding to their environment by producing different types and amounts of protein.
 advantages (injury repair) and disadvantages (cancer) of the overproduction, underproduction or
production of proteins at the incorrect times.
Investigation of replication, transcription and translation using models.
Inquiry Support Activity:
What are the effects of various mutations on protein synthesis?
3.02 Compare and contrast the characteristics of asexual and sexual reproduction.
Instruction should include:
 Recognizing mitosis as a part of asexual reproduction and meiosis as a part of sexual
reproduction.
 Similarities and differences between mitosis and meiosis including replication and separation of
DNA and cellular material, changes in chromosome number, number of cell divisions, and
number of cells produced in complete cycle.
 Putting mitosis diagrams in order and describing what is occurring throughout the process.
Students are not expected to memorize the names of the steps or the order of the step names.
 The sources of variation including:
o Crossing over.
o Random assortment of chromosomes.
o Gene mutation
o Nondisjunction
o Fertilization
Inquiry Support Activity:
Cell Cycle
Investigation involving mitosis/ meiosis simulations
3.03 Interpret and predict patterns of inheritance.
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Dominant, recessive and intermediate traits.
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Multiple alleles.
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Polygenic traits.
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Sex linked traits.
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Independent assortment.
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Test cross.
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Pedigrees.
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Punnett squares.
Instruction should include:
 Identifying and determining genotypes and phenotypes.
 Recognition that phenotype is the result of both genotype and the environment.
 A discussion of Mendel’s experiments and laws.
 Interpreting karyotypes (gender, chromosomal abnormalities)
 Understanding that dominant traits mask recessive alleles.
 There are a variety of intermediate patterns of inheritance, including codominance and
incomplete dominance. While teachers should not necessarily expect students at this level to
distinguish between these forms of intermediate inheritance on a biochemical level they should
be able to solve problems involving apparently intermediate phenotypes. The following
discussion is included to help teachers with understanding these frequently confused terms.
o Incomplete dominance (also called partial dominance) results in the blending of traits.
(Usually results from an inactive or less active gene so the heterozygous phenotype
appears intermediate. E.g. Pink flowers)
o Co-dominant alleles result in the expression of both traits. (two different proteins are
produced and both are detected e.g. roan cows and AB blood type.)
 Autosomal inheritance patterns and characteristics of sickle cell anemia, cystic fibrosis, and
Huntington’s disease
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Solving and interpreting co-dominant crosses involving multiple alleles.
A, B, AB and O blood types (alleles: IA, IB, and i).
Determining if parentage is possible based on blood types.
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Recognizing that some traits are controlled by more than one pair of genes.
This pattern of inheritance is identified by the presence of a wide range of phenotypes (consider
examples of skin and hair color).
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An understanding of human sex chromosomes.
Solving crosses involving sex linked traits (examples: color-blindness and hemophilia.)
Understand why males are more likely to express a sex-linked trait.
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The importance of the genes being on separate chromosomes as it relates to meiosis.
How the process of meiosis leads to independent assortment and ultimately to greater genetic
diversity.
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Given certain phenotypes suggest an appropriate test cross to determine the genotype of an
organism.
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Identify the genotypes of individuals from a given pedigree. (students should be able to interpret
pedigrees which show phenotype not genotype)
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Solving and interpreting problems featuring monohybrid crosses. (Parental, F1, F2 generations)
Determining parental genotypes based on offspring ratios.
Inquiry Support Activity:
Genetics of Parenthood
3.04 Assess the impacts of genomics on individuals and society.
 Human genome project.
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Applications of biotechnology.
Instruction should include:
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The reasons for establishing the human genome project.
Recognition that the project is useful in determining whether individuals may carry genes for
genetic conditions and in developing gene therapy.
 Gel electrophoresis as a technique to separate molecules based on size.
(Students are not expected to know the steps of gel electrophoresis in order or great detail. They
should be able to interpret the results and have a general understanding of what takes place during
the process.)
 Uses of DNA fingerprinting
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Applications of transgenic organisms (plants, animals, & bacteria) in agriculture and industry
including pharmaceutical applications such as the production of human insulin.
Ethical issues and implications of genomics and biotechnology. (stem cell research and
genetically modified organisms)
Electrophoresis lab or simulation.
Inquiry Support Activity:
Genetic Detective
3.05 Examine the development of the theory of evolution by natural selection including:
 Development of the theory.
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The origin and history of life.
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Fossil and biochemical evidence.
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Mechanisms of evolution.
 Applications (pesticide & antibiotic resistance).
Instruction should include:
 Historical development of the theory of evolution by natural selection.
 Biogenesis in contrast to abiogenesis with emphasis on the experiments used to support both
ideas.
Early atmosphere hypotheses and experiments.
How the early conditions affected the type of organism that developed (anaerobic and
prokaryotic).
 Evolution of eukaryotic and aerobic organisms.
 Fossils– relative and absolute dating methods
 A discussion of what can be inferred from patterns in the fossil record.
 Biochemical similarities.
 Shared anatomical structures.
(Patterns in embryology and homologous and analogous vocabulary are intentionally excluded)
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How variations provide material for natural selection.
The role of geographic isolation in speciation.
The importance of the environment in selecting adaptations.
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Discuss the evolutionary selection of resistance to antibiotics and pesticides in various species.
Inquiry Support Activity:
Fishy Frequencies
Goal 4: Learner will develop an understanding of the unity and diversity of life.
Objective
Content Description
Suggested Activities
4.01 Analyze the classification of organisms according to their evolutionary relationships.
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The historical development and changing nature of classification systems.
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Similarities and differences between eukaryotic and prokaryotic organisms.
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Similarities and differences among the eukaryotic kingdoms: Protists, Fungi, Plants, and Animals.
 Classify organisms using keys.
Students should learn about the changing nature of classification based new knowledge generated by
research on evolutionary relationships.
History of classification system
 Originally two kingdoms (plants and animals). More kingdoms added as knowledge of the
diversity of organisms increased.
 Development of the seven level classification system (KPCOFGS) and binomial nomenclature
(The intention is that students understand that classification systems are changed as new knowledge
is gathered. Currently, the thinking is 3 Domains with 6-7 kingdoms)
Basis of classification system
 Evolutionary phylogeny, DNA and biochemical analysis, embryology, morphology
 Interpret phylogenetic trees.
Only basic differences and similarities should be detailed.
 Membrane bound organelles – none in prokaryotes.
 Ribosomes in both.
 Contrasts in chromosome structure.
 Contrasts in size.
Compare:
 Cellular structures.
 Unicellular vs. Multicellular.
 Methods of making/getting food and breaking down food to get energy.
 Reproduction.
Use dichotomous keys to identify organisms.
Use dichotomous keys to identify organisms.
Activities might include student-created keys based on observable characteristics (e.g. symmetry)
4.02 Analyze the processes by which organisms representative of the following groups accomplish
essential life functions including:
 Unicellular protists, annelid worms, insects, amphibians, mammals, non-vascular plants,
gymnosperms and angiosperms.
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Transport, excretion, respiration, regulation, nutrition, synthesis, reproduction, and growth and
development.
Teachers should help students compare and contrast how the organisms listed accomplish the essential
life functions specified below. The focus is on physiology rather than on the names of parts.
 Transport – how organisms get what they need to cells; how they move waste from cells to
organs of excretion.
 Excretion – how organisms get rid of their waste and balance their fluids (pH, salt concentration,
water).
 Regulation – how organisms control body processes – hormones, nervous system.
 Respiration – how organisms get oxygen from the environment and release carbon dioxide back
to the environment and how plants exchange gases.
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Nutrition – how organisms break down and absorb foods.
Synthesis – how organisms build necessary molecules.
Reproduction – sexual versus asexual, eggs, seeds, spores, placental, types of fertilization.
Growth and development – metamorphosis, development in egg or in uterus, growth from seed
or spore.
Observe representative organisms from the specified groups.
Inquiry Support Activity:
Organism Newspaper Project
4.03 Assess, describe and explain adaptations affecting survival and reproductive success.
 Structural adaptations in plants and animals (form to function).
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Disease-causing viruses and microorganisms.
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Co-evolution.
Focus should be on structural adaptations from organisms that are listed in 4.02, particularly:
 Feeding adaptations.
 Adaptations to ensure successful reproduction.
 Adaptations to life on land.
Instruction should include:
 Structure of viruses.
 Mutation of viruses and other microorganisms.
 Variety of disease causing (pathogenic) agents (viruses, bacteria) including:
 HIV
 Influenza
 Smallpox
 Streptococcus (strep throat)
Emphasis should be on the relationship between angiosperms and their pollinators.
Investigation that includes the observation of structural adaptations
4.04 Analyze and explain the interactive role of internal and external factors in health and disease:
 Genetics.
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Immune response.
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Nutrition.
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Parasites.
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Toxins.
Focus should be on the interactive role of genetics and the environment in determining a specific
response including:
 Sickle cell anemia and malaria
 Lung/mouth cancer and tobacco use
 Skin cancer, vitamin D, folic acid and sun exposure
 Diabetes (diet/exercise and genetic interaction).
 PKU and diet
Instruction should include basic understanding of:
 Function and relationship of T-cells, B-cells, antibodies/antigens. (Overview only of different
types and roles of T and B cells: role of memory cells, B cells make antibodies, some T cells help B
cells make antibodies, other T cells kill infected cells.)
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Passive and active immunity.
Vaccines.
Teachers should emphasize aspects of nutrition that contribute to:
 Optimal health.
 Poor nutrition (obesity, malnutrition and specific deficiencies.)
Teachers should focus on the general life cycle (not specific details), vector, symptoms, and treatments
for: Malarial parasite (Plasmodium)
Understand effects of environmental toxins
 Lead
 Mercury
Use of case studies to analyze the role of genetics and environment in human health.
4.05 Analyze the broad patterns of animal behavior as adaptations to the environment.
 Innate behavior.
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Learned behavior.
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Social behavior.
Taxes and instincts, including:
 suckling (instinct)
 insects moving away from or toward light (taxis)
 migration, estivation, hibernation
Focus should be on various types of learned behavior including:
 Habituation
 Imprinting
 Classical conditioning (e.g. Pavlov’s dog –stimulus association)
 Trial and error (focus on concept of trial and error learning not term operant conditioning).
Focus should be on communication, territorial defense, and courtship, including:
 Communication within social structure using pheromones (ex: bees and ants).
 Courtship dances.
 Territorial defense (ex: Fighting Fish).
Inquiry Support Activity:
Animal Responses to Environmental Stimuli
Goal 5: Learner will develop an understanding of the ecological relationships among organisms.
Objective
Content Description
Suggested Activities/Resources
5.01 Investigate and analyze the interrelationships among organisms, populations, communities and
ecosystems
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Techniques of field ecology
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Abiotic and biotic factors
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Carrying capacity
Students should be able to identify and describe symbiotic relationships
 Mutualism
 Commensalism
 Parasitism
Students should be able to identify and predict patterns in Predator /prey relationships.
Use field ecology techniques such as sampling and quadrant studies to determine species diversity and
changes over time.
Explain how abiotic and biotic factors are related to one another and their importance in ecosystems.
Analyze how limiting factors influence carrying capacity (e.g. food availability, competition, harsh winter).
Interpret population growth graphs.
Inquiry Support Activity:
Campus Field Study
5.02 Analyze the flow of energy and the cycling of matter in the ecosystem.
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Relationship of the carbon cycle to photosynthesis and respiration
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Trophic levels- direction and efficiency of energy transfer
Investigate the carbon cycle as it relates to photosynthesis and respiration.
Analyze food chains, food webs, and energy pyramids for direction and efficiency of energy transfer.
5.03 Assess human population and its impact on local ecosystems and global environments:
 Historic and potential changes in population
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Factors associated with those changes.
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Climate Change.
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Resource use
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Sustainable practices/ stewardship.
Instruction should include:
 Analyze human population growth graphs (historical and potential changes) .(See 5.01)
 Factors influencing birth rates and death rates.
 Effects of population size, density and resource use on the environment.
 Discussion of human impact on local ecosystems:
 Acid rain
 Habitat destruction
 Introduced non-native species.
 How changes in human population affects populations of other organisms.
Discussion of factors that influence climate:
 greenhouse effect (relate to carbon cycle and human impact on atmospheric CO 2)
 natural environmental processes (e.g. volcanoes)
Investigation of the direct and indirect impact of humans on natural resources (e.g. deforestation,
pesticide use and bioaccumulation research )
Examples of sustainable practices and stewardship.
Inquiry Support Activity:
Environmental Factors that Affect the Hatching of Brine Shrimp