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ROCKY FORD CURRICULUM GUIDE SUBJECT: Science TIMELINE: 4th Quarter GRADE: Biology Standard and Grade Level Expectation Evidence Outcome Student-Friendly Learning Objectives Level of Thinking Resource Correlation Academic Vocabulary Life Science. Evolution occurs as the heritable characteristics of populations change across generations and can lead populations to become better adapted to their environment. a. Develop, communicate, and justify an evidence-based scientific explanation for how Earth’s diverse life forms today evolved from common ancestors. M We will analyze how current living organisms evolved over time from common ancestors. Analysis Prentice Hall Biology text ©2008 Chapter 13, 15 AND 16 http://www.millerandlevine.c om/chapter/16/index.html Heritable Life Science. Evolution occurs as the heritable characteristics of populations change across generations and can lead populations to become better adapted to their environment. b. Analyze and interpret multiple lines of evidence supporting the idea that all species are related by common ancestry such as molecular studies, comparative anatomy, biogeography, fossil record and embryology. M We will analyze how current living organisms evolved over time from common ancestors. Life Science. Evolution occurs as the heritable characteristics of populations change across generations and can lead populations to become better adapted to their environment. c. Analyze and interpret data suggesting that over geologic time, discrete bursts of rapid genetic changes and gradual changes have resulted in speciation. M We will analyze how current living organisms evolved over time due to gradual changes in genetics. http://phet.colorado.edu/en/s imulation/natural-selection © Learning Keys, 800.927.0478, www.learningkeys.org Synth Prentice Hall Biology text ©2008 Chapter 13, 15 AND 16 http://www.millerandlevine.c om/chapter/16/index.html Biogeography Embryology Prentice Hall Biology Presentation EXPRESS DVD Disc 2 Ch.16 Synth Prentice Hall Biology text ©2008 Chapter 13, 15 AND 16 http://www.millerandlevine.c om/chapter/16/index.html Genetic variation Page 1 ROCKY FORD CURRICULUM GUIDE SUBJECT: Science TIMELINE: 4th Quarter GRADE: Biology Standard and Grade Level Expectation Evidence Outcome Student-Friendly Learning Objectives Level of Thinking Resource Correlation Academic Vocabulary Life Science. Evolution occurs as the heritable characteristics of populations change across generations and can lead populations to become better adapted to their environment. d. Analyze and interpret data on how evolution can be driven by three key components of natural selection – heritability, genetic variation, and differential survival and reproduction. M We will examine how natural selection is related to species fitness and survival. Comp Prentice Hall Biology text ©2008 Chapter 11-16 http://www.millerandlevine.c om/chapter/16/index.html Natural selection Survival of fittest Life Science. Evolution occurs as the heritable characteristics of populations change across generations and can lead populations to become better adapted to their environment. e. Generate a model – an evolutionary tree – showing how a group of organisms is most likely diverged from common ancestry. M We will examine how a specific group of organisms are related to a common ancestor. Appl Prentice Hall Biology text ©2008 Chapter 11-16 http://www.millerandlevine.c om/chapter/16/index.html Homologous structures Life Science. The size and persistence of populations depend on their interactions with each other and on the abiotic factors in an ecosystem. a. Analyze and interpret data about the impact of removing keystone species from an ecosystem or introducing non-native species into an ecosystem. M We will analyze the impact that introducing and removing species has on an ecosystem. Comp Prentice Hall Biology text ©2008 Chapter 11-16 http://www.millerandlevine.c om/chapter/4/index.html Decent with modification http://www.millerandlevine.c om/chapter/16/index.html http://evolution.berkeley.edu/ evolibrary/article/evo_25 © Learning Keys, 800.927.0478, www.learningkeys.org Page 2 ROCKY FORD CURRICULUM GUIDE SUBJECT: Science TIMELINE: 4th Quarter GRADE: Biology Standard and Grade Level Expectation Evidence Outcome Student-Friendly Learning Objectives Level of Thinking Resource Correlation Academic Vocabulary Life Science. The size and persistence of populations depend on their interactions with each other and on the abiotic factors in an ecosystem. b. Describe or evaluate communities in terms of primary and secondary succession as they progress over time. M We will analyze the effects of primary and secondary succession in an ecosystem. Analysis Prentice Hall Biology text ©2008 Chapter 3-6 http://www.millerandlevine.c om/chapter/4/index.html *ALL YEAR Life Science. The size and persistence of populations depend on their interactions with each other and on the abiotic factors in an ecosystem. c. Evaluate data and assumptions regarding different scenarios for future human population growth and their projected consequences. M We will estimate projected consequences of human population growth. Synth Prentice Hall Biology text ©2008 Chapter 3-6 http://www.millerandlevine.c om/chapter/4/index.html *ALL YEAR Life Science. The size and persistence of populations depend on their interactions with each other and on the abiotic factors in an ecosystem. d. Examine, evaluate, question, and ethically use information from a variety of sources and media to investigate ecosystem interactions. M We will examine the interactions within an ecosystem. Comp Prentice Hall Biology text ©2008 Chapter 3-6 http://www.millerandlevine.c om/chapter/4/index.html *ALL YEAR http://www.edquest.ca/comp onent/content/article/111 © Learning Keys, 800.927.0478, www.learningkeys.org Page 3 ROCKY FORD CURRICULUM GUIDE SUBJECT: Science TIMELINE: 4th Quarter GRADE: Biology Standard and Grade Level Expectation Evidence Outcome Student-Friendly Learning Objectives Level of Thinking Resource Correlation Academic Vocabulary Life Science. The energy for life primarily derives from the interrelated processes of photosynthesis and cellular respiration. Photosynthesis transforms the sun’s light energy into the chemical energy of molecular bonds. Cellular respiration allows cells to utilize chemical energy when these bonds are broken. a. Develop, communicate, and justify an evidence-based scientific explanation the optimal environment for photosynthetic activity. M We will analyze optimum conditions for photosynthesis. Analysis Prentice Hall Biology text ©2008 Chapter 4 & 8 and 19 http://www.millerandlevine.c om/chapter/4/index.html *ALL YEAR Life Science. The energy for life primarily derives from the interrelated processes of photosynthesis and cellular respiration. Photosynthesis transforms the sun’s light energy into the chemical energy of molecular bonds. Cellular respiration allows cells to utilize chemical energy when these bonds are broken. b. Discuss the interdependence of autotrophic and heterotrophic life forms such as depicting the flow of a carbon atom from the atmosphere, to a leaf, through the food chain, and back to the atmosphere. M http://www.millerandlevine.c om/chapter/8/index.html © Learning Keys, 800.927.0478, www.learningkeys.org We will analyze the flow of matter through a food chain and the atmosphere. Analysis Prentice Hall Biology text ©2008 Chapter 3-6 http://www.millerandlevine.c om/chapter/4/index.html *ALL YEAR Page 4 ROCKY FORD CURRICULUM GUIDE SUBJECT: Science TIMELINE: 4th Quarter GRADE: Biology Standard and Grade Level Expectation Evidence Outcome Student-Friendly Learning Objectives Level of Thinking Resource Correlation Academic Vocabulary Life Science. The energy for life primarily derives from the interrelated processes of photosynthesis and cellular respiration. Photosynthesis transforms the sun’s light energy into the chemical energy of molecular bonds. Cellular respiration allows cells to utilize chemical energy when these bonds are broken. c. Explain how carbon compounds are gradually oxidized to provide energy in the form of adenosine triphosphate (ATP), which drives many chemical reactions in the cell. M We will analyze the flow of energy in chemical reactions that take place in the cell. Comp Prentice Hall Biology text ©2008 Chapter 4 http://www.millerandlevine.c om/chapter/4/index.html ** ALL YEAR © Learning Keys, 800.927.0478, www.learningkeys.org Page 5