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Strand
Date
Standard
Correlation to Biology Prentice Hall
B-0.1
B-0.2
B-0.3
B-0.4
Understand Properties of living things
Understand the value of the scientific method-application- based, not memorizing the steps (very brief)
Classify organisms into Kingdoms-characteristics leading to classification into each of the kingdoms (very brief Kingdoms only)
Justify why viruses are non-living and therefore non-classified into the major domains.
B-0.5
Explain the importance for the requirements for life-proteins, water, nucleic acids, amino acids, lipids, sugars, etc. (very brief)
B-2.1
Recall 3 major tenets (parts) of the cell theory
B-2.2
Rcecall the parts of the cell theory
7-1 Page 170
Summarize the structures and functions of organelles found in a eukaryotic cell and be able to use a diagram to locate each
7-1 & 7-2
7-1 & 7-2
B-2.3
Summarize the functions of organelles found in eukaryotic cell
Location of organelles found in eukaryotic cell
Compare the structures and organelles of prokaryotic and eukaryotic cells
7-1 Pages 172-173
7-2 Pages 174-181
7-2 Pages 174-181
B-2.4
Understand the major differences between prokaryotic and eukaryotic cells: DNA
Understand the major differences between prokaryotic and eukaryotic cells: Energy
Understand the major differences between prokaryotic and eukaryotic cells: Organelles (please
note prokaryotic cells contain ribosomes)
Explain the process of cell differentiation as the basis of organization of organisms beginning with cells.
Explain the processes of cell origin.
Understand the differentiation of the cell.
Understand that nearly all cells of multi-cellular organisms have exactly the same chromosomes
and DNA.
Understand that stem cells are unspecialized cells that continually reproduce
B-2.5
10-3 Page 253
Understand that homeostasis refers to an organism’s ability to maintain constant or stable conditions
Homeostasis depends on appropriate movement of materials across the membrane. Explain how
active, passive, and facilitated transport serves to maintain homeostasis.
Understand each individual cell exists in a liquid environment: Diffusion in Solutions
Understand cell membrane is semi-permeable (selectively permeable)
B-2.6
7-1 Page 170
7-4 Page 190-193
__________________
Understand passive transport and the two types: 1) Osmosis, 2) Diffusion, and Facilitated
Diffusion
Active Transport
Summarize processes of each phase of the cell cycle using diagrams and verbal steps
Summarize the characteristics of the cell cycle: interphase, phases of mitosis and plant and
animal cytokinesis.
Interphase-G1, S, & G2 –nucleolus, centrosomes,
centrioles, microtubules
MitosisProphase-chromosomes, sister chromatids, centromere, kinetochore, nuclear membrane
Metaphase-metaphase plate, microtubules
7-3 Pages 182-189
7-3 Pages 185
7-3 Page 182
7-3 Pages 182-189
7-3 Pages 182-189
10-2 Page 245
10-2 Page 245
10-2 Page 246-248
10-2 Page 246-248
10-2 Page 246-248
1-3 Page 15
1-2 Pages 8-14
18-3 Pages 457
19-1 Page 475
19-2 Page 478, 482-483
38-1 Page 970-976
2-3 Pages 44-48 (Omit chemistry)
B-2.7
B-2.8
B-3.1
Anaphase
10-2 Page 246-248
Telophase-chromatin, nuclear envelope, nucleolus, cytokinesis, cleavage furrow, cell plate
10-2 Page 246-248
Summarize how cell regulation controls and coordinates cell growth and division and allows cells to respond to the environment and recognize the consequences of uncontrolled cell
division.
Understand that the cell cycle is driven by chemical control
10-3 Page 250-252
Understand the checkpoints of the cell cycle are regulated (internal and external signals)
10-3 Page 250-252
Understand that cells can respond to physical signals from their environment.
Understand that if the cell cycle does not respond normally (densely packed, no growth factor):
Malignant and benign tumors
10-3 Page 250-252
10-3 Page 250-252
12-5 312 Hox Gene
Understand the migration of cancer in the body
Explain the factors that affect the rate of biochemical reactions.
Understand that a catalyst changes the rate of a chemical reaction or allows a chemical
reaction to occur at a lower than normal temperature. A catalyst is not consumed or altered
during a chemical reaction so it can be reused.
Understand that catalysts are involved in chemical reactions necessary for organisms to live,
reproduce and grow:
Understand that chemical reaction occur when reactants collide with sufficient energy to react.
The amount of energy sufficient for a reaction to occur is activation energy.
Recognize and explain a graph of the energy and reaction progress of catalyzed vs. uncatalyzed
reaction.
10-3 Page 250-252
2-4 Page 49-53
2-4 Page 49-53
2-4 Page 49-53
(supplement with diagram from standards)
Understand that the structure of a protein molecule can be altered, therefore each catalyst
2-4 Page 49-53
works best at a particular temperature and pH.
Summarize the overall process by which photosynthesis converts solar energy into chemical energy and interpret the chemical equation for the process.
Understand that all living organisms need a constant source of energy to survive (autotroph and
8-1 Pages 201
heterotroph).
Understand that photosynthesis is the overall process by which autotrophs make sugars to form
8-3 Pages 210-211 LD
ATP (light and light-independent “dark”)
8-3 Pages 212-213 LID
Identify choroplasts as the organelles of autotrophs as the site of photosynthesis.
B-3.2
2-4 Page 49-53
8-3 Page 208
8-3 Pages 209
Figure 8-7
Interpret overall chemical reaction including recognizing the formulas of photosynthesis
8-2 Page 206
Summarize the basic aerobic and anaerobic processes of cellular respiration and interpret the chemical equation for cellular respiration.
Understand ultimate goal of cellular respiration is to convert the chemical energy in nutrients to
8-1 Page 202
ATP.
9-1 Page 223
Understand that ATP is used to store and release small amounts of energy
8-1 Pages 202-203
Understand that in order to transfer the energy stored in glucose to the more readily
9-1 Page 223
accessible ATP, a cell must break down glucose slowly and capture energy a little at a time, the
8-1 Page 202-203
first stage is glycolysis.
Understand the processes of aerobic respiration (Kreb’s cycle, Electron transport chain)
9-2 Pages 226-229
Interpret overall chemical formula for glycolysis and aerobic respiration
9-1 Pages 222-223
Understand the process anaerobic respiration (fermentation, lactic acid fermentation, alcoholic
9-1 Pages 224-225
B-3.3
fermentation)
Compare energy transformations of photosynthesis and cellular respiration
Recognize the overall structure of ATP and summarize its function.
Summarize ATP’s function
Recognize ATP’s structure
Summarize ATP’s bonds
Compare AMP, ADP, ATP
B-3.4
Understand the ATP-ADP cycle
Summarize how the structures of organic molecules are related to their relative caloric values.
Understand that a polymer is a large molecule made of up similar molecular units called
monomers or identical molecules joined in a chain.
Understand that proteins are formed from the amino acid monomers that are used to provide
the building blocks for body structures.
Understand that carbohydrates are formed from the monosaccharide monomers that are used
to provide fuel for cellular respiration broken down by digestion used as the main energy source
with extras being converted to fat.
Understand that fats/lipids are formed from the fatty acid monomers.
Structure of bonds that hold the different types of molecules together
B-3.5
Demonstrate an understanding of the energy requirements needed to “work off” proteins or
carbohydrates versus fats.
Summarize the functions of proteins, carbohydrates, and fats in the human body.
Summarize the function of protein molecules.
Understand that a diet that is deficient in proteins will not be able to perform specific
functions.
Summarize the function of carbohydrate molecules.
Summarize the function of lipids (fats) molecules.
Understand that lipids serve a variety of functions in organisms.
B-3.6
Understand what happens to the body when there is too much fat and the problems associated
with excessive body fat.
Illustrate the flow of energy through ecosystems.
Understand the path energy takes through an ecosystem in terms of a food chain (trophic level,
producers, and consumers).
Understand the supportive abilities of ecosystem levels
Illustrate how biomass changes with each trophic level.
Explain why biological magnification is seen at the top of the food chain and describe the
9-2 Page 232 Comparison Equations
8-1 Pages 202-203
8-1 Page 202
Figure 8-2
8-1 Pages 202-203
8-1 Pages 202-203
Figure 8-3
(Further discuss the formation of AMP)
Reference the cycle diagram for this standard.
2-3 Page 45
2-3 Page 47
38-1 Page 973
2-3 Page 45
38-1 Page 972
2-3 Page 46
38-1 Pages 972-972
2-1 38-39 (review)
2-2 40-41 H Bonds (review)
2-3 44-48
38-1 Pages 971,976
2-3 Page 47
38-1 Page 973
2-3 Page 47
38-1 Page 973
various types of proteins: structural (protective tissue, keratin),
storage (milk), transport (hemoglobin), hormone (insulin), contractile
(muscle), defensive (antibodies), enzymatic (digestive enzymes)
2-3 Page 45
38-1 Page 972
2-3 Page 46
38-1 Pages 972-972
2-3 Page 46
38-1 Pages 972-972
38-1 Pages 973
3-2 Pages 67-73
3-2 Pages 67-73
3-2 Pages 67-73
6-3 Page 153 defined.
B-4.1
B-4.2
B-4.3
significance this has to the organisms in the ecosystem.
Compare RNA and DNA in terms of structure, nucleotides, and base pairs. in terms of structure, nucleotides, and base pairs.
Understand that nucleic acids serve as blueprint for proteins and through the action of proteins
2-3 Page 47 Review
for all cellular activity.
12-1 Pages 291
12-3 Page 306
Understand that both RNA and DNA are polymers of nucleotides and that they have three parts 12-1 Pages 291 (mention RNA structure)
Illustrate or recognize a nucleotide
12-1 Pages 291 Figure 12-5 Distinguish between subunits in
Compare DNA and RNA: structure, sugars, nitrogen bases, location
12-1 Pages 291
12-3 Page 300
Illustrate or recognize DNA and RNA
12-3 Figure 12-14 distinguish between DNA and RNA
Summarize the relationship among DNA, genes and chromosomes.
Understand that a chromosome is found in nucleus and consists of one very long DNA molecule
12-2 Page 297 Figure 12-10 Point out genes
consisting of many genes.
12-3 Page 306
Understand that nucleic acids provide a blueprint for protein synthesis from specific patterns
12-3 Pages 302-303
of code.
12-3 Pages 302 Figure 12-16
Understand that there is a sequence of three base pairs which code for a particular amino acid.
12-3 Pages 302-303
12-3 Pages 302 Figure 12-16
Understand that a gene is a segment of DNA which consists of many 3-base amino acid codes.
12-3 Pages 302-303
12-3 Pages 302 Figure 12-16
12-3 Page 306 Figure 12-19
Understand that proteins are chains of amino acids.
12-3 Page 304-305 Figure 12-18 Part D Point out the polypeptide as
a protein chain of amino acids.
Explain how DNA functions as the code of life and the blueprint for proteins.
Understand that proteins are polymers made up of amino acid monomers from which all proteins
2-3 Page 45 Review
are made.
Understand that proteins function as catalysts which direct cellular activity.
2-3 Page 45 Review
Understand that proteins function as structural building blocks.
2-3 Page 45 Review
Understand the illustration of the protein “recipe” instructions for specific protein during
12-3 Pages 301-305
protein synthesis.
Read example from standard
Understand that DNA which comprises the organism’s chromosomes is like a “recipe book”
containing the code for each protein the organism needs.
12-3 Pages 301-305
Read example from standard
Understand that a gene is a segment of DNA which codes for one protein.
Understand that the number of chromosomes vary with the type of organisms. Identify
plausible examples of concepts.
Understand that an organism’s cells contain a pair of each type of chromosome (alleles).
Understand that traits of parents are passed to offspring.
12-3 Page 306
11-3 Page 275
Understand that each cell in organism’s body contains a complete set of chromosomes (human
46).
Understand that DNA replication by enzymes results in two identical DNA molecules.
Construct a cause and effect model.
B-4.4
Summarize the basic processes involved in protein synthesis.
Understand how the contents of the nucleus are linked to proteins.
11-1 Page 265
14-1 Page 342
Heredity defined.
11-3 Page 275 and 10-2 Page 244
12-2 Page 297-299
Recall the importance of proteins, summarize the process of DNA
replication, explain the why organisms that are similar in structure
of function often share the same structure and genes.
12-2 295-297
12-3 Page 306
B-4.5
B-4.6
Summarize the process of DNA Replication.
Understand the process of transcription.
Understand the process of translation.
Understand the base pairing rule DNA to RNA
Distinguish between the types of RNA - mRNA, tRNA.
Summarize and diagram overall process of protein synthesis be able to read the codons and
amino acids as read from table.
Summarize the characteristics of the phases of meiosis I and II.
Interphase - majority of cell cycle
Distinguish between haploid and diploid.
Understand that Meiosis occurs in two steps. Meiosis I forming haploid daughter cells. Meiosis
II forming haploid daughter cells gametes or sex cells (eggs and sperm).
Understand that when sex cells form gametes a series of chemical signals will activate it to begin
meiosis.
Recognize and label each phase of a scientific drawing of Meiosis I: P, M, A, T
Understand that each of the two daughter cells from meiosis I proceeds to undergo meiosis II.
Recognize and label each phase of a scientific drawing of Meiosis II: P, M, A, T
Predict inherited traits by using the principles of Mendelian genetics.
Summarize the principles of Mendelian Genetics (genes, diploid, alleles, segregation)
Review of meiosis
Summarize the principles of independent assortment
B-4.7
12-2 Pages 296-299
12-3 Page 301
12-3 Page 303-305
12-1 Page 294
12-3 Pages 300-301
Reference the tables, diagrams and figures of the process of this
standard.
11-4 Page 276-277
11-4 Page 275
11-4 275-277
11-4 Page 278
11-4 Page 276-277
11-4 275-277
11-4 Page 276-277
11-1 Page 264 Genes
11-4 Page 275 Diploid
11-1 Page 265 Alleles
11-1 Pages 265-266 segregation
11-4 Pages 275-278
11-3 Pages 270-271
See diagram from standard.
11-2 Page 268
11-1 Pages 264-265
11-2 Page 268
11-2 Page 268
Distinguish between heterozygous or homozygous alleles.
Summarize the principle of dominance.
Understand that the genotype reveals the phenotype.
Understand that a Punnett square can be used to predict gene combinations. (Examples: F1
generation, predict phenotypes of F2 gen.)
Understand that genotype and phenotype are linked to determine traits.
11-2 Page 268
Summarize the chromosome theory of inheritance and relate that theory to Gregor Mendel’s principles of genetics.
Summarize the Chromosome theory.
11-4 Page 275
11-5 Pages 279
Distinguish between the relationship of DNA, genes and chromosomes.
Summarize the Principle of segregation, independent assortment and dominance
11-1 Pages 265-266 segregation
11-3 Pages 270-271 Independent assortment
11-1 Pages 264-265 Dominance
Understand that some genetic principles such as gene linkage require more explanation than
11-5 Page 279
Mendelian principles can provide.
Understand that crossing over is a way that linked genes can change places.
11-4 Page 276
11-4 Page 277 Figure 11-16
Understand that Mendelian genetics does not explain sex-linked traits. Understand that sex14-2 Page 350 with
linked traits are based on genes that are carried on either the X or Y chromosomes. Be able to
Figure 14-13
construct and interpret the sex-linked traits and its Punnett square
Understand the significance of sex-influenced traits.
Traits caused by genes whose expression differs between males
and females typically influences by hormones. (Ex. Baldness)
Understand that a pedigree is a chart constructed to show inheritance patterns within a family
through multiple generations.
Interpret genetic diseases associated with pedigree (ex. Carrier)
B-4.8
Compare the consequences of mutations in body cells with those in gametes.
Understand the cause of a mutation.
14-1 Pages 342-343
See samples listed in the standards.
14-1 Page 343 Problem Solving
See samples listed in the standards.
12-4 Page 306 Review
Distinguish between various types of mutagens.
B-4.9
B-5.1
B-5.2
High energy radiation such as x-rays, gamma rays and UV light and
chemical mutations can also be a variety.
Determine how mutations (spontaneous, body/gamete cell) occur and potential affect. Examples:
12-4 Pages 307-308
PKU, Cystic Fibrosis, Tay-Sachs, some Albinism, Sickle Cell Anemia.
14-1 Page 345 PKU
14-1 Pages 345-347 Cystic Fibrosis
14-1 Page 345 Tay-Sachs
14-1 Page 345 some Albinism
14-1 Pages 345-348 Sickle Cell Anemia
Understand the non-disjunction of sex chromosome mutations: XXY, XYY, XXX, XO.
14-2 Pages 352-353
See description of non-disjunction of sex chromosomes in the
standards.
Understand the non-disjunction of autosomal chromosome mutations: Down’s Syndrome.
14-2 Pages 352-353
Reference information on Down Syndrome in the standards.
Exemplify ways that introduce new genetic characteristics into an organism or a population by applying the principles of modern genetics.
Understand there are many ways that the characteristics of offspring can be manipulation
13-1 Page 319 Selective breeding
(Selective breeding, hybridization, mutagenesis, cloning, genetic engineering, Inbreeding,
13-1 Page 319 hybridization
thoroughbred)
13-1 Page 320 Mutagenesis
13-4 Pages 333 cloning
Understand how the manipulation methods above result in offspring
13-2 Pages 322 genetic engineering
Understand the use of technology in the manipulation of genes: genetic engineering, genome,
13-1 Page 320 Inbreeding
recombinant DNA, DNA sequencing, electrophoresis, DNA fingerprinting
13-1 Page 320 thoroughbred
Summarize the process of natural selection.
Understand that sexual reproduction, mutations, recombination of DNA and chromosomes cross15-3 Page 379
over insure genetic variability (population, species)
16-1 Page 393-394
Understand that natural selection occurs because individual members of a population have
15-3 Page 380-381
different traits which allow them to interact with the environment more or less effectively.-also
see 4.5 Review Meiosis
Understand that spontaneous mutations alter the sequences of base codes on the DNA strands.
These mutations may be benign or harmful, but maybe beneficial.
Review causes of mutations of Strand 4.8
Understand the impact of organism’s phenotype on its survival.
Understand how the gene pool can be changed over time
Understand how beneficial inherited traits become more prevalent over time. (define
adaptation)
Understand that as the environment changes phenotypes best suited for the environment
continue to bring about genetic changes.
Explain how genetic processes result in the continuity of life-forms over time.
Understand that all life today and all life that has ever existed share at least two structure:
proteins and nucleic acids
12-4 Page 306 Review
15-3 Page 380
16-3 Page 394
15-3 Page 383-381
15-3 Page 380-381
Proteins are comprised of the same 20 amino acids in all life forms.
Nucleic acids in all living organisms contain the same four
nucleotides.
Understand that the process by which nucleic acids code for proteins is the same for all lifeforms on earth.
Understand that all organisms have the same reliable means of passing genetic information to
offspring through reproduction.
(It is not essential for students to be able to recall and recognize the specific type of
reproduction for each group, but that reproductive methods vary.)
All organisms pass essentially the same genetic information, though possibly altered due to
genetic variability. The reproductive processes involve DNA replication, transcription and
translation. Sexual reproduction involves meiosis and asexual reproduction varies by organism.
Understand that the fossil record shows that all of the organisms that live long ago resemble
those alive today.
B-5.3
B-5.4
Explain how diversity within a species increases the chances of its survival.
Understand that a species is a group of organisms that share similar characteristics and can
interbreed resulting in fertile offspring.
Understand that the genetic variation ensure that each new generation produces unique
genotypes and phenotypes and is random. See B-5.1
Understand that the variability of traits results in greater diversity within a species.
Understand that if an environment changes then organisms best suited will be able to survive or
reproduce.
Understand that changes in the biotic factors influence the environment of an organism:
Define: Predators, prey, competitors.
(It is not essential that students know specific examples, simply general understanding.)
Understand that changes in the abiotic influence the environment of an organism. Define:
sunlight, water, wind, precipitation, temperature.
Explain the relationship between the degree of diversity and the chance of survival.
Explain how the adaptations of a few members of a species can lead to the survival of entire
species in times of environmental change. Define: gene pool, adaptability.
Explain how genetic variability and environmental factors lead to biological evolution.
Understand that adaptations and genetic drift are the primary driving forces of evolution.
Compare and contrast microevolution and macroevolution
The same sequences of nucleotides code for the same specific
amino acids in all life on earth.
(Discuss sexual and asexual reproduction-including which method
each of the following uses:
19-1 Page 475, 19-2 482-483 Viruses
Page Bacteria
20-2 Page 499, 502 Protists
21-1 Page 528-529 Fungi
22-1 Page 552 Plants
26-1 Page 659 Invertebrates/Vertebrates
15-1 Page 371
15-3 Page 382
17-1 Page 41715-1 Page 370
See Strand B-5.1
16-3 Page 406-407
15-1 Page 370
16-3 Page 406-407
15-3 Page 380-381
16-3 Page 406-407
5-2 Page 126
15-1 Pages 368-372
15-1 Pages 368-372
16-2 Page 397-398
15-3 Page 380
16-2 Page 397-398
16-2 Page 400
5.3
5.1 Page 84 Review
15-1 Page 369
Microevolution: The change in the relative frequencies in the gene
pool of a population from generation to generation. With every
generation 1) traits that are detrimental become less prevalent, 2)
traits that are beneficial become more prevalent, and 3) new traits
due to genetic variation appear.
Macroevolution: On a grand scale over many generations.
Speciation: The process of new species evolving.
As different traits are favored in two populations the gene pools
gradually become more dissimilar, If the populations remain
Understand evolutionary trends.
Compare and contrast divergent evolution (adaptive radiation) and convergent evolution.
(define: analogous structures)
Understand mass extinction
B-5.5
B-5.6
B-5.7
B-6.1
B-6.2
separated for a long period of time. Their gene pools eventually
become so different they are no longer able to reproduce and
produce viable, fertile offspring between the gene pools.
16-2 Page 397-398
33-1 Page 851
33-1 Page 851
17-4 Pages 436-437
17-1 Page 417
17-4 Page 435
17 Page 799
Exemplify scientific evidence in the fields of anatomy, embryology, biochemistry, and paleontology that underlies the theory of biological evolution.
Understand how assessing the relationship among living species by comparing their anatomies
15-3 Page 384-385
provides one type of data for reconstruction of evolutionary history. Define: homologous
structures, vestigial organs
Understand how the field of Embryology proves another type of data for reconstruction of
15-3 Page 385
evolutionary history.
Understand how comparing the similarity in genes and gene products (proteins) through the
17-2 Page 425
study of biochemistry provides the most promising information concerning the evolutionary
history.
Understand how the field of Paleontology is a tool to reconstruct the history of evolution.
17-1 Page 417
Understand that dating fossils provides valid evidence of life forms and environments along a
17-1 Pages 418-422
timeline that supports evolutionary relationships. Define: relative dating, index fossil, geologic
time scale.
Understand that dating fossils provides valid evidence of life forms and environments along a
17-1 Pages 418-422
timeline that supports evolutionary relationships. Define: absolute dating.
Summarize ways that scientists use data from a variety of sources to investigate and critically analyze aspects of evolutionary theory.
Understand that scientists’ study data to trace the
18-2 Page 452
phylogeny of a species or group of related species.
Understand the correlation between the amount of
Technology has proven to be essential in modern findings of evolutionary evidence to document theories
evidence and the reliability of the evidence based on
of evolution.
technological advancements.
Use a phylogenetic tree to identify the evolutionary relationships among different groups of organisms.
Understand that a phylogenetic tree is a visual representation that biologists use to represent
Supplement with a phylogenetic tree from the standards or similar.
the genealogies of organisms.
18-2 Page 452-453 Cladogram
Understand that a phylogenetic tree is a hypothesis
Interpret information provided on both simple and complex phylogenetic trees. (There is no
mention of the more modern cladogram in the standards, but mention it.)
Explain how the interrelationships among organisms generate stability within ecosystems.
Understand the definition of an ecosystem and all its parts. (Define: Ecosystem, community, and
abiotic factors)
Understand predation. (Define: Predator, prey, niche)
Understand competition.
Understand the symbiotic relationships and the impact on the balance of the ecosystem.
(Define: parasitism, mutualism, and commensalism)
Explain how populations are affected by limiting factors.
3-1 Page 64
4-2 Page 90
4-2 Page 91-93
4-2 Page 91-93
4-2 Page 91-93
Page 5-2 Page 124-127
Compare and contrast limiting factors as density dependent or density independent. Define:
competition, predation, parasitism, crowding, pathogen.
B-6.3
B-6.4
B-6.5
Illustrate the processes of succession in ecosystems.
Understand that succession is the orderly replacement of one community by another. (Define:
succession, primary succession, secondary succession: pioneer species, climax community, lichen.)
Understand that any disturbance to the ecosystem will affect the rate of succession.
Be able to match some organisms to their ecosystems for several biomes
Exemplify the role of organisms in the geochemical cycles.
Illustrate organisms’ roles in recycling carbon through diagrams and written descriptions as
carbon is transformed.
Illustrate organisms’ role in cycling the nitrogen, the importance of nitrogen in the formation of
proteins the nitrogen cycle through diagrams and written descriptions.
(Define: Elemental nitrogen: nitrogen fixation, leaching, role of synthetic fertilizers.)
Understand that nitrogen compounds necessary for plants and animals survival are easily
dissolved in acidic solutions.
Water cycle through diagrams and written descriptions.
Define: transpiration, reservoir, zone of saturation, groundwater, surface water, fresh water,
salt water, percolate.
Understand how water treatment and sewage facilities prevent or alleviate contamination from
reservoirs.
Explain how ecosystems maintain themselves through naturally occurring process.
Understand the composition of the earth’s atmosphere is mostly the result of the life process
of the organisms which inhabit earth (past and present). Including the cycling of oxygen and
carbon dioxide cycles.
Understand the greenhouse effect.
Understand the amount of carbon dioxide in the atmosphere cycles in response to the degree
to which plants and oceans cover the earth. Define: carbon sink.
Understand that the oxygen produced by respiration is produced by the ozone layer.
Understand that as water vapor condenses in the atmosphere water soluble impurities dissolve
in the water and fall to the earth with precipitation.
Understand the soils on earth are constantly being generated and eroded with a balancing being
maintained when the addition of organic matter is equal to the amount of erosion.
4-2 Page 94-97, Lab 113
4-2 Page 95
4-3 Page 98-105
4-4 Page 106-112
3-3 Page 76-77
3-3 Page 78
6-2 Page 148, lab 6-2 page 161
3-3 Page 75
17-2 Page 423
Review photosynthesis and respiration, if needed.
Understand that atmospheric oxygen is converted to carbon dioxide
during respiration and carbon dioxide is converted to oxygen during
photosynthesis.
4-1 Page 87
6-4 Page 159
Solar radiation from the sun in the form of light passes through
the atmosphere. Some of the light is absorbed by the earth and
released in the form of heat. Greenhouse gases (CO2, H2O vapor)
from the atmosphere allow light to pass through trapping some of
the electromagnetic radiation which traps the heat of the earth.
3-3 Page 76-77
Carbon sink: the saltwater of the oceans acts as a sink for carbon
dioxide absorbing in what plants do not use and converting it into
various salts such as CaCO3
6-4 Page 157-158
17-2 Page 426
Ozone Layer: Oxygen produced through respiration is responsible
for the ozone layer of the atmosphere which prevents much of the
ultra violet radiation from reaching the earth’s surface.
3-3 Page 75
6-4 Page 159
6-2 Page 145-147
Supplement with soil diagram.
All soils are composed of four distinct components. (It is not
essential for exact percentages only 1)
45% inorganic produced by weathering, 2) 5% organic droppings,
remains of organism, 3) 25% water, and 4) 25% air. Soil erosion is a
natural process where soil from the land is lost due to water, wind,
ice and other agents. It is prevented by roots holding it in place and
leaves and stems cushioning the impact of rainfall. Soil is
characterized by 1) types of organisms present, 2) types of
minerals present and 3) climate.
B-6.6
Understand the hydrologic cycle is maintained by the power of the sun (through evaporation)
and the effect of weather.
Understand that waste materials from organisms are decomposed by bacteria or other
microorganisms.
Understand that nutrients are cycled through an ecosystem.
Explain how human activities affect the physical and chemical cycles and processes of Earth.
Understand that human population growth worldwide has increased exponentially since the
1800s.
Interpret a graph of population growth.
Understand the factors that determine carrying capacity of the human population of the earth.
Compare and contrast renewable sources and nonrenewable sources
Understand human growth’s impact on the earth.
Be able to create, to use and interpret graphs and data tables.
Understand the implication of an increasing population and industrialization on fertile soil, water
and land for agriculture and energy resources.
Understand how an increasing population and industrialization alters many of the processes and
cycles of the natural ecosystems. Define: deforestation, fossil fuel consumption, acid rain,
depletion of the ozone layer.
6-4 Page 159
Reference nitrogen and carbon cycles.
Reference nitrogen and carbon cycles
5-3 Pages 129-132
5-3 Pages 129-132
5-1 Page 119-122
6-2 Pages 144
Chapter 6 138-160
Figures and tables in the standards
Chapter 6 138-160
Chapter 6 138-160
17-2 Page 426