Survey
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
* Your assessment is very important for improving the workof artificial intelligence, which forms the content of this project
Evidence of common descent wikipedia , lookup
Evolution of sexual reproduction wikipedia , lookup
Inclusive fitness wikipedia , lookup
The eclipse of Darwinism wikipedia , lookup
Hologenome theory of evolution wikipedia , lookup
State switching wikipedia , lookup
Precambrian body plans wikipedia , lookup
Paleontology wikipedia , lookup
Genetics and the Origin of Species wikipedia , lookup
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; 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