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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