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Syllabus
Life Science A
Course Overview
Life Science is a branch of natural science that deals with the structure and behavior of living
organisms. You will learn about the diversity of life on Earth and how to make sense of the
systems and events in nature. In Life Science A, you will begin by studying the most basic unit
of life, the cell, and work your way towards more complex organisms that include plants and
animals. Throughout the course, you will use the scientific method. This is a procedure that will
help you set up credible experiments to test predictions. The method features research, data
gathering, observation, and communication.
Course Goals
By the end of this course, you will be able to do the following:
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Plan and conduct investigations based on the scientific method.
Evaluate and defend your interpretation of an investigation.
Identify sources of error in an investigation.
Explore the definition of life and the chemistry of cells.
Explain the similarities and differences among cell structures and functions.
Differentiate between asexual and sexual reproduction.
Understand cellular processes including cell division.
Explore the levels of organization within a living organism.
Describe the structure and function of the components inside living organisms.
Outline the taxonomy of living organisms and the diversity within each classification.
Choose the appropriate kingdom to which an organism belongs.
General Skills
To participate in this course, you should be able to do the following:
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Complete basic operations with word processing software, such as Microsoft Word or
Google Docs.
Perform online research using various search engines and library databases.
For a complete list of general skills that are required for participation in online courses, refer to
the Prerequisites section of the Plato Student Orientation document, found at the beginning of
this course.
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© 2013 EDMENTUM, INC.
Credit Value
Life Science A is a 0.5-credit course.
Course Materials
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Notebook
Basic calculator
Computer with Internet connection and speakers or headphones
Microsoft Word or equivalent
Course Pacing Guide
This course description and pacing guide is intended to help you keep on schedule with your
work. Note that your course instructor may modify the schedule to meet the specific needs of
your class.
Unit 1: Scientific Inquiry
Summary
In this unit, you will explore a variety of components of investigations to promote your
understanding of the scientific method.
Day
1 day:
1
1 day:
2
1 day:
3
1 day:
4
1 day:
5
1 day:
6
Activity/Objective
Syllabus and Plato Student Orientation
Review the Plato Student Orientation and Course Syllabus at the
beginning of this course.
Data Organization
Type
Course
Orientation
Offline
Plan and conduct investigations in which data are organized into
tables showing repeated trials and means as a statistical average.
Defending Your Answer
Offline
Plan and conduct investigations in which interpretations from a set of
data are evaluated and defended.
Defining Variables
Offline
Plan and conduct investigations in which variables are defined.
The Effect of Water on Plant Growth
Offline
Plan and conduct investigations in which dependent variables,
independent variables, and constants are identified.
Experimental Errors
Offline
Plan and conduct investigations in which sources of experimental
error are identified.
2
1 day:
7
1 day:
8
1 day:
9
1 day:
10
1 day:
11
1 day:
Line Graphs
Webtivity
Plan and conduct investigations in which continuous line graphs are
constructed, interpreted, and used to make predictions.
Mendelian Genetics
Offline
Plan and conduct investigations in which an understanding of the
nature of science is developed and reinforced.
Metric System
Offline
Plan and conduct investigations in which metric units (SI—
International System of Units) are used.
Phototropism
Offline
Plan and conduct investigations in which models are constructed to
illustrate and explain phenomena.
Repeated Trials
Offline
Plan and conduct investigations in which variables are controlled to
test hypotheses, and trials are repeated.
Posttest—Unit 1
Assessment
12
Unit 2: Cells: The Basis for Life
Summary
In this unit, you will explore the definition of life and the chemistry of cells while comparing
and contrasting cell types.
Day
Activity/Objective
5 days:
What is Life?
13–17
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Determine if something is alive based on whether it fulfills six
signs of life.
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Identify living things as possessing one or more cells.
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Distinguish between living and nonliving things based on
performance of complex chemical activities (collectively known as
metabolism).
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Identify response to the environment as a requirement for life.
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Identify an information system as being a requirement for life.
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Identify growth and development as a requirement for life.
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Identify the ability to reproduce as a requirement for life.
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Apply tenets of cell theory to corresponding signs of life.
Type
Courseware
3
5 days:
The Chemistry of Living Cells
18–22
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Learner will identify matter (cells being one form) as consisting of
atoms, which are the smallest units of an element that retain the
properties of the element.
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Learner will distinguish molecules as being comprised of two or
more atoms and compounds as being comprised of atoms of two
or more types of elements.
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Learner will distinguish between molecules and ionic compounds
based on the presence of two or more atoms (molecules) or ions
(ionic compounds).
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Learner will distinguish between organic and inorganic
compounds based on their chemical constituents.
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Learner will identify carbohydrates, lipids, ATP, nucleic acids,
amino acids, vitamins and proteins based on general structures,
properties, or function in a cell.
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Learner will distinguish these materials as organic molecules that
are necessary for life.
Courseware
5 days:
Similarities in Cell Structures and Functions
23–27
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Distinguish between prokaryotic and eukaryotic cells based on the
presence or absence of general cell structures.
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Identify a structure or be able to assign a function to each of the
following: mitochondria, ribosomes, and, nucleus, and DNA and
will distinguish these components as necessary for life in a
eukaryotic cell.
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Identify a structure or be able to assign a function to each of the
following: cell membrane, cytoplasm, and packing/storage
structures and will distinguish these components as necessary for
life in a eukaryotic cell.
5 days:
Differences in Specialization Cells
28–32
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Construct or label general prokaryotic and eukaryotic cells given
cell structures.
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Construct or label animal and plant cells given cell structures.
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Identify the importance of the cell wall, central vacuole, and
chloroplast to plant cell survival and be able to distinguish
between each of them based on a description of their structures
or functions.
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Determine whether a cell belongs to a unicellular or multicellular
organism based on a description of a generalized or specialized
function.
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Identify that cells in a developing multicellular organism
differentiate given options/decisions as to when this occurs.
Courseware
Courseware
4
1 day:
33
1 day:
34
1 day:
35
Asexual vs. Sexual Reproduction
Offline
Observe and describe the variations in reproductive patterns of
organisms, including asexual and sexual reproduction.
Sickle Cell Anemia
Offline
Understand the importance of iron in red blood cells and learn how
free iron may cause organ damage, especially for those who suffer
from sickle cell anemia.
Life Is In the Blood
Webtivity
Understand the importance of blood donation.
5 days:
Cellular Processes
36–40
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Identify cell transport processes: diffusion, osmosis, active
transport, endocytosis, and exocytosis as necessary for cell
survival.
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Distinguish between different transport processes given
details/characteristics of the processes.
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Distinguish between photosynthesis and cellular respiration given
the initial energy source of the process or structures involved in
the process.
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Identify structures involved in protein synthesis and determine
their roles in protein production.
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Discriminate meiosis from mitosis based on the outcomes of each
process.
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Distinguish between the different cell processes of transport,
energy production, protein synthesis, and cell division given a list
of structures involved.
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Identify all cell processes together as necessary for cell survival.
1 day:
41
1 day:
42
1 day:
43
1 day:
44
Courseware
Feedback Mechanisms
Offline
Learner will understand the importance of feedback mechanisms.
Growing Hair
Offline
Determine that hair grows too slowly to be observed with the naked
eye.
Effects of Drugs on Enzymes
Offline
Describe how factors, such as radiation, ultraviolet light, and drugs,
can alter cellular structure or function.
Cell Division
Webtivity
Compare and contrast the processes of prokaryotic and eukaryotic
cell division.
5
1 day:
Posttest—Unit 2
Assessment
45
Unit 3: Structure and Function in Living Organisms
Summary
In this unit, you will explore the levels of organization within an organism and the structure
and function of an organism’s components.
Day
Activity/Objective
5 days:
Levels of Organization
46–50
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Indicate that cells with similar functions have similar structures,
whereas those with different structures generally have different
functions.
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Identify an example of a cell, tissue, organ, organ system,
organism, population, and ecosystem based on a visual depiction
and/or description.
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Construct an ecosystem using successive levels of organization.
Type
Courseware
5 days:
Structure and Function of Tissues and Organs
51–55
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Learner will distinguish connective, epithelial, nervous, and
muscle tissues based on descriptions or visual depictions of each.
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Learner will identify a primary organ of each of eleven organ
systems and be able to match each organ with its function.
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Learner will assemble an eye and an ear given component cells
or tissues and a description of each.
5 days:
Organ Systems
56–60
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Learner will identify various organs and match them to each of
eleven human organ systems given descriptions of the structures
or systems.
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Learner will make inferences that support the interrelatedness of
the muscular/skeletal, circulatory/respiratory, and
digestive/excretory organ systems when given information about
various structures.
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Learner will predict to which organ system an organ/structure
belongs given a description of its role/function or a problem
related to a specific organ.
Courseware
Courseware
6
1 day:
Posttest—Unit 3
Assessment
61
Unit 4: Classification and Diversity of Life
Summary
In this unit, you will explore taxonomy of living organisms and the diversity within each
classification.
Day
Activity/Objective
5 days:
Classifying Life
62–66
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Identify the function of historical classification methods.
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Choose correct scientific names for organisms given scientific
names and common names in different regions/languages.
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Identify appropriate questions for use in a dichotomous key.
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Arrange organisms along a branching diagram based on
similarities or differences in their characteristics.
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Sort levels of the hierarchical classification system and arrange
them from kingdom to the genus and species level.
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Identify an organism given a dichotomous key.
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Construct a simple classification key.
Type
Courseware
5 days:
Bacteria, Protists, and Fungi
67–71
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Distinguish differences and similarities between archaebacteria
and eubacteria given descriptions of their characteristics.
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Choose the appropriate kingdom (Monera, Protista, Fungi) to
which an organism belongs when presented with several defining
characteristics.
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Distinguish between examples of different types of protists (plantlike, animal-like, etc.) given descriptions of their characteristics.
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Distinguish between examples of different types of fungi (sac
fungi, club fungi, etc.) given descriptions of their characteristics.
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Predict how the presence or absence of certain characteristics
would affect the survival of a bacterium, protist or fungus.
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Predict how a bacterium, protist, or fungus could perform a certain
task or function related to survival in a particular environment.
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Identify representative organisms of the kingdoms Monera,
Protista, and Fungi by phylum (or general groupings for protists).
Courseware
7
5 days:
The Plant Kingdom
72–76
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Match plant structures (roots, stems, leaves or reproductive
structures) with their function in vascular plants and be able to
identify key components of the structures (guard cells in leaves,
stamens in flowers, etc.).
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Identify the components of the structures of plants (guard cells in
leaves, stamens in flowers, etc.).
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Distinguish between vascular/nonvascular seedless plants and
flowering/nonflowering seed-bearing plants given descriptions of
their characteristics.
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Distinguish between a monocot and dicot plant.
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Choose ways a non-vascular, seedless plant may be suited to a
particular environment or how the loss of a certain characteristic
could affect its survival.
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Choose ways a vascular, seedless plant may be suited to a
particular environment or how the loss of a certain characteristic
could affect its survival.
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Choose ways a vascular, nonflowering, seed-bearing plant may
be suited to a particular environment or how the loss of a certain
characteristic could affect its survival.
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Choose ways a vascular, flowering, seed-bearing plant may be
suited to a particular environment or how the loss of a certain
characteristic could affect its survival.
Courseware
5 days:
Exploring Vertebrates
77–81
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Identify organisms in different vertebrate phyla based on
characteristics or match organisms to characteristics. Specific
characteristics include: how organisms obtain food (predator or
prey); warm-blooded or cold-blooded; the presence or absence of
segments; symmetry; the presence of stinging cells; how
organisms bear young; and the presence of wings, fins, gills, etc.
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Predict how vertebrate animals (fish, amphibians, reptiles, birds,
and mammals) could perform a certain task or be suited to
function in a particular environment.
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Predict how/why the loss of certain characteristics could affect a
vertebrate organism's survival.
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Distinguish between different vertebrate animals based on
descriptions of their characteristics.
5 days:
The Animal Kingdom
82–86
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Courseware
Courseware
Distinguish between vertebrate and invertebrate animals given
illustrations depicting the presence/absence of a backbone or
characteristics of organisms.
8
1 day:
87
1 day:
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Identify organisms in different invertebrate phyla based on
characteristics or match organisms to characteristics. Specific
characteristics include: how organisms obtain food (predator or
prey); the presence or absence of segments, skeletal structures
or features; symmetry; the presence of stinging cells; how
organisms bear young; and the presence of wings, fins, gills, etc.
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Predict how invertebrate animals (sponges, cnidarians, flatworms,
roundworms, mollusks, annelids, arthropods, and echinoderms)
could perform a certain task or be suited to function in a particular
environment.
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Predict how/why the loss of certain characteristics could affect an
invertebrate organism's survival.
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Select parts needed to assemble animals from each of nine
different phyla given various structures or body plans of
organisms.
Life Cycle of the Butterfly
Webtivity
Observe and describe developmental patterns in a butterfly.
Posttest—Unit 4
Assessment
88
1 day:
Semester Review
89
1 day:
End-of-Semester Test
Assessment
90
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