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BIG IDEAS in SCIENCE 1. Scientific discoveries and technological innovation impact the way people live, work, and interact. 2. Science reflects, documents, and influences the values, ideas, and events throughout history. 3. Scientists use the tools of technology to problem-solve, communicate, acquire new knowledge, and evaluate information to get answers to their questions. 4. How anything is made determines how it works. 5. Energy can change forms and transfer from one object to another. 6. Objects respond when acted upon by a stimulus or force. 7. Systems are made of parts and can combine to form larger systems. 8. Change and constancy occur naturally or as a result of human impact. 9. Recognizing patterns helps predict what will happen next and what can change over time. Biology Topics Duration Semester 1 1 week 4 weeks 3 weeks 4 weeks 4 weeks Semester 2 6 weeks 5 weeks Topic Overview Biology Homeostasis/Human Systems/Nutrition & Enzymes Taxonomy & Kingdoms Ecosystems Change Over Time DNA & Genetics Cell Processes TOPIC: OVERVIEW / INTRODUCTION / REVIEW of science material previously studied BIG IDEAS: How anything is made determines how it works Systems are made of parts & can combine to form larger systems Scientific discoveries and technological innovation impact the way people live, work, & interact Science reflects, documents, & influences the values, ideas, & events throughout history Scientists use the tools of technology to problem-solve, communicate, acquire new knowledge, & evaluate information to get answers to their questions TEKS Knowledge Statement: 6.10 The student understands the relationship between structure and function in living systems 6.11 The student understands that traits of species can change through generations and that the instructions for traits are contained in the genetic material of the organisms (4) The student understands that cells are the basic structures of all living things and have specialized parts that perform specific functions, and that viruses are different from cells and have different properties and functions 7.9 The student understands the relationship between structure and function in living systems. 8.6 The student understands that interdependence occurs among living systems. TEKS Skill Statements: 6.10B determine that all organisms are composed of cells that carry on functions to sustain life 6.11B identify cells as structures containing genetic material 7.9A identify the systems of the human organism and describe their functions 8.6A describe interactions among systems in the human organism UNDERSTAN DINGS Learners will understand that: ESSENTIAL QUESTIONS What is life? there are criteria by which scientists decide whether something is living or not living things have particular requirements in order to stay What makes a living organism “alive”? alive How are living things organized both within themselves and in relation to each other? individual survival and species survival are dependent upon different circumstances What conditions must be in place for the species to survive? Students will know . . . Students will do . . . Characteristics of living things: - has genetic material - be self-regulatory (manage itself w/in an environment) ---------------------------------------- reproduce in order for the species to remain on Earth Distinguish between a living organism and a nonliving thing Cells are the basic units of all living organisms Choose an organism to study in-depth throughout the duration of the course Systems of the human body Living organisms are similar to each other in some ways and different from each other in some ways Compare & Contrast organisms to determine similarities and differences among them Apply human systems structure & function to other organisms TOPIC: HOMEOSTASIS BIG IDEA: How anything is made determines how it works. Objects respond when acted upon by a stimulus or force. Systems are made of parts and can combine to form larger systems. Change and constancy occur naturally or as a result of human impact. Scientists use the tools of technology to problem-solve, communicate, acquire new knowledge, and evaluate information to get answers to their questions. TEKS Knowledge Statement: (4) The student understands that cells are the basic structures of all living things and have specialized parts that perform specific functions, and that viruses are different from cells and have different properties and functions. (9) The student understands metabolic processes and energy transfers that occur in living organisms. (10) The student understands that, at all levels of nature, living systems are found within other living systems, each with its own boundary and limits. (11) The student understands that organisms maintain homeostasis. TEKS Skills Statements: identify and describe the role of bacteria in maintaining health such as in digestion and in causing diseases such as in streptococcus infections and diphtheria compare the structures and functions of different types of biomolecules such as carbohydrates, lipids, proteins, and nucleic acids investigate and identify the effects of enzymes on food molecules interpret the functions of systems in organisms including circulatory, digestive, nervous, endocrine, reproductive, integumentary, skeletal, respiratory, muscular, excretory, and immune compare the interrelationships of organ systems to each other and to the body as a whole identify and describe the relationships between internal feedback mechanisms in the maintenance of homeostasis investigate and identify how organisms, including humans, respond to external stimuli analyze the importance of nutrition, environmental conditions, and physical exercise on health UNDERSTAN DINGS ESSENTIAL QUESTIONS Learners will understand that: viruses and bacteria play essential roles in the health and sickness of organisms. What if bacteria did not exist? Why can’t you get the same cold twice? enzymes regulate physiological processes including digestion How come the doctor won't give me antibiotics? body systems must work together to maintain an internal balance in organisms by responding to both internal and external stimuli How is it that I am I what I eat? Why do I sweat (pee, etc)? Students will know . . . Students will do . . . Human systems and how they interact Evaluate enzyme graphs and nutrition labels How organisms respond to stimuli in order maintain homeostasis Interpret examples of homeostasis through investigations All systems within an organism work together to maintain homeostasis Describe the role of viruses and bacteria in causing disease and in maintaining health. Enzymes are produced to help catalyze reactions to maintain homeostasis TOPIC: TAXONOMY BIG IDEAS: Scientific discoveries and technological innovation impact the way people live, work, and interact. Scientists use the tools of technology to problem-solve, communicate, acquire new knowledge, and evaluate information to get answers to their questions. Systems are made of parts and can combine to form larger systems. Change and constancy occur naturally or as a result of human impact. Recognizing patterns helps predict what will happen next and what can change over time. TEKS Knowledge Statement: (8)The student understands applications of taxonomy and can identify its limitations. (10) The student understands that, at all levels of nature, living systems are found within other living systems, each with its own boundary and limits. TEKS Skills Statements: (A) collect and classify organisms at several taxonomic levels, such as species, phylum and kingdom using dichotomous keys. (B) analyze the relationships among organism and develop a model of hierarchical classification system based on similarities and differences using taxonomic nomenclature (C) analyze and identify characteristics of plant systems and subsystems UN D ER STA N DIN G S Learners will understand that: ESSENTIAL QUESTIONS organisms are arranged in a hierarchical manner In what ways are organisms alike and different from one another? organisms are classified into kingdoms based on a set of common characteristics scientists use various tools & systems to classify organisms no matter how organisms are classified, each method has its limits How are organisms (both living & extinct) organized? To what extent can you sort out groups of organisms? Can plants survive without us? What are plants made of? plants have different structures & adaptations for survival Students will know . . . Students will do . . . Binomial nomenclature identifies each species by a scientific name of two words accepted by speakers of all languages, each name applies only to one species, and each species has only one name • Use dichotomous keys to identify organisms Methods used to classify organisms, including the history of classifying organisms, the 5 kingdom system, the 6 kingdom system, and the 3 domain system. Levels of classification K, Ph, C, O, F, G, S Characteristics of each individual kingdom and that an organism belongs in a particular kingdom based on its characteristics The significance of specific plant structures & adaptations necessary for survival • Read a cladogram to analyze related species • Do the taxonomy of their organism and determine what other organisms this one is related to • Place organisms into the correct kingdom based on their characteristics. • Compare and contrast characteristics of the different kingdoms • An independent plant investigation project to analyze the purpose of different plant structures & adaptations and infer its relationship to environmental conditions. TOPIC: ECOLOGY BIG IDEAS: Energy can change forms and transfer from one object to another. Systems are made of parts and can combine to form larger systems. Change and constancy occur naturally or as a result of human impact. Objects respond when acted upon by a stimulus or force. Science reflects, documents, and influences the values, ideas, and events throughout history. Scientific discoveries and technological innovation impact the way people live, work, and interact. TEKS Knowledge Statements: (9) Student understand metabolic processes and energy transfers that occur in living organisms (11) Students understand that organisms maintain homeostasis (12) Students understand that interdependence and interactions occur within an ecosystem (13) Students understand the significance of plants in the environment TEKS Skills Statements: (B) compare the energy flow in photosynthesis to the energy flow in cellular respiration (D) analyze the flow of matter and energy through different trophic levels and between organisms and the physical environment (A) analyze the flow of energy through various cycles including the carbon, oxygen, nitrogen, and water cycles (B) interpret interactions among organisms exhibiting predation, parasitism, commensalism, and mutualism (C) compare variations, tolerances, and adaptations of plants and animals in different biomes (D) identify and illustrate that long-term survival of species is dependent on a resource base that may be limited (E) investigate and explain the interactions in an ecosystem including food chains, food webs, and food pyramids (D) summarize the role of microorganisms in maintaining and disrupting equilibrium including diseases in plants and animals and decay in an ecosystem (A) evaluate the significance of structural and physiological adaptations of plants to their environments (B) survey and identify methods of reproduction, growth, development of various types of plants UNDE RSTA NDI NGS Learners will understand that: matter and energy are transferred throughout all levels of the biosphere. relationships and interactions between organisms and within their environment affect each other and the environment the environment takes actions to stay in balance at all levels: within the organism, among organisms, within ecosystems, and throughout the entire biosphere ESSENTI AL Q UESTIO NS How does an ecosystem respond to change? How do adaptations aid in an organism’s survival? Is life energy-efficient? Could animals exist without plants? Can we ever run out of oxygen? plants are important to the environment in various ways there are consequences of limited resources within any environment Students will know . . . Students will do . . . Levels of biosphere. Interpret how changes in resources (both biotic & abiotic) affect populations. The environmental factors that affect organisms. The role of predator prey relationship in the determination of the ecosystem structure. How to interpret food chains, webs, and pyramids. The types of symbiosis How matter and energy are cycled through water, carbon, and nitrogen cycles. How human and natural events can affect availability of resources. Compare physiological and structural adaptations of organisms in different biomes. investigate different types of food webs & energy pyramids and explain what is going on within them Recognize examples of symbiosis and give reasons for the existence of these relationships Describe the role of photosynthesis at the various levels of the biosphere Identify the role of microorganisms in the ecosystem. TOPIC: CHANGE OVER TIME BIG IDEAS: Change and constancy occur naturally or as a result of human impact. Recognizing patterns helps predict what will happen next and what can change over time. Scientific discoveries and technological innovation impact the way people live, work, and interact. Science reflects, documents, and influences the values, ideas, and events throughout history. Scientists use the tools of technology to problem-solve, communicate, acquire new knowledge, and evaluate information to get answers to their questions. TEKS Knowledge Statement: (7) The student knows the theory of biological evolution. TEKS Skill Statements: (A) Identify evidence of change in species using fossils, DNA sequences, anatomical similarities, physiological similarities and embryology. (B) Illustrate the results of natural selection, speciation, diversity, phylogeny, adaptation, behavior and extinction. UNDERSTAN DINGS Learners will understand that: ESSENTIAL QUESTIONS How do we know whales used to walk? natural selection is a mechanism for evolution Why don’t you need your appendix? there is evidence to determine the relationships between organisms the role of natural selection in changing the natural world Why did the dinosaurs go extinct? Why do new species appear? Students will know . . . Students will do . . . Evolution is change over time Compare structures of plants and animals from different environments. How to interpret a cladogram Organisms change over time The difference between vestigial, homologous, and analogous structures Ways plants & animals behave within and adapt to their environment or die Explain real life examples of the results of natural selection, speciation, diversity, phylogeny, adaptation, behavior and extinction. Construct a cladogram Explain similarities and differences between and among plants and animals TOPIC: DNA / Genetics BIG IDEAS: Scientific discoveries and technological innovation impact the way people live, work, and interact. Scientists use the tools of technology to problem-solve, communicate, acquire new knowledge, and evaluate information to get answers to their questions. Change and constancy occur naturally or as a result of human impact. How anything is made determines how it works. Recognizing patterns helps predict what will happen next and what can change over time. TEKS Knowledge Statements: (6) Students understand the structures and functions of nucleic acids in the mechanisms of genetics. (9)Students understand metabolic processes and energy transfers that occur in living organisms (13)Students knows the significance of plants in the environment TEKS Skills Statements (A) describe components of deoxyribonucleic acid (DNA), and illustrate how information for specifying the traits of an organism is carried in the DNA (B) explain replication, transcription, and translation using models of DNA and ribonucleic acid (RNA) (C) identify and illustrate how changes in DNA cause mutations and evaluate the significance of these changes (D) compare genetic variations observed in plants and animals; (E) compare the processes of mitosis and meiosis and their significance to sexual and asexual reproduction (F) identify and analyze karyotypes (A) compare the structures and functions of different types of biomolecules such as carbohydrates, lipids, proteins, and nucleic acids (B) survey and identify methods of reproduction, growth, and development of various types of plants UNDERSTAN DINGS Learners will understand that: ESSENTIAL QUESTIONS the order of the nitrogen bases determine the genotype and phenotype of an organism What makes me unique? Is a mutation always a bad thing? the steps in the process of mitosis control if the daughter cell will replicate exactly like the parent cell the steps in the process of meiosis will influence the genetic make-up of the offspring after the exchange of genetic material between two species What do DNA and RNA look like? What happens when mitosis goes wrong? Does it take two to tango? DNA and chromosomal mutations impact natural selection and are a response to changing environments Students will know . . . Students will do . . . The differences between sexual and asexual reproduction. Construct a model of DNA The differences between mitosis and meiosis: the initial products, the processes, & their outcomes Use replica of DNA & RNA to model replication, transcription, & translation DNA contains the genetic code because of structure, shape, and base pairing Sketch or use manipulatives to show how changes in DNA cause mutations and decide if the changes are significant or not The structural differences between DNA and RNA and how that contributes to their functions Describe or diagram the processes of mitosis & meiosis and explain their relevance to asexual & sexual reproduction How DNA replicates itself and the process of RNA transcription & translation to amino acids Use Punnett squares and probability to find possible genotypes & phenotypes, including sex-linked traits and multiple alleles. How mutations happen How to use a Punnett square to predict genetic outcomes Interpret and analyze karyotypes Explain the role of mutations in evolution TOPIC: CELL STRUCTURE / FUNCTION BIG IDEAS: How anything is made determines how it works. Objects respond when acted upon by a stimulus or force. Systems are made of parts and can combine to form larger systems. Scientists use the tools of technology to problem-solve, communicate, acquire new knowledge, and evaluate information to get answers to their questions. TEKS Knowledge Statement: (4)Students understand that cells are the basic structures of all living things and have specialized parts that perform specific functions, and that viruses are different from cells and have different properties and functions (5)Students understand how an organism grows and how specialized cells, tissues, and organs develop (9)Students understand metabolic processes and energy transfers that occur in living organisms (10)Students understand that, at all levels of nature, living systems are found within other living systems, each with its own boundary and limits TEKS Skill Statements: (A) identify the parts of prokaryotic and eukaryotic cells (B) investigate and identify cellular processes including homeostasis, permeability, energy production, transportation of molecules, disposal of wastes, function of cellular parts, and synthesis of new molecules (C) compare the structures and functions of viruses to cells and describe the role of viruses in causing diseases and conditions such as acquired immune deficiency syndrome, common colds, smallpox, influenza, and warts (D) identify and describe the role of bacteria in maintaining health such as in digestion and in causing diseases such as in streptococcus infections and diphtheria. (A) compare cells from different parts of plants and animals including roots, stems, leaves, epithelia, muscles, and bones to show specialization of structure and function (B) identify cell differentiation in the development of organisms (C) sequence the levels of organization in multicellular organisms to relate the parts to each other and to the whole (B) compare the energy flow in photosynthesis to the energy flow in cellular respiration (B) compare the interrelationships of organ systems to each other and to the body as a whole UNDERSTAN DINGS Learners will understand that: ESSENTIAL QUESTIONS cell parts and their processes are important to the overall function of the organism How did I get to be 100 Trillion cells big when I came from one cell? cell differentiation allows for organs with specialized functions How does a cell know what to let in and what to get rid of? What if it didn’t know? the energy flow in photosynthesis & cellular respiration impact individual organism as well as the whole biosphere Is there an energy crisis happening on the planet? What about within my body? cells use the elements contained in the biomolecules for different cell processes If "No man is an island", how many interdependent systems am I a part of? Students will know . . . Students will do . . . Cell structures Organ systems are interdependent Viruses are different from cells Differences in prokaryotic cells and eukaryotic cells How to operate a microscope The path that energy takes from the sun to the cell parts The structure of biomolecules as they relate to the cell using them. Compare and contrast a prokaryotic and eukaryotic cell Recognize distinguishing characteristics of plant and animal cells. Use a microscope to discriminate among cells from different parts of plants & animals including roots, stems, leaves, epithelia, muscles, & bones to indicate specialization of structure & function Recognize reactants & products of photosynthesis & cellular respiration and relate to the energy flow in each Model and/or investigate cellular transport and describe the structures involved Recognize the molecules of life & what compounds they are found in, what foods contain the compounds, what the cell uses the compound for and what organelles primarily use them