Download Life Science Pacing Guide 11-12

Pacing Guide
Life Science Interactions
2011-2012
Science Course of Study
Course Description
Life Science Interactions emphasizes the concepts, principles, and theories that enable people to
understand the living environment. Students study life science concepts such as cells and their
structure and function, the genetic and molecular bases of inheritance, biological evolution, and
the diversity and interdependence of life. Students explain the Earth’s history using geologic
evidence, identifying the Earth’s resources, and exploring processes that shape the Earth. The
flow of energy and the cycling of matter through biological and ecological systems are addressed
in the 10th grade. Embedded throughout this study are the basic science processes of inquiry,
modeling investigations and the nature of science. Students learn to trace the historical
development of scientific theories, ideas, and ethical guidelines in science, the interdependence
of science and technology, and the study of emerging issues. These concepts are explored using
project-based inquiry techniques. This course is for the student who intends to enter a career
preparation program in high school rather than pursuing a two or four-year college degree.
Credit: 1
*Bold vocabulary words are not taught in Resource Room Life Science.
Pacing Guide
Life Science Interactions
2011-2012
Science Course of Study
TOPIC: Diversity and Interdependence of Life (5 weeks)
CONTENT STATEMENT:
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Organisms transform energy (flow of energy) and matter (cycles of matter) as they survive
and reproduce. The cycling of matter and flow of energy occurs at all levels of biological
organization, from molecules to ecosystems. The study of food webs, the flow of energy
through organisms, and energy flow as unidirectional in ecosystems and the molecules
involved in energy flow through living systems are explored.
CONCEPTS
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Relationship between climatic and resultant
biome.
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Nature of rainfall & temperature of midlatitude climatic zone that supports the
deciduous forests.
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Seven major biomes.
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Characteristics of each major biome (i.e.,
climate, average temperature, yearly
precipitation, soil, vegetation, and life forms).
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Ocean zones.
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Ponds, rivers and lakes.
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The relationships between organisms in food
chains, food webs, and ecological pyramids.
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Cycles of Matter
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Biological magnification.
VOCABULARY
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Biomes
Tundra
Permafrost
Taiga
Temperate Deciduous Forest
Temperate Grassland
Desert
Savanna
Tropical Rain Forest
Canopy
Epiphytes
Photic Zone
Aphotic Zone
Intertidal Zone
Neritic Zone
Pelagic Zone
Oceanic Zone
Benthic Zone
Estuary
Oligotrophic Lake
Eutrophic Lake
Food Chain
Food Web
Ecological Pyramid
Carbon Cycle
Nitrogen Cycle
Water Cycle
Pacing Guide
Life Science Interactions
2011-2012
Science Course of Study
CONCEPTS
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The relationships between organisms.
(Predator/prey, parasite/host, mutualism,
commensalism.)
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Five levels of ecological organization
(biosphere, ecosystem, community,
population, and organisms)
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Interactions between biotic and abiotic
factors in ecosystems.
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Adaptations that allow organisms to avoid
unfavorable conditions.
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Community ecology and interactions such as
predation, mimicry, parasitism, competition,
mutualism, and commensalisms.
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Environmental Issues (global warming)
VOCABULARY (cont’d)
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 Producers
Consumers (primary, secondary, tertiary)
Trophic Level
Herbivore/Carnivore/Omnivore
Detrivores
Biomass
Symbiosis
Parasitism
Commensalism
Mutualism
Predation
Competition
Ecology
Greenhouse effect
Global Warming
Ozone
Biosphere
Ecosystem
Abiotic
Biotic
Community
Population
Mimicry
Niche
Conservation
PERFORMANCE SKILLS:
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Construct and interpret a food chain, food web, and energy pyramid from real world data.
Explain how they are personally involved in the carbon cycle.
Show an example of biological magnification.
Compare and contrast the carbon cycle and the nitrogen cycle.
Describe the differences among the seven biomes.
Identify climatic characteristics of each biome.
Identify plant and animal life of each biome.
Describe water conservation adaptations of desert organisms.
Contrast tropical rainforests with temperate deciduous forests.
Describe the differences among the neritic and oceanic zones.
Contrast the aphotic and photic zones in the ocean.
Pacing Guide
Life Science Interactions
2011-2012
Science Course of Study
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Distinguish between eutrophic and oligotrophic lakes.
Explain how energy is stored and how energy is transferred between each tropic level.
Explain the symbiotic relationships among organisms.
Explain the relationship of plants, animals, fungi, and bacteria within ecosystems (producers,
consumers, decomposers).
Relate biotic and abiotic factors to survival of species.
TOPIC: Population Dynamics (2 weeks)
CONTENT STATEMENT:
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Populations evolve over time. Evolution is the consequence of the interactions of: (1) the
potential for a population to increase its numbers; (2) the genetic variability of offspring due
to mutation and recombination of genes; (3) a finite supply of the resources required for life;
and (4) the differential survival and reproduction of individuals with the phenotype.
Heritable characteristics influence how likely an organism is to survive and reproduce in a
particular environment. When an environment and organisms that inhabit it change, the
survival value of inherited characteristics may change.
CONCEPTS
VOCABULARY
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Depletion of natural resources.
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Changing dynamics of populations. (shifts in
populations over time, birth rate, death rate,
mortality rate, age structure, life expectancy,
immigration, emigration.)
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Properties of populations (size, density, and
dispersion)
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Living organisms have the capacity to
produce populations of infinite size, but
environments and resources are limited
(carrying capacity).
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Exponential growth models.
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Human population growth.
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Population
Demography
Exponential Growth
Carrying Capacity
Resources
Limiting Factors
Age Structure
Birth Rate/Death Rate
Life Expectancy
Population Density
Density Dependent
Density Independent
Immigration
Emigration
Biodiversity
Zero Population Growth
Negative Population Growth
Mortality
Primary/Secondary Succession
Pioneer Species
Climax Community
Pacing Guide
Life Science Interactions
2011-2012
Science Course of Study
PERFORMANCE SKILLS:
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Describe advances and issues that have important long-lasting effects on science and society
(geologic time scales, depletion of resources, and exponential population growth).
Use bell curves to illustrate changes in species over time due to changing environmental
conditions.
Identify variations among a population and hypothesize how these variations might be
advantageous or detrimental to the organism.
Explain the differences between population size, density, and dispersion.
Explain the importance of a population’s age structure.
Explain the carrying capacity of a population as it relates to the ecosystem and its resources.
Describe limiting factors that affect population growth.
Explain the views of the relationship between biodiversity and stability.
Differentiate between primary and secondary succession.
Identify some of the characteristics of pioneer species, and examples of each.
Discuss the successional changes that can occur when an existing community is disrupted.
List ways why small populations are vulnerable to extinction.
Pacing Guide
Life Science Interactions
2011-2012
Science Course of Study
TOPIC: Biochemistry (2 weeks)
CONTENT STATEMENT:
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A living cell is composed of a small number of elements, mainly carbon, hydrogen, nitrogen,
oxygen, phosphorous and sulfur. Carbon, because of its small size and four available bonding
electrons, can join to other carbon atoms in chains and rings to form large and complex
molecules.
CONCEPTS
VOCABULARY
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Levels of organization. (Elements form
compounds, compounds form organelles,
organelles form cells, cells form tissues, etc.)
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Structure of an atom.
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Biomolecules and their importance.
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pH scale
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Elements
Compounds
Cells
Atoms
Protons
Electrons
Neutrons
Proteins
Amino Acids
Lipids
Carbon
Carbohydrates
pH
Acids
Bases
Covalent bonds
Ionic bonds
Glucose
Fructose
Sucrose
Starch
Nucleic Acids
Mixtures
Solutions
PERFORMANCE SKILLS:
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Explain how biomolecules are necessary for the growth of an organism and how the body
uses them.
Explain how energy is necessary to synthesize organic molecules.
Define acids and bases and relate to pH scale.
Pacing Guide
Life Science Interactions
2011-2012
Science Course of Study
TOPIC: Cell Structure and Function (3 weeks)
CONTENT STATEMENT:
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Every cell is covered by a membrane that controls what can enter and leave the cell. In all but
quite primitive cells, a complex network of proteins provides organization and shape. Within
the cell are specialized parts for the transport of materials, energy transformation, protein
building, waste disposal, information feedback and movement. In addition to these basic
cellular functions, most cells in multicellular organisms perform some specific functions that
others do not.
CONCEPTS
VOCABULARY
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Cell consists of small interrelated parts.
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Eukaryotic cells are more complex than
prokaryotic cells.
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Relate the function of a plasma membrane to
maintaining homeostasis.
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Contribution of Hooke, Schleiden, Schwann
and von Leeuwenhoek to development of cell
theory.
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Eukaryotic
Prokaryotic
Cell
Tissue
Organ
Organ System
Organism
Nucleus
Nucleolus
Nuclear Membrane (pores)
Cytoplasm
Mitochondrion
Ribosomes
Vacuole
Chloroplasts
Endoplasmic Reticulum (rough and
smooth)
Cell Wall
Golgi Bodies
Lysosomes
Plasma Membrane
Cytoskeleton (microtubules,
microfilaments)
Cilia/Flagella
Homeostasis
Selectively Permeable
Microscope
Resolution
Pacing Guide
Life Science Interactions
2011-2012
Science Course of Study
CONCEPTS
VOCABULARY (cont’d)
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Magnification
Light Microscope
Scanning Electron Microscope (SEM)
Transmission Electron Microscope
(TEM)
PERFORMANCE SKILLS:
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Identify parts of cells and explain their functions.
Trace the interdependence of the cell organelles.
Explain the historical development of the cell theory.
Relate advancements in microscope technology to discoveries about cells and cell structure.
Pacing Guide
Life Science Interactions
2011-2012
Science Course of Study
TOPIC: Cellular Processes (5 weeks)
CONTENT STATEMENT:
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Cell functions are regulated. Complex interactions among the different kinds of molecules in
the cell cause distinct cycles of activities, such as growth and division. Most cells function
within a narrow range of temperature and pH. At very low temperatures, reaction rates are
slow. High temperatures and/or extremes of pH can irreversibly change the structure of most
protein molecules. Even small changes pH can alter how molecules interact.
CONCEPTS
VOCABULARY
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Cell division in eukaryotic cells and
prokaryotic cells.
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Cell division in body and sex cells.
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Similarities and differences of meiosis and
mitosis.
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Movement of molecules across membranes is
both active and passive.
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ATP provides energy for all body functions
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Cellular wastes transported out of cell.
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Plants use the energy of sunlight to convert
water and carbon dioxide into oxygen and
high-energy sugars.
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Process of photosynthesis.
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Process of Cellular respiration.
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Homeostasis
ATP
Osmosis
Diffusion
Hypotonic
Hypertonic
Isotonic
Active Transport
Passive Transport
Facilitated Diffusion
Transport Proteins
Plasma Membrane
Concentration Gradient
Solute/Solvent
Mixtures
Solutions
Mitosis
Meiosis
Cancer
Prophase
Metaphase
Anaphase
Telophase
Cytokinesis
Interphase
Centrioles
Spindle Fibers
Centromeres
Pacing Guide
Life Science Interactions
2011-2012
Science Course of Study
CONCEPTS
VOCABULARY (cont’d)
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Sister Chromatids
Homologous Chromosomes
Cell Plate
Cleavage
Photosynthesis
Cellular Respiration
Chloroplast
Chlorophyll
Carbon dioxide
Oxygen
Sugar
Stroma
Thylakoid
Lactic Acid Fermentation
Aerobic
Anaerobic
Alcoholic Fermentation
Pigments
Carotenoids
Binary Fission
Gametes (Sex Cell)
Somatic (Body Cells)
Zygote
PERFORMANCE SKILLS:
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Explain how osmosis, diffusion, active transport, and passive transport are important
processes to cells and identify specific examples of each.
Demonstrate how the various methods of molecular transport are used by living organisms to
maintain homeostasis.
Construct a model of cells undergoing mitosis.
Explain the importance of the stages of both mitosis and meiosis.
Relate cancer to cell division.
Describe the role of sunlight in the process of photosynthesis.
Identify the structures in the cell involved in photosynthesis.
Compare and contrast the processes of photosynthesis and cellular respiration.
Relate that photosynthesis is a way of capturing and using energy as a way of storing energy
in complex molecules and that respiration and fermentation is a way of releasing energy for
the use of organisms in their life functions.
Pacing Guide
Life Science Interactions
2011-2012
Science Course of Study
TOPIC: Heredity (8 weeks)
CONTENT STATEMENT:
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Genes are defined as segments of DNA molecules on chromosomes. Inserting, deleting or
substituting DNA segments alter genes. An altered gene is passed to every cell that develops
from it. The resulting features may increase, decrease or have no observable effect on the
offspring's success in its environment. Gene mutations when they occur in gametes can be
passed on to offspring.
The many body cells in an individual can be very different from one another, even though
they are all descended from a single cell and thus have essentially identical genetic
instructions. Different genes are active in different types of cells, influenced by the cell's
environment and past history. The sequence of DNA bases in a chromosome determines the
sequence of amino acids in a protein. The code applies almost universally.
Mendel’s Laws of Inheritance are interwoven with current knowledge of DNA’s structure
and function to build toward basic knowledge of modern genetics. Additionally the sorting
and recombination of genes in sexual reproduction, and meiosis, results in a variance in traits
of the offspring of any two parents are discussed.
Description of variations to Mendel’s first law should include explanations that include
means of describing the allelic relationships for the expression of the trait. Genes that affect
more than one trait and traits affected by more than one gene can be introduced using simple
real world examples. Additionally genes that modify or regulate the expression of another
gene. Dihybrid crosses can be used to explore linkage groups.
Pacing Guide
Life Science Interactions
2011-2012
Science Course of Study
CONCEPTS
VOCABULARY
 Genes are specific sections of DNA that code
for specific proteins and specific traits.
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 Protein synthesis (transcription,
translation)
 Structure of DNA
 RNA Structure
 DNA Replication
 Chromosomes occur in pairs.
 Punnett squares.
 Structure of a chromosome.
 Mutations (gene, point, chromosome,
frameshift, deletion)
 Genetic Disorders (Turner Syndrome, Down
Syndrome, Klinefelter’s syndrome, PKU,
Sickle Cell Anemia, Hemophilia, Tay-Sachs,
Cystic Fibrosis, Huntington’s Disease etc.)
 Pedigree Analysis
 Karyotype
 Mendel’s experiments
 Sex-linked genes
DNA
RNA (mRNA, tRNA)
Adenine
Thymine
Cytosine
Guanine
Uracil
Hydrogen Bond
Nucleotide
Base Pair
Double Helix
Enzyme
Transcription
Translation
DNA Replication
Chromosome
Allele
Dominant/Recessive
Homozygous
Heterozygous
Hybrid
Monohybrid
Genotype
Phenotype
Frame shift
Point mutation
Gene
Monosomy/ Trisomy
X-linked
Segregation
Independent Assortment
Down Syndrome
Genetic Disorders
Polyploidy
Sex-linked
Pedigree
Karyotype
Genetic Recombination
Pacing Guide
Life Science Interactions
2011-2012
Science Course of Study
PERFORMANCE SKILLS:
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Make and explain models of DNA, RNA, transcription, and translation.
Perform monohybrid crosses.
Demonstrate an understanding of probability.
Use Punnett squares to predict monohybrid crosses.
Identify and explain point mutations such as specific frameshift mutations.
Explain the differences between sex and body cell mutations.
Show the effects of chromosomal mutations.
Construct and analyze a pedigree.
Identify and explain inheritance of human dominant gene diseases.
Identify and explain inheritance of recessive gene disorders.
Identify and explain human chromosome disorders.
Identify an abnormal karyotype.
Pacing Guide
Life Science Interactions
2011-2012
Science Course of Study
TOPIC: Fossil Record (2 weeks)
CONTENT STATEMENT:
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The basic idea of biological evolution is that the Earth's present-day species descended from
earlier, common ancestral species. Modern ideas about evolution provide a natural
explanation for the diversity of life on Earth as seen in the fossil record, and in the
similarities of existing species. From a long-term perspective, evolution is the descent with
modification of different lineages from common ancestors.
CONCEPTS
VOCABULARY
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Radiometric dating
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Law of Superposition
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Fossilization
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Geologic Time
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Absolute Dating
Half-life
Relative Dating
Isotope
Strata
Fossil
Cast
Mold
Petrified
Trace
Amber Preserved
Geologic Time Scale
Pangea
Gondwana
Laurasia
PERFORMANCE SKILL:
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Explain how geologic time can be estimated by multiple methods (rock sequences, fossil
correlation, radiometric dating).
Explain how fossil records provide evidence for the early formations of the Earth’s
structures.
Pacing Guide
Life Science Interactions
2011-2012
Science Course of Study
TOPIC: Evolutionary Theory (3 weeks)
CONTENT STATEMENT:
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Historical perspectives as represented by study of the theory’s development from the time of
Darwin and his contemporaries to current scientific work. Study evolution should include
gene flow, mutation, speciation, natural selection and genetic drift.
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Biological evolution explains the natural origins for the diversity of life. Emphasis shifts
from thinking in terms of selection of individuals with a particular trait to changing
proportions of a trait in populations. Evolution is the ongoing adaptation of organisms to
environmental challenges and changes.
CONCEPTS
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There is a relationship between structures
and their functions in living organisms
that can be traced through time.
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Patterns of evolution.
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Darwinian theories: natural selection
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Survival of the fittest. (adaptive
advantage)
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Genetic Drift.
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Jean Baptiste Lamarck’s explanation.
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History of Darwin as an evolutionist (the
voyage of the HMS beagle, Galapagos
Islands, writing of “The Origin of
Species.”
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Classification Systems.
VOCABULARY
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 Diversity of Organisms and degree of
relatedness between organisms.
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Species
Evolution
Mutation
Convergent Evolution
Divergent Evolution
Adaptive Radiation
Selection
Biodiversity
Natural Selection
Adaptation
Analogous Structures (concept
taught)
Homologous Structures (concept
taught)
Vestigial Structures (concept taught)
Artificial Selection
Genetic Drift
Gradualism
Acquired trait
Gradualism
Punctuated Equilibrium
Taxonomy
Kingdom
Phylum
Class
Order
Pacing Guide
Life Science Interactions
2011-2012
Science Course of Study
Vocabulary Cont’d
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Family
Genus
Species
Binomial Nomenclature
Linnaeus
Dichotomous Key
PERFORMANCE SKILLS:
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Relate diversity and adaptation to structures and their functions in living organisms.
Contrast the effects of the following concepts vestigial, analogous, and homologous
structures in organisms.
Give examples of natural selection.
Differentiate between co-evolution, divergent, and convergent evolution.
Explain Darwin’s theory of natural selection.
Explain Lamark’s theory of evolution and describe how it was flawed.
List some of the evidence that led Darwin to his idea of how species might change over time.
Define Evolution.
Identify the significance of Charles Darwin in evolutionary history.
Explain how organisms are classified using binomial nomenclature.
Classify an organism using a dichotomous key.