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Unit 1: Human Genetics
Time: 4 Weeks
Essential Questions
How is the genetic information in DNA translated into proteins?
What is the importance in learning about the human genome?
What is the difference between dominant and recessive traits?
What are two laws of heredity that were developed from Mendel’s work?
How do genotype and phenotype differ?
How is probability used to predict the result of genetic crosses?
How is a monohybrid cross different from a dihybrid cross?
Core Content/Program of Studies
 SC-HS-3.4.1:
Students will explain the role of DNA in protein synthesis. Cells store and use
information to guide their functions. The genetic information stored in DNA directs the
synthesis of the thousands of proteins that each cell requires. Errors that may occur
during this process may result in mutations that may be harmful to the organism.
 SC-HS-3.4.5:
Students will explain the relationship between sexual reproduction (meiosis) and the
transmission of genetic information;
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the information passed from parents to offspring is coded in DNA molecules.
The sorting and recombination of genes through sexual reproduction results in a
great variety of gene combinations that can be used to make predictions about
the potential traits of offspring.
some new gene combinations make little difference, some can produce offspring
with new and perhaps enhanced capabilities, while some may reduce the ability
of the offspring to survive.
the degree of kinship between organisms or species can be estimated from the
similarity of their DNA sequences, which often closely matches their
classification based on anatomical similarities.
in all organisms and viruses, the instructions for specifying the characteristics
are carried in nucleic acids. The chemical and structural properties of nucleic
acids determine how the genetic information that underlies heredity is both
encoded in genes and replicated.
investigate the roles of genetic mutation and variability in contributing to the
survival of offspring
describe the structure of DNA and explain its role in protein synthesis, cell
replication and reproduction
Vocabulary
Chromosome
Gregor Mendel
Allele
Heterozygous
Homozygous
DNA
RNA
Transcription
Translation
Dominant
Recessive
Codominant
Incomplete Dominance
Multiple Alleles
Protein
Enzyme
Structural
Defense
Activities
Transcription & Translation Mini-Lab
Snork DNA
Monohybrid & Dihybrid Crosses
Origami Frog Genetics Activity
Fruit Fly Genetics
Sex-Linked Crosses
Incomplete vs. Codominance Crosses
Sickle-Cell Inheritance Simulation Lab
Genetics Disorder Science Conference
Lorenzo’s Oil
Assessments
Test
ORQ
Informal Questioning
Genetics Crosses
Journal Questions
Activity Analysis Questions
Quiz
Monohybrid
Dihybrid
True Breeding
Purebred
Sex-Linked
Antibody
Hormone
Unit 2: Evolution
Time: 3 Weeks
Essential Questions
What is the pattern Darwin observed among organisms on the Galapagos Islands?
What was Lamarck’s thought on how species evolved?
What is natural selection and how is it related to species fitness?
What is Darwin’s theory of evolution by natural selection?
What is the main source of inheritable variation in a population?
What is the information that relative dating and radioactive dating provide about
fossils?
Why are evolutionary relationships important for classification?
Core Content/Program of Studies
SC-HS-3.5.1 Students will
 predict the impact on species of changes to (1) the potential for a species to
increase its numbers, (2)the genetic variability of offspring due to mutation and
recombination of genes, (3) a finite supply of the resources required for life, or
(4) natural selection;
 propose solutions to real-world problems of endangered and extinct species.
SC-HS-3.5.2 Students will
 predict the success of patterns of adaptive behavior based on evidence/data;
 justify scientific explanations of organism survival based on scientific
understandings of behavior.
S-HS-LS-5: Students will examine how species change over time.
Vocabulary
Evolution
Theory
Fossil
Artificial Selection
Gene Pool
Relative Frequency
Speciation
Reproductive Isolation
Behavioral Isolation
Relative Dating
Radioactive Dating
Convergent Evolution
Fitness
Adaptation
Natural Selection
Descent with Modification
Polygenic Traits
Directional Selection
Stabilizing Selection
Disruptive Selection
Geographic Isolation
Temporal Isolation
Punctuated Equilibrium
Divergent Evolution
Common Descent
Homologous
Vestigial Organs
Genetic Drift
Founder Effect
Genetic Equilibrium
Microevolution
Macroevolution
Adaptive Radiation
Coevolution
Gradualism
Activities
Geologic Time Activity
Half-life Application Activity
Galapagos IMAX Video
Evolutionary Thought Activity
Darwin’s Finches Activity
Evolutionary Bird Beak Game
Comparison of Amino Acid Sequence
Convergent vs. Divergent Evolution Activity
Hands of Primate Activity
Selection Analysis Activity
Assessment
Test
ORQ
Quiz
Activity Analysis Questions
Informal Questioning
Discussion
Journal Questions
Unit 3: Sponges, Cnidarians, & Roundworms
Time: 2 Weeks
Essential Questions
What is the basic body plan of a sponge?
What is the difference between asexual and sexual reproduction in sponges.
What is the basic body plan of a cnidarians?
What are four classes of cnidarians?
Core Content/Program of Studies
SC-HS-3.4.7
Students will:
 classify organisms into groups based on similarities;
 infer relationships based on internal and external structures and chemical processes.
Biological classifications are based on how organisms are related. Organisms are classified into a hierarchy of groups
and subgroups based on similarities that reflect their relationships. Species is the most fundamental unit of
classification. Different species are classified by the comparison and analysis of their internal and external structures
and the similarity of their chemical processes.
SC-HS-3.4.8
Students will understand that multicellular animals have nervous systems that generate behavior. Nerve cells
communicate with each other by secreting specific molecules. Specialized cells in sense organs detect light, sound
and specific chemicals enabling animals to monitor what is going on in the world around them.
SC-HS-3.5.1
Students will:
 predict the impact on species of changes to 1) the potential for a species to increase its numbers, (2)
the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of
the resources required for life, or (4) natural selection;
 propose solutions to real-world problems of endangered and extinct species.
Species change over time. Biological change over time is the consequence of the interactions of (1) the potential for a
species to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes,
(3) a finite supply of the resources required for life and (4) natural selection. The consequences of change over time
provide a scientific explanation for the fossil record of ancient life forms and for the striking molecular similarities
observed among the diverse species of living organisms. Changes in DNA (mutations) occur spontaneously at low
rates. Some of these changes make no difference to the organism, whereas others can change cells and organisms.
Only mutations in germ cells have the potential to create the variation that changes an organism’s future offspring.
SC-HS-3.5.2
Students will:
 predict the success of patterns of adaptive behaviors based on evidence/data;
 justify explanations of organism survival based on scientific understandings of behavior.
The broad patterns of behavior exhibited by organisms have changed over time through natural selection to ensure
reproductive success. Organisms often live in unpredictable environments, so their behavioral responses must be
flexible enough to deal with uncertainty and change. Behaviors often have an adaptive logic.
C-HS-4.7.1
Students will:
 analyze relationships and interactions among organisms in ecosystems;
 predict the effects on other organisms of changes to one or more components of the ecosystem.
Organisms both cooperate and compete in ecosystems. Often changes in one component of an ecosystem will have
effects on the entire system that are difficult to predict. The interrelationships and interdependencies of these
organisms may generate ecosystems that are stable for hundreds or thousands of years.
Vocabulary
Sponge
Sessile
Choanocyte
Ostium
Pharynx
Fluke
Osculum
Spongin
Spicule
Filter Feeding
Flame Cell
Primary Host
Activities
Notecard Characteristic Activity
Flowchart of Sexual Reproduction
Cnidarian Labeling
Expert Term Activity
Jellyfish Article
Trichinella Life Cycle
Squid Dissection
Assessment
Multiple Choice
ORQ
Activity Analysis Questions
Quiz
Informal Questioning
Amoebocyte
Gemmule
Regeneration
Hermaphrodite
Eyespot
Intermediate Host
Unit 4: Annelids & Mollusks
Time: 1 Weeks
Essential Questions
What are the key characteristics of mollusks?
What are the characteristics of three major classes of mollusks?
Explain the body plans of gastropods, bivalves, and cephalopods.
What are the structures that provide the basis for dividing annelids into three classes?
Core Content/Program of Studies
SC-HS-3.4.7
Students will:
 classify organisms into groups based on similarities;
 infer relationships based on internal and external structures and chemical processes.
Biological classifications are based on how organisms are related. Organisms are classified into a hierarchy of groups
and subgroups based on similarities that reflect their relationships. Species is the most fundamental unit of
classification. Different species are classified by the comparison and analysis of their internal and external structures
and the similarity of their chemical processes.
SC-HS-3.4.8
Students will understand that multicellular animals have nervous systems that generate behavior. Nerve cells
communicate with each other by secreting specific molecules. Specialized cells in sense organs detect light, sound
and specific chemicals enabling animals to monitor what is going on in the world around them.
SC-HS-3.5.1
Students will:
 predict the impact on species of changes to 1) the potential for a species to increase its numbers, (2)
the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of
the resources required for life, or (4) natural selection;
 propose solutions to real-world problems of endangered and extinct species.
Species change over time. Biological change over time is the consequence of the interactions of (1) the potential for a
species to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes,
(3) a finite supply of the resources required for life and (4) natural selection. The consequences of change over time
provide a scientific explanation for the fossil record of ancient life forms and for the striking molecular similarities
observed among the diverse species of living organisms. Changes in DNA (mutations) occur spontaneously at low
rates. Some of these changes make no difference to the organism, whereas others can change cells and organisms.
Only mutations in germ cells have the potential to create the variation that changes an organism’s future offspring.
SC-HS-3.5.2
Students will:
 predict the success of patterns of adaptive behaviors based on evidence/data;
 justify explanations of organism survival based on scientific understandings of behavior.
The broad patterns of behavior exhibited by organisms have changed over time through natural selection to ensure
reproductive success. Organisms often live in unpredictable environments, so their behavioral responses must be
flexible enough to deal with uncertainty and change. Behaviors often have an adaptive logic.
C-HS-4.7.1
Students will:
 analyze relationships and interactions among organisms in ecosystems;
 predict the effects on other organisms of changes to one or more components of the ecosystem .
Organisms both cooperate and compete in ecosystems. Often changes in one component of an
ecosystem will have effects on the entire system that are difficult to predict. The interrelationships and
interdependencies of these organisms may generate ecosystems that are stable for hundreds or
thousands of years.
Vocabulary
Trochophore
Visceral Mass
Mantle
Mantle Cavity
Ganglion
Seminal Receptacle
Radula
Gastropod
Hemolymph
Hemocoel
Bivalve
Incurrent Siphon
Excurrent Siphon
Cephalopod
Seta
Parapodium
Activities
Mollusk Class Characteristics
Labeling Mollusk
Comparing Mollusks, Annelids, and Humans Activity
Leech Article
Earthworm Labeling
Earthworm Crossword
Clam Dissection
Earthworm Dissection
Assessment
Multiple Choice
ORQ
Activity Analysis Questions
Informal Questioning
Quiz
Crop
Gizzard
Aortic Arch
Nephridium
Chitin
Unit 9: Arthropods & Echinoderms
Time: 2 weeks
Essential Questions
What are the distinguishing characteristics of arthropods?
What are the characteristics of crustaceans?
Explain digestion, respiration, circulation, excretion, and neural control in crayfish?
Explain the adaptations spiders have for a predatory life on line?
What are the distinguishing characteristics of echinoderms?
Explain the water vascular system and other major body systems of echinoderms.
What is the difference between sexual and asexual reproduction in sea stars?
Core Content/Program of Studies
SC-HS-3.4.7
Students will:
 classify organisms into groups based on similarities;
 infer relationships based on internal and external structures and chemical processes.
Biological classifications are based on how organisms are related. Organisms are classified into a hierarchy of groups
and subgroups based on similarities that reflect their relationships. Species is the most fundamental unit of
classification. Different species are classified by the comparison and analysis of their internal and external structures
and the similarity of their chemical processes.
SC-HS-3.4.8
Students will understand that multicellular animals have nervous systems that generate behavior. Nerve cells
communicate with each other by secreting specific molecules. Specialized cells in sense organs detect light, sound
and specific chemicals enabling animals to monitor what is going on in the world around them.
SC-HS-3.5.1
Students will:
 predict the impact on species of changes to 1) the potential for a species to increase its numbers, (2)
the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of
the resources required for life, or (4) natural selection;
 propose solutions to real-world problems of endangered and extinct species.
Species change over time. Biological change over time is the consequence of the interactions of (1) the potential for a
species to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes,
(3) a finite supply of the resources required for life and (4) natural selection. The consequences of change over time
provide a scientific explanation for the fossil record of ancient life forms and for the striking molecular similarities
observed among the diverse species of living organisms. Changes in DNA (mutations) occur spontaneously at low
rates. Some of these changes make no difference to the organism, whereas others can change cells and organisms.
Only mutations in germ cells have the potential to create the variation that changes an organism’s future offspring.
SC-HS-3.5.2
Students will:
 predict the success of patterns of adaptive behaviors based on evidence/data;
 justify explanations of organism survival based on scientific understandings of behavior.
The broad patterns of behavior exhibited by organisms have changed over time through natural selection to ensure
reproductive success. Organisms often live in unpredictable environments, so their behavioral responses must be
flexible enough to deal with uncertainty and change. Behaviors often have an adaptive logic.
C-HS-4.7.1
Students will:
 analyze relationships and interactions among organisms in ecosystems;
 predict the effects on other organisms of changes to one or more components of the ecosystem.
Organisms both cooperate and compete in ecosystems. Often changes in one component of an ecosystem will have
effects on the entire system that are difficult to predict. The interrelationships and interdependencies of these
organisms may generate ecosystems that are stable for hundreds or thousands of years.
Vocabulary
Arthropod
Appendage
Chitin
Compound Eye
Molting
Uropod
Echinoderm
Test
Ring Canal
Pyloric Stomach
Trilobite
Decapod
Tagma
Cephalothorax
Mandible
Thorax
Chelicera
Carapace
Isopod
Abdomen
Digestive Gland
Ossicle
Tube Foot
Pedicellaria Madreporite
Radial Canal Ampulla
Bipinnaria
Antenna
Antennule
Cheliped
Swimmeret
Telson
Green Gland
Water Vascular System
Stone Canal
Cardiac Stomach
Activities
Arthropod Graphic Organizer
Crayfish Dissection
Bizzare Insect Research Activity
Sea Star Crossword
Assessment
Multiple Choice
ORQ
Activity Analysis Questions
Informal Questioning
Quiz
Arthropod Bingo
Grasshopper Dissection
Sea Star Labeling
Sea Star Dissection
10: Introduction To Vertebrates- Fishes
Time: 1 week
Essential Questions
What are the distinguishing characteristics of vertebrates?
What are three characteristics that make fishes well suited to aquatic life?
Explain three sensory systems in fishes.
What are three key features of bony fishes’ external anatomy?
Explain reproduction in bony fishes.
Core Content/Program of Studies
SC-HS-3.4.7
Students will:
 classify organisms into groups based on similarities;
 infer relationships based on internal and external structures and chemical processes.
Biological classifications are based on how organisms are related. Organisms are classified into a hierarchy of groups
and subgroups based on similarities that reflect their relationships. Species is the most fundamental unit of
classification. Different species are classified by the comparison and analysis of their internal and external structures
and the similarity of their chemical processes.
SC-HS-3.4.8
Students will understand that multicellular animals have nervous systems that generate behavior. Nerve cells
communicate with each other by secreting specific molecules. Specialized cells in sense organs detect light, sound
and specific chemicals enabling animals to monitor what is going on in the world around them.
SC-HS-3.5.1
Students will:
 predict the impact on species of changes to 1) the potential for a species to increase its numbers, (2)
the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of
the resources required for life, or (4) natural selection;
 propose solutions to real-world problems of endangered and extinct species.
Species change over time. Biological change over time is the consequence of the interactions of (1) the potential for a
species to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes,
(3) a finite supply of the resources required for life and (4) natural selection. The consequences of change over time
provide a scientific explanation for the fossil record of ancient life forms and for the striking molecular similarities
observed among the diverse species of living organisms. Changes in DNA (mutations) occur spontaneously at low
rates. Some of these changes make no difference to the organism, whereas others can change cells and organisms.
Only mutations in germ cells have the potential to create the variation that changes an organism’s future offspring.
SC-HS-3.5.2
Students will:
 predict the success of patterns of adaptive behaviors based on evidence/data;
 justify explanations of organism survival based on scientific understandings of behavior.
The broad patterns of behavior exhibited by organisms have changed over time through natural selection to ensure
reproductive success. Organisms often live in unpredictable environments, so their behavioral responses must be
flexible enough to deal with uncertainty and change. Behaviors often have an adaptive logic.
C-HS-4.7.1
Students will:
 analyze relationships and interactions among organisms in ecosystems;
 predict the effects on other organisms of changes to one or more components of the ecosystem .
Organisms both cooperate and compete in ecosystems. Often changes in one component of an ecosystem
will have effects on the entire system that are difficult to predict. The interrelationships and
interdependencies of these organisms may generate ecosystems that are stable for hundreds or thousands
of years.
Vocabulary
Vertebrae
Cranium
Gill Arches
Chemoreception
Operculum
Spawning
Lateral Line
External Fertilization
Cartilage
Placoid Scale
Countercurrent Flow
Activities
Phylogenic Tree Analysis
Crossword
Fish Anatomy Coloring
Fish Labeling
Fish Dissection
Assessment
Multiple Choice
ORQ
Activity Analysis Questions
Informal Questioning
Quiz
Internal Fertilization
Swim Bladder
Lobe-Finned Fish
Ray-Finned Fish
Optic Tectum
Unit 11: Amphibians
Time: 1 weeks
Essential Questions
What are three similarities between amphibians and lobe-finned fish?
What are five characteristics of amphibians?
What is the relation between the structure of amphibian skin type to the types of
habitats in which amphibians can survive?
Explain the digestive and excretory system of amphibians.
Explain the reproductive system of a frog.
Core Content/Program of Studies
SC-HS-3.4.7
Students will:
 classify organisms into groups based on similarities;
 infer relationships based on internal and external structures and chemical processes.
Biological classifications are based on how organisms are related. Organisms are classified into a hierarchy of groups
and subgroups based on similarities that reflect their relationships. Species is the most fundamental unit of
classification. Different species are classified by the comparison and analysis of their internal and external structures
and the similarity of their chemical processes.
SC-HS-3.4.8
Students will understand that multicellular animals have nervous systems that generate behavior. Nerve cells
communicate with each other by secreting specific molecules. Specialized cells in sense organs detect light, sound
and specific chemicals enabling animals to monitor what is going on in the world around them.
SC-HS-3.5.1
Students will:
 predict the impact on species of changes to 1) the potential for a species to increase its numbers, (2)
the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of
the resources required for life, or (4) natural selection;
 propose solutions to real-world problems of endangered and extinct species.
Species change over time. Biological change over time is the consequence of the interactions of (1) the potential for a
species to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes,
(3) a finite supply of the resources required for life and (4) natural selection. The consequences of change over time
provide a scientific explanation for the fossil record of ancient life forms and for the striking molecular similarities
observed among the diverse species of living organisms. Changes in DNA (mutations) occur spontaneously at low
rates. Some of these changes make no difference to the organism, whereas others can change cells and organisms.
Only mutations in germ cells have the potential to create the variation that changes an organism’s future offspring.
SC-HS-3.5.2
Students will:
 predict the success of patterns of adaptive behaviors based on evidence/data;
 justify explanations of organism survival based on scientific understandings of behavior.
The broad patterns of behavior exhibited by organisms have changed over time through natural selection to ensure
reproductive success. Organisms often live in unpredictable environments, so their behavioral responses must be
flexible enough to deal with uncertainty and change. Behaviors often have an adaptive logic.
C-HS-4.7.1
Students will:
 analyze relationships and interactions among organisms in ecosystems;
 predict the effects on other organisms of changes to one or more components of the ecosystem.
Organisms both cooperate and compete in ecosystems. Often changes in one component of an ecosystem will have
effects on the entire system that are difficult to predict. The interrelationships and interdependencies of these
organisms may generate ecosystems that are stable for hundreds or thousands of years.
Vocabulary
Preadaptation
Tadpole
Mucous Gland
Pulmonary Circulation
Systemic Circulation
Cutaneous Respiration
Duodenum
Ileum
Mesentery
Vent
Activities
Frog Labeling
Frog Crossword
Frog Dissection
Assessment
Multiple Choice
ORQ
Activity Analysis Questions
Informal Questioning
Quiz
Mudpuppy Dissection
Nicitating Membrane
Tympanic Membrane
Columella
Unit 12: Reptiles & Birds
Time: 1 week
Essential Questions
What are the factors that led to the rise of reptiles as the dominant land vertebrates?
Explain the respiratory system of reptiles.
What are four methods reptiles use to sense their environment?
Explain how reptiles regulate their body temperature.
What are seven major characteristics of birds?
Explain two modifications for flight seen in a bird’s skeletal system.
Core Content/Program of Studies
SC-HS-3.4.7
Students will:
 classify organisms into groups based on similarities;
 infer relationships based on internal and external structures and chemical processes.
Biological classifications are based on how organisms are related. Organisms are classified into a hierarchy of groups
and subgroups based on similarities that reflect their relationships. Species is the most fundamental unit of
classification. Different species are classified by the comparison and analysis of their internal and external structures
and the similarity of their chemical processes.
SC-HS-3.4.8
Students will understand that multicellular animals have nervous systems that generate behavior. Nerve cells
communicate with each other by secreting specific molecules. Specialized cells in sense organs detect light, sound
and specific chemicals enabling animals to monitor what is going on in the world around them.
SC-HS-3.5.1
Students will:
 predict the impact on species of changes to 1) the potential for a species to increase its numbers, (2)
the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of
the resources required for life, or (4) natural selection;
 propose solutions to real-world problems of endangered and extinct species.
Species change over time. Biological change over time is the consequence of the interactions of (1) the potential for a
species to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes,
(3) a finite supply of the resources required for life and (4) natural selection. The consequences of change over time
provide a scientific explanation for the fossil record of ancient life forms and for the striking molecular similarities
observed among the diverse species of living organisms. Changes in DNA (mutations) occur spontaneously at low
rates. Some of these changes make no difference to the organism, whereas others can change cells and organisms.
Only mutations in germ cells have the potential to create the variation that changes an organism’s future offspring.
SC-HS-3.5.2
Students will:
 predict the success of patterns of adaptive behaviors based on evidence/data;
 justify explanations of organism survival based on scientific understandings of behavior.
The broad patterns of behavior exhibited by organisms have changed over time through natural selection to ensure
reproductive success. Organisms often live in unpredictable environments, so their behavioral responses must be
flexible enough to deal with uncertainty and change. Behaviors often have an adaptive logic.
C-HS-4.7.1
Students will:
 analyze relationships and interactions among organisms in ecosystems;
 predict the effects on other organisms of changes to one or more components of the ecosystem .
Organisms both cooperate and compete in ecosystems. Often changes in one component of an ecosystem will have
effects on the entire system that are difficult to predict. The interrelationships and interdependencies of these
organisms may generate ecosystems that are stable for hundreds or thousands of years.
Vocabulary
Septum
Alveolus
Jacobson’s Organ
Thermoregulation
Ectotherm
Proventriculus
Blood Patch
Activities
Bird Beak Activity
Pigeon Labeling
Pigeon Crossword
Pigeon Dissection
Assessment
Multiple Choice
ORQ
Activity Analysis Questions
Informal Questioning
Quiz
Endotherm
Oviparity
Ovoviviparity
Viviparity
Placenta
Gizzard
Precocial
Feather
Follicle
Shaft
Vane
Barb
Vas Deferens
Altricial
Barbule
Preen Gland
Sternum
Pygostyle
Crop
Oviduct
Ornithologist
Unit 13: Mammals
Time: 2 weeks
Essential Questions
What are the major characteristics of mammals?
Explain the difference between marsupials, monotremes, and placental mammals?
What is the advantage of endothermy in mammals?
What are a few mammalian adaptations for obtaining food?
What are some comparisons between the nervous system of mammals to that of other
groups of animals?
Core Content/Program of Studies
SC-HS-3.4.7
Students will:
 classify organisms into groups based on similarities;
 infer relationships based on internal and external structures and chemical processes.
Biological classifications are based on how organisms are related. Organisms are classified into a hierarchy of groups
and subgroups based on similarities that reflect their relationships. Species is the most fundamental unit of
classification. Different species are classified by the comparison and analysis of their internal and external structures
and the similarity of their chemical processes.
SC-HS-3.4.8
Students will understand that multicellular animals have nervous systems that generate behavior. Nerve cells
communicate with each other by secreting specific molecules. Specialized cells in sense organs detect light, sound
and specific chemicals enabling animals to monitor what is going on in the world around them.
SC-HS-3.5.1
Students will:
 predict the impact on species of changes to 1) the potential for a species to increase its numbers, (2)
the genetic variability of offspring due to mutation and recombination of genes, (3) a finite supply of
the resources required for life, or (4) natural selection;
 propose solutions to real-world problems of endangered and extinct species.
Species change over time. Biological change over time is the consequence of the interactions of (1) the potential for a
species to increase its numbers, (2) the genetic variability of offspring due to mutation and recombination of genes,
(3) a finite supply of the resources required for life and (4) natural selection. The consequences of change over time
provide a scientific explanation for the fossil record of ancient life forms and for the striking molecular similarities
observed among the diverse species of living organisms. Changes in DNA (mutations) occur spontaneously at low
rates. Some of these changes make no difference to the organism, whereas others can change cells and organisms.
Only mutations in germ cells have the potential to create the variation that changes an organism’s future offspring.
SC-HS-3.5.2
Students will:
 predict the success of patterns of adaptive behaviors based on evidence/data;
 justify explanations of organism survival based on scientific understandings of behavior.
The broad patterns of behavior exhibited by organisms have changed over time through natural selection to ensure
reproductive success. Organisms often live in unpredictable environments, so their behavioral responses must be
flexible enough to deal with uncertainty and change. Behaviors often have an adaptive logic.
C-HS-4.7.1
Students will:
 analyze relationships and interactions among organisms in ecosystems;
 predict the effects on other organisms of changes to one or more components of the ecosystem .
Organisms both cooperate and compete in ecosystems. Often changes in one component of an ecosystem will have
effects on the entire system that are difficult to predict. The interrelationships and interdependencies of these
organisms may generate ecosystems that are stable for hundreds or thousands of years.
Vocabulary
Endothermy
Mammary Gland
Synapsid
Therapsid
Monotreme
Oviparous
Marsupial
Viviparous
Placental Mammal
Placenta
Activities
Comparing Shared Characteristics Activity
Comparing Gestation Periods Activity
Fetal Pig Labeling
Fetal Dissection
Heart Labeling
Sheep Heart Dissection
Assessment
Multiple Choice
ORQ
Activity Analysis Questions
Informal Questioning
Quiz