Download I can understand the structures and roles of the four organic molecules

ISS Curriculum Guide
High School – Biology - Revised Summer 2010
The complete North Carolina Standard Course of Study and Support Documents for Biology can be accessed at:
http://www.dpi.state.nc.us/curriculum/science/scos/2004/23biology
Top
ISS Student Friendly
10
Learning Target
M
(NCSCOS)
N
I can understand the structures and roles of
the four organic molecules.
E
 Know the structures, functions and subunits
(monomers) of the four organic compounds:

carbohydrates - monosaccharides

proteins – amino acids

lipids – fatty acids

nucleic acids – nucleotides
E

EC
E
2.02 Investigate and describe the structure
and functions of cells including:
•
Cell organelles.
•
Cell specialization.
•
Communication among cells within
an organism
E- Essential
M – Maintenance
Reasoning Targets
Identify and know the structure and functions of

Organelles

nucleus

plasma/cell membrane

cell wall

mitochondria

vacuole

chloroplast

ribosome
I – Important
N – Nice to Know
Performance/
Skill Targets
ESSENTIAL VOCABULARY
I
2.01: Compare and contrast the structure
and functions of the following organic
molecules:
•
Carbohydrates.
•
Proteins.
•
Lipids.
•
Nucleic Acids.
I can understand the structures of cells and
how they work.
Knowledge Targets

Interpret results of tests
for:
 starch (iodine)
 lipids (brown paper),
 monosaccharides
(Benedict’s Solution)
 protein (Biuret’s)
Analyze the differences
between plant and animal
cells

Use and understand
light microscope
techniques and
procedures

Calculate the total
power of
magnification
6/19/2017
Product
Targets
ISS Curriculum Guide
High School – Biology - Revised Summer 2010
The complete North Carolina Standard Course of Study and Support Documents for Biology can be accessed at:
http://www.dpi.state.nc.us/curriculum/science/scos/2004/23biology
Top
ISS Student Friendly
10
Learning Target
M
(NCSCOS)
N
EC
E
Knowledge Targets
 Know hierarchy of cell organization
cells tissue  organs  organ systems


Identify the structure of plant and animal cells
Understand how surface area and volume are
related.
Understand that cells communicate with one
another through chemical signals.

E
I can understand how cells maintain
constant conditions.
DIFFERENTIATION, CHLOROPLAST,
RIBOSOME, MITOCHONDRION,
SELECTIVELY PERMEABLE
 Understand the concept of homeostasis

2.03 Investigate and analyze the cell as a
living system including:

Maintenance of homeostasis.
Movement of materials into and
out of cells.
Energy use and release in
biochemical reactions.
E- Essential
Performance/
Skill Targets
ESSENTIAL VOCABULARY
I
2.02 Continued)


Reasoning Targets
M – Maintenance
Know that maintenance of homeostasis
includes regulation of temperature, pH,
blood glucose levels and water balance

Understand the processes of active
transport, passive transport, diffusion and
osmosis

Know that ATP is the source of energy for
cellular activities

Describe how cells store and use energy
I – Important
N – Nice to Know

Compare and contrast
active and passive
transport

Predict changes in
osmotic pressure that
may occur as cells are
placed in solutions of
different concentrations
6/19/2017
Product
Targets
ISS Curriculum Guide
High School – Biology - Revised Summer 2010
The complete North Carolina Standard Course of Study and Support Documents for Biology can be accessed at:
http://www.dpi.state.nc.us/curriculum/science/scos/2004/23biology
Top
ISS Student Friendly
10
Learning Target
M
(NCSCOS)
N
EC
E
Knowledge Targets
Reasoning Targets
Skill Targets
ESSENTIAL VOCABULARY
I
Performance/
with ATP and ADP molecules
E
I can understand the structure and role of
enzymes.

Understand the function of a buffer

Know the pH scale
DIFFUSION, OSMOSIS, HOMEOSTASIS

Know that enzymes are necessary for all
biochemical reactions

2.04 Investigate and describe the structure
and function of enzymes and explain their
importance in biological systems.
Understand that enzymes are proteins that
speed up (catalyze) chemical reactions and
are reusable and specific.
 Predict how enzymes are
affected by outside factors
(pH and temperature)
ENZYME, catalyst, substrate
I can understand how cells turn food into
energy.
2.05 Investigate and analyze the bioenergetic
reactions:


Aerobic Respiration.
Anaerobic Respiration.
E- Essential
M – Maintenance
E
 Understand reactants and products of
photosynthesis and cellular respiration
 Know that anaerobic respiration includes lactic
acid and alcoholic fermentation
 Know that anaerobic respiration means without
I – Important
N – Nice to Know

Interpret how factors
(such as light intensity,
carbon dioxide
concentration and
temperature) will affect
rate of photosynthesis
and cellular respiration
6/19/2017
Product
Targets
ISS Curriculum Guide
High School – Biology - Revised Summer 2010
The complete North Carolina Standard Course of Study and Support Documents for Biology can be accessed at:
http://www.dpi.state.nc.us/curriculum/science/scos/2004/23biology
Top
ISS Student Friendly
10
Learning Target
M
(NCSCOS)
N
EC

E
Knowledge Targets
Reasoning Targets
Skill Targets
ESSENTIAL VOCABULARY
I
oxygen.
Photosynthesis.

Compare and contrast
aerobic respiration,
anaerobic respiration and
photosynthesis in regard to
efficiency, which organisms
use processes which
organelles are involved

Compare and contrast the
advantages and
disadvantages of
overproduction,
underproduction, and
production of proteins at
wrong times (injury
repair versus cancer)
AUTOTROPH, HETEROTROPH, CELLULAR
RESPIRATION, PHOTOSYNTHESIS
E
I can understand how DNA stores and
passes on hereditary information.
3.01 Analyze the molecular basis of heredity
including:



DNA replication.
Protein synthesis (transcription,
translation).
Gene regulation.

Understand:

Structure and function of DNA and RNA

DNA Replication

Protein Synthesis
o Transcription
o Translation

Gene Regulation

Gene Mutations
o Frame-Shift
o Point

Complementary Base - Pairing

Amino Acids
Performance/

Use a codon chart
to determine amino
acid sequencing to
make proteins

Transcribe and
translate a DNA
sequence.
TRANSCRIPTION/TRANSLATION, PROTEIN
SYNTHESIS
E- Essential
M – Maintenance
I – Important
N – Nice to Know
6/19/2017
Product
Targets
ISS Curriculum Guide
High School – Biology - Revised Summer 2010
The complete North Carolina Standard Course of Study and Support Documents for Biology can be accessed at:
http://www.dpi.state.nc.us/curriculum/science/scos/2004/23biology
Top
ISS Student Friendly
10
Learning Target
M
(NCSCOS)
N
EC
I can understand how cells reproduce.
3.02 Compare and contrast the
characteristics of asexual and sexual
reproduction.
E
Knowledge Targets

Know that mitosis is asexual reproduction and
meiosis is sexual reproduction.

Identify the steps of mitosis
 Understand the sources of genetic variation:
o
crossing over
o
random assortment
o
gene mutation
o
nondisjunction
o
fertilization
GENETIC VARIATION, MITOSIS, MEIOSIS
E- Essential
M – Maintenance
I – Important
N – Nice to Know
Performance/
Skill Targets
ESSENTIAL VOCABULARY
I
E
Reasoning Targets

Compare and contrast the
terms haploid and diploid.

Compare and contrast
mitosis and meiosis in
terms of changes of
chromosome number,
number of cell divisions
and number of cells
produced, and advantages
and disadvantages of both

Place mitosis diagrams in
order
6/19/2017
Product
Targets
ISS Curriculum Guide
High School – Biology - Revised Summer 2010
The complete North Carolina Standard Course of Study and Support Documents for Biology can be accessed at:
http://www.dpi.state.nc.us/curriculum/science/scos/2004/23biology
Top
ISS Student Friendly
10
Learning Target
M
(NCSCOS)
N
EC
E
3.03 Interpret and predict patterns of
inheritance.








Dominant, recessive and
intermediate traits.
Multiple alleles.
Polygenic inheritance.
Sex-linked traits.
Independent assortment.
Test cross.
Pedigrees.
Punnett squares.
E- Essential
M – Maintenance
Reasoning Targets

Identify and determine genotypes and
phenotypes

Know the terms homozygous and
heterozygous

Recognize that phenotypes are the result of
genotypes and the environment

Discuss Mendel’s experiments and laws

Understand that dominant traits mask
recessive alleles

Know that incomplete dominance (partial
dominance) results in the blending of traits
(heterozygous pink flowers)

Interpret karyotypes
(gender, chromosomal
abnormalities)

Interpret co-dominant
crosses involving
multiple alleles


Know that co-dominant alleles result in the
expression of both traits (roan cows & AB
blood type)

Know the autosomal inheritance patterns
I – Important
N – Nice to Know
Performance/
Skill Targets
ESSENTIAL VOCABULARY
I
E
I can understand how genes are inherited.
Knowledge Targets
Determine if parentage is
possible based on blood
types

Solve crosses
involving intermediate
patterns of inheritance
and multiple alleles.

Solve crosses
involving sex linked
traits (color-blindness
and hemophilia)

Solve problems
featuring monohybrid
crosses (parental, F1,
F2 generations)

Given a phenotype,
suggest an appropriate
test cross to determine
the genotype of an
organism

Interpret problems
featuring monohybrid
6/19/2017
Product
Targets
ISS Curriculum Guide
High School – Biology - Revised Summer 2010
The complete North Carolina Standard Course of Study and Support Documents for Biology can be accessed at:
http://www.dpi.state.nc.us/curriculum/science/scos/2004/23biology
Top
ISS Student Friendly
10
Learning Target
M
(NCSCOS)
N
EC
E
Knowledge Targets
M – Maintenance

Know the A, B, AB, and O blood types
(alleles: IA, IB, and i)

Recognize that some traits are controlled
by more than one pair of genes (has a wide
range of phenotypes (skin and hair color)

Understand human sex chromosomes

Understand why males are more likely to
express a sex-linked trait

Know the importance of the genes being
on separate chromosomes as it relates to
meiosis
I – Important
N – Nice to Know
Performance/
Skill Targets
ESSENTIAL VOCABULARY
I
and characteristics of sickle cell anemia,
cystic fibrosis, and Huntington’s disease
E- Essential
Reasoning Targets
crosses

Determine parental
genotypes based on
offspring ratios
6/19/2017
Product
Targets
ISS Curriculum Guide
High School – Biology - Revised Summer 2010
The complete North Carolina Standard Course of Study and Support Documents for Biology can be accessed at:
http://www.dpi.state.nc.us/curriculum/science/scos/2004/23biology
Top
ISS Student Friendly
10
Learning Target
M
(NCSCOS)
N
EC
I can understand biotechnology and how it
affects society.
3.04 Assess the impact of advances in
genomics on individuals and society.


Human genome project.
Applications of biotechnology.
E
Knowledge Targets

Know that the process of meiosis leads to
independent assortment and greater genetic
diversity

Identify the genotypes of individuals from
a given pedigree and be able to identify
patterns of inheritance.
HOMOZYGOUS, HETEROZYGOUS

Understand the goals and common uses of
the human genome project.

Know the applications of gene therapy (in
regards to cystic fibrosis).

Understand that gel electrophoresis is a
process that separates molecules by size.

Understand the applications of transgenic
organisms (plants, animals & bacteria)

Know the agricultural and pharmaceutical
applications of transgenics, including the
production of human insulin.
Performance/
Skill Targets
ESSENTIAL VOCABULARY
I
E
Reasoning Targets

Interpret the results
of DNA fingerprints.

Debate the ethical
issues and
implications of
genomics and
biotechnology (stem
cell research and
genetically modified
organisms).

Use a DNA
fingerprint to
determine
paternity and
results of crime
scene
investigations.
GEL ELECTROPHORESIS, RECOMBINANT
E- Essential
M – Maintenance
I – Important
N – Nice to Know
6/19/2017
Product
Targets
ISS Curriculum Guide
High School – Biology - Revised Summer 2010
The complete North Carolina Standard Course of Study and Support Documents for Biology can be accessed at:
http://www.dpi.state.nc.us/curriculum/science/scos/2004/23biology
Top
ISS Student Friendly
10
Learning Target
M
(NCSCOS)
N
EC
E
Knowledge Targets
Reasoning Targets
Skill Targets
ESSENTIAL VOCABULARY
I
Performance/
DNA, TRANSGENIC
E

Define the following terms:
biogenesis, abiogenesis, speciation

Understand early atmospheric hypotheses
and experiments.

Understand that variation provides the
material for natural selection.

Understand the use of fossil dating methods
(relative/radioactive).

Understand that mechanisms of evolution
include geographic and reproductive
isolation.
I can understand the theory of evolution.
3.05 Examine the development of the theory
of evolution by natural selection including:





Development of the theory.
The origin and history of life.
Fossil and biochemical evidence.
Mechanisms of evolution.
Applications (pesticide and
antibiotic resistance).
NATURAL SELECTION
E- Essential
M – Maintenance
I – Important
N – Nice to Know

Analyze the
derivation of the
theory of natural
selection (Darwin &
LaMarck)

Interpret experiments
to discredit
abiogenesis (Redi,
Spallanzani, Pasteur)

Order the progression
of the 1st life forms
on earth, including
endosymbiosis

Infer age from
patterns in fossil
records
6/19/2017
Product
Targets
ISS Curriculum Guide
High School – Biology - Revised Summer 2010
The complete North Carolina Standard Course of Study and Support Documents for Biology can be accessed at:
http://www.dpi.state.nc.us/curriculum/science/scos/2004/23biology
Top
ISS Student Friendly
10
Learning Target
M
(NCSCOS)
N
EC
E- Essential
M – Maintenance
E
I
Knowledge Targets
Reasoning Targets
Skill Targets
ESSENTIAL VOCABULARY
I – Important
N – Nice to Know
Performance/

Evaluate patterns in
embryology,
homologous
structures,
biochemical evidence

Interpret the role of
geographic isolation
in speciation

Analyze the role of
the environment in
selecting adaptations

Analyze the
evolutionary
selection of
resistance to
antibiotics and pests
in various species
6/19/2017
Product
Targets
ISS Curriculum Guide
High School – Biology - Revised Summer 2010
The complete North Carolina Standard Course of Study and Support Documents for Biology can be accessed at:
http://www.dpi.state.nc.us/curriculum/science/scos/2004/23biology
Top
ISS Student Friendly
10
Learning Target
M
(NCSCOS)
N
EC
E




E
M – Maintenance
Skill Targets

Hierarchy of classification systems
(DKPCOFGS)

Binomial nomenclature - Linnaeus

Evolutionary phylogeny, embryology and
morphology


Understand how organisms circulate
I – Important
N – Nice to Know
Use dichotomous
keys to determine
genus and species or
identify organisms
 Compare and contrast:
PROKARYOTE, EUKARYOTE
E
E- Essential
Performance/
 Know and understand
The historical development and
changing nature of classification
systems.
Similarities and differences
between eukaryotic and
prokaryotic organisms.
Similarities and differences among
the eukaryotic kingdoms: Protists,
Fungi, Plants, Animals.
Classify organisms using keys.
I can understand the life processes of
Reasoning Targets
ESSENTIAL VOCABULARY
I
I can understand how living things are
grouped and organized.
4.01 Analyze the classification of organisms
according to their evolutionary relationships.
Knowledge Targets


Prokaryotes and
eukaryotes in terms of
their size, chromosome
structure and
organelles.

Protists, fungi, plants
and animals in terms of
their methods of
making/getting food,
cellular structures and
reproduction.
Compare and contrast
how unicellular protists,
6/19/2017
Product
Targets
ISS Curriculum Guide
High School – Biology - Revised Summer 2010
The complete North Carolina Standard Course of Study and Support Documents for Biology can be accessed at:
http://www.dpi.state.nc.us/curriculum/science/scos/2004/23biology
Top
ISS Student Friendly
10
Learning Target
M
(NCSCOS)
N
EC
E
Knowledge Targets
materials


Unicellular protists, annelid
worms, insects, amphibians,
mammals, non vascular plants,
gymnosperms and angiosperms.
Transport, excretion, respiration,
regulation, nutrition, synthesis,
reproduction, and growth and
development.
E- Essential
M – Maintenance

Understand how organisms get rid of excess
fluid and waste

Understand how organisms control their
body processes

Understand how organisms get oxygen
from the environment and release carbon
dioxide through moist membranes.

Understand how plants exchange gases with
the environment

Understand how organisms break down and
absorb food

Understand the importance of surface area
in relation to absorption.

Understand how organisms build necessary
molecules
I – Important
N – Nice to Know
Performance/
Skill Targets
ESSENTIAL VOCABULARY
I
organisms.
4.02 Analyze the processes by which
organisms representative of the following
groups accomplish essential life functions
including:
Reasoning Targets
annelid worms, insects,
amphibians, mammals,
non- vascular plants,
gymnosperms and
angiosperms accomplish
the essential life
functions:
1. Transport
2. Excretion
3. Regulation
4. Nutrition
5. Synthesis
6. Reproduction
7. Growth and
Development
8. Respiration
6/19/2017
Product
Targets
ISS Curriculum Guide
High School – Biology - Revised Summer 2010
The complete North Carolina Standard Course of Study and Support Documents for Biology can be accessed at:
http://www.dpi.state.nc.us/curriculum/science/scos/2004/23biology
Top
ISS Student Friendly
10
Learning Target
M
(NCSCOS)
N
EC
I can understand how adaptations affect
survival and reproductive success.
4.03 Assess, describe and explain
adaptations affecting survival and
reproductive success.

Structural adaptations in plants and
animals (form to function)

Disease-causing viruses and
microorganisms

Co-evolution
E- Essential
M – Maintenance
E
Knowledge Targets

Know how different organisms reproduce
(whether they are sexual or asexual, use
eggs, seeds, spores, placentas)

Know how different types of organisms
grow and develop

Understand the term “adaptation” as it
applies to an organism’s ability to transport
molecules, excrete wastes, regulate body
processes, exchange gases, feed,
synthesize molecules, reproduce and grow
and develop.

Understand the structure and mutations of
viruses and other microorganisms.

Understand the variety of disease-causing
pathogens and whether they are viral or
bacterial, specifically:
o HIV
o Influenza
o Smallpox
I – Important
N – Nice to Know
Performance/
Skill Targets
ESSENTIAL VOCABULARY
I
E
Reasoning Targets

Interpret how different
types of adaptations can
affect survival
o Feeding adaptations
o
Reproductive
adaptations
o
Adaptations for life
on land
o
Mimicry
o
Camouflage
o
Predator/Prey
6/19/2017
Product
Targets
ISS Curriculum Guide
High School – Biology - Revised Summer 2010
The complete North Carolina Standard Course of Study and Support Documents for Biology can be accessed at:
http://www.dpi.state.nc.us/curriculum/science/scos/2004/23biology
Top
ISS Student Friendly
10
Learning Target
M
(NCSCOS)
N
EC
E
Knowledge Targets

4.04 Analyze and explain the interactive
role of internal and external factors in
health and disease:
 Genetics.
 Immune response.
 Nutrition.
 Parasites.
 Toxins.
E
M – Maintenance
Understand the co-evolution between
angiosperms and their pollinators.
 Sources and functions of the following nutrients:



E- Essential
Streptococcus (strep throat)
ADAPTATION
 Understand genetic and environmental factors that
affect health and disease.

Performance/
Skill Targets
ESSENTIAL VOCABULARY
I
o
I can understand how both genes and the
environment cause diseases.
Reasoning Targets
Understand the function and relationship
of Helper T-Cells, Cytotoxic T-Cells, BCells, antibodies, antigens and memory
cells.
Understand the difference between passive
immunity (antibodies received from
mother) and active immunity.
Understand the function of vaccines.
Understand the life cycle of the malaria
parasite (plasmodium) and how it is
acquired by a vector (mosquito).
I – Important
N – Nice to Know
Evaluate the interactive
role of genetics and the
environment in
determining a specific
response including:

Sickle cell anemia
and malaria

Lung/mouth cancer
and tobacco use

Skin cancer, vitamin
D, folic acid and sun
exposure
6/19/2017
Product
Targets
ISS Curriculum Guide
High School – Biology - Revised Summer 2010
The complete North Carolina Standard Course of Study and Support Documents for Biology can be accessed at:
http://www.dpi.state.nc.us/curriculum/science/scos/2004/23biology
Top
ISS Student Friendly
10
Learning Target
M
(NCSCOS)
N
EC
E
Knowledge Targets
Reasoning Targets
Skill Targets
ESSENTIAL VOCABULARY
I


I can understand how animal behavior
helps them adapt to their environment.
Taxes (insects moving away from
or toward light)
o Suckling (mammals)
o Migration
o Estivation
o Hibernation
Understand the types of learned behaviors:
o

o
o
o
o
M – Maintenance
PKU and diet
Understand the effects of environmental
toxins
o Lead
o Mercury
ANTIBODY, ANTIGEN
 Understand the following innate behaviors
(instincts):
E
4.05 Analyze the broad patterns of animal
behavior as adaptations to the
environment.

Innate behavior

Learned behavior

Social behavior
E- Essential
Performance/
I – Important
Habituation
Imprinting
Classical conditioning (Pavlov’s
Dog)
Trial and error
N – Nice to Know
6/19/2017
Product
Targets
ISS Curriculum Guide
High School – Biology - Revised Summer 2010
The complete North Carolina Standard Course of Study and Support Documents for Biology can be accessed at:
http://www.dpi.state.nc.us/curriculum/science/scos/2004/23biology
Top
ISS Student Friendly
10
Learning Target
M
(NCSCOS)
N
EC
E
Knowledge Targets
Reasoning Targets
Skill Targets
ESSENTIAL VOCABULARY
I
Performance/
 Understand the following social behaviors:
o
o
o
o
Communication using pheromones
Courtship dances
Territorial defense
Living in animal societies (ants,
bees)
IMPRINTING, PHEROMONE, TAXIS
I can understand how populations,
communities and ecosystems work together.

5.01 Investigate and analyze the
interrelationships among organisms,
populations, communities, and
ecosystems.

Techniques of field ecology.

Abiotic and biotic factors.

Carrying capacity.
E
 Identify and describe symbiotic relationships




o Mutualism
o Commensalism
o Parasitism
Identify patterns in predator/prey relationships
Define carrying capacity
Identify exponential and logistic growth graphs.
Know the difference between biotic and abiotic
factors



Predict patterns in
predator/prey
relationships
Analyze how limiting
factors influence carrying
capacity (food
availability, competition,
harsh winter)
Interpret population
growth graphs
CARRYING CAPACITY, MUTUALISM,
COMMENSALISM, PARASITISM,
EXPONENTIAL GROWTH
E- Essential
M – Maintenance
I – Important
N – Nice to Know
6/19/2017
Product
Targets
ISS Curriculum Guide
High School – Biology - Revised Summer 2010
The complete North Carolina Standard Course of Study and Support Documents for Biology can be accessed at:
http://www.dpi.state.nc.us/curriculum/science/scos/2004/23biology
Top
ISS Student Friendly
10
Learning Target
M
(NCSCOS)
N
EC
I can understand how energy and matter
cycles through ecosystems.
E
E
Reasoning Targets

Investigate the carbon cycle as it relates to
photosynthesis and respiration

Understand a food web, food chain, and
energy pyramid
 Understand trophic levels
Performance/
Skill Targets
ESSENTIAL VOCABULARY
I
5.02 Analyze the flow of energy and the
cycling of matter in the ecosystem
Relationship of the carbon cycle to
photosynthesis and respiration.

Knowledge Targets

Analyze food chains,
food webs, and energy
pyramids for direction
and efficiency of energy
transfer
Trophic levels – direction and
efficiency of energy transfer
E
I can understand how the human
population has affected the earth.
5.03 Assess human population and its impact
on local ecosystems and global
environments:



Historic and potential changes in
population.
Factors associated with those
changes.
Climate change.
E- Essential
M – Maintenance







Recognize human population growth graphs
Understand how different factors influence
birth and death rates
Understand causes of acid rain and habitat
destruction
Know the effects of introducing non-native
species to an environment
Understand how increases in the human
population affect populations of other
organisms
Understand causes of the greenhouse effect
Understand how natural processes such as
volcanoes influence the greenhouse effect
I – Important
N – Nice to Know

Analyze how historical
and potential changes
have impacted human
population growth
graphs

Interpret the effects of
population size,
density and resource
use on the
environment

Analyze how the
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Product
Targets
ISS Curriculum Guide
High School – Biology - Revised Summer 2010
The complete North Carolina Standard Course of Study and Support Documents for Biology can be accessed at:
http://www.dpi.state.nc.us/curriculum/science/scos/2004/23biology
Top
ISS Student Friendly
10
Learning Target
M
(NCSCOS)
N
EC


Resource use.
Sustainable practices/stewardship.
E
Knowledge Targets
Reasoning Targets
Skill Targets
ESSENTIAL VOCABULARY
I


Understand what constitutes a “sustainable
practice” and the concept of stewardship
Understand the impact of humans on natural
resources
o
know the terms deforestation,
pesticides, and bioaccumulation
research
Performance/
greenhouse effect
relates to the carbon
cycle

Interpret age structure
diagrams.
BIOACCUMULATION
E- Essential
M – Maintenance
I – Important
N – Nice to Know
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Product
Targets