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Life Science Organization of Organisms Benchmarks • SC.6.L.14.1: Students will identify and/or describe patterns in the hierarchical organization of organisms, from atoms to molecules, to cells, to tissues, to organs, to organ systems, to organisms Hierarchy Label the pictures above as: atom, molecule, cell, tissue, organ, organ system, or organism. Then put them in order of increasing complexity. SC.6.L.14.1 Strand F – Processes of Life • Biology is the scientific study of living things. • There are more than 2 million species of living things on the earth. They range in size from microscopic bacteria to huge blue whales and towering redwood trees. • Living things also differ greatly in where and how they live. Processes of Living Things • Characteristics include: – made up of cells – reproduce – grow – obtain and use energy – and respond to the environment Processes of Living Things • Other characteristics may include: – need water – composed of many chemical substances and are highly organized – have a definite structure and size – have a definite life-span Processes of Living Things • Other characteristics may include: – show adaptation – evolve, or change, over long periods of time Levels of Organization • Levels of organization Subatomic Particles -> Atoms -> Molecules -> Cells -> Tissues -> Organs -> Organ Systems -> Organism -> Population -> Community -> Ecosystem (Biome) -> Biosphere Levels of Organization • Population – the simplest grouping of organisms in nature (all the frogs in a pond). • Community – all the populations of different organisms within a given area (all the animals in the pond). Levels of Organization • Ecosystem (biome) – geographic area that has a particular type of community (abiotic/biotic). • Biosphere – portion of the earth in which living things exist (lithosphere/hydrosphere/ atmosphere). Life Science Cell Theory Benchmarks • SC.6.L.14.2: Students will identify, describe, and explain the components of cell theory. • SC.6.L.14.3: Students will describe how cells undergo similar processes to maintain homeostasis. Cell Theory Which of the above statements is NOT part of the Cell Theory? How do you know? SC.6.L.14.2 Homeostasis What processes of cellular homeostasis are represented by the images above? Explain why those processes are important. SC.6.L.14.3 Life Science Cell Structure and Function Benchmarks • SC.6.L.14.4: Students will compare and/or contrast the structure and function of major organelles of plant and animal cells. Parts of a Cell • Think about: What are some key differences between plant cells, animal cells, and bacteria cells? SC.6.L.14.4 Infectious Agents Compare and contrast the infectious agents above. Include information about how they are transmitted and treated and if/how they can be prevented SC.6.L.14.6 Prokaryote v. Eukaryote • Prokaryote – a single celled organism without a nucleus • Eukaryote - a single-celled or multi-cellular organism whose cells contain a distinct membrane-bound nucleus. Cell Structure and Function • Mitosis – cell division/complete process of copying and dividing the whole cell • Plant cell v. Animal cell – Plant cells can have all the animal cells structures and a cell wall and chloroplasts. What kind of cell is this? Cell Structure and Function • Endoplasmic Reticulum – makes proteins and transports materials • Mitochondria – transforms the energy from the food into a source cells can use “powerhouse” • Nucleus – contains cell’s DNA • Ribosomes – puts proteins together Cell Structure and Function • Golgi Bodies – helps package and distribute products within the cell • Cytoplasm – gel-like fluid that takes up most of the space inside a cell • Cell membrane – structure that surrounds the cytoplasm of a cell • Vacuoles – holds waste products Cell Structure and Function • Nuclear membrane – structure that surrounds the nucleus of a cell • Chloroplast – contains chlorophyll of plant cell • Cell wall – stiff outer barrier of plant cell Processes of Life • Osmosis – diffusion of water across a membrane • Diffusion – movement from an area of higher concentration to lesser concentration Life Science DNA and Genetics Benchmarks • SC.7.L.16.1: Students will describe and explain that every organism requires a set of instructions that specifies its traits. Students will identify and explain that hereditary information (DNA) contains genes located in the chromosomes of each cell and that heredity is the passage of these instructions from one generation to another. • SC.7.L.16.2: Students will use Punnett squares and pedigrees to determine genotypic and phenotypic probabilities. • SC.7.L.16.3: Students will compare and contrast general processes of sexual and asexual reproduction that result in the passage of hereditary information from one generation to another. DNA The diagram shows the structural hierarchy of genetic material inside a cell including: nucleus, chromosome, gene, and DNA DNA The diagram to the left shows the structural hierarchy of genetic material inside a cell including: nucleus, chromosome, gene, and DNA Describe the hierarchy in your own words as it applies to the transmission of genetic material SC.7.L.16.1 Mitosis and Meiosis Which of the cells above went through mitosis and which went through meiosis? How do you know? SC.7.L.16.3 Processes of Life • Sexual Reproduction – combining cells from two different parents (gametes) • Asexual Reproduction – one parent organism • Traits inherited from parent • Dominant allelle – if present, determines trait • Recessive allelle – masked if dominant allelle is present Processes of Life • Punnett Square – used to predict what traits offspring will have Processes of Life • Genotype – set of genes carried by an organism • Phenotype – physical appearance of an organism • Homozygous – AA or aa • Heterozygous - Aa Processes of Life • Adaptations – structures, behaviors, or other traits in an organism that help it to survive in its environment. – spiny leaves for cacti to reduce water loss – Beak shapes for types of seeds available • Normal differences within species is genetic variation. • Random changes are mutations and can be harmful. Ie a brown polar bear. Life Science Theory of Evolution Benchmarks • SC.7.L.15.2: Students will identify and explain ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms. • SC.7.L.15.1: Students will identify and explain ways in which fossil evidence is consistent with the scientific theory of evolution. • SC.7.L.15.3: Students will identify and explain how a species’ inability to adapt may contribute to the extinction of that species Fossil Evidence • Think about: What is some fossil evidence that has been gathered to explain the evolution from land mammals to aquatic mammals? SC.7.L.15.1 Adaptation or Extinction Explain how polar bears would have to adapt to their changing environment in order to avoid extinction SC.7.L.15.3 Changes over time • Fossils – physical remains of organisms. • Natural selection – the process of organisms to change over time. • Adaptation – a characteristic or trait that helps an organism survive in its environment. • Genetic variation – variety in offspring. • Mutation – greater variation or random changes. Changes over time • Extinction – When the organisms die. • Mass extinction – many species die at one time. Symbiotic Relationships • Relationships in which two different organisms live in close association to the benefit of at least one of them. – Mutualism – both organisms benefit – Commensalism – one organism benefits, the other remains unaffected – Parasitism – one organism benefits, the other is harmed Life Science Conservation of Mass and Energy (Photosynthesis and Respiration) Benchmarks • SC.8.L.18.4: Students will explain that living systems obey the Law of Conservation of Mass and the Law of Conservation of Energy. • SC.8.L.18.1 (SC.8.L.18.2): Students will describe and explain the general processes of photosynthesis and cellular respiration. Students will describe the role of light, carbon dioxide, water, and chlorophyll in the process and products of photosynthesis • SC.8.L.18.3: Students will describe how matter and energy are transferred in the carbon cycle. Conservation of Mass and Energy • Energy: states that the total amount of energy in an isolated system remains constant over time. This law means that energy can change its location within the system, and that it can change form within the system but not change in amount of total energy. • Mass: states that the mass of an isolated system will remain constant over time. This law means that mass cannot be created or destroyed, although it may be rearranged in space and changed into different types of particles Create a statement that combines both laws into one concept. Give an example of how these laws apply to living systems. SC.8.L.18.4 Photosynthesis and Respiration • Think about: What is created during photosynthesis that is used by the plant for energy? What is created during photosynthesis that is used by humans? SC.8.L.18.1, SC.8.L.18.2 Nutrition • Autotrophs – organisms that can make their own food. Can photosynthesize. Directly or indirectly produce food for heterotrophs. Nutrition • Heterotrophs – Must obtain food. – Herbivores – feed on plants. – Carnivores – feed on animals • Predators – attack and kill prey • Scavengers – feed on dead animals they find – Omnivores – feed both on plants and animals – Saprobes – obtain nutrients by breaking down the remains of dead plants and animals. Bacteria and fungus fall into this group. Symbiotic Relationships • Relationships in which two different organisms live in close association to the benefit of at least one of them. – Mutualism – both organisms benefit – Commensalism – one organism benefits, the other remains unaffected – Parasitism – one organism benefits, the other is harmed