Download THE LIVING ENVIRONMENT CURRICULUM

THE LIVING ENVIRONMENT CURRICULUM
KEY IDEA 1: LIVING VS NONLIVING
Living things are both similar and different from each other
and from nonliving things.
MAJOR UNDERSTANDINGS
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Living and nonliving things
Metabolism and homeostasis
Diversity of populations
Earth composed of ecosystems
Autotrophic and heterotrophic nutrition
Producers, consumers and decomposers
Stability of the ecosystems
Diverse populations
Maintenance of the ecosystem
Organization: cells, tissues, organ, organ systems, and whole organisms
Multiple systems: digestion, respiration, reproduction, circulation, excretion,
movement, coordination, and immunity
Cellular structure and function
Interaction between cells
Necessary chemical reactions: organic and inorganic
Specialized structures fro material and energy maintenance
Raw materials for cells: building blocks, synthesis of compounds necessary for
life
Enzyme function and control
Hormonal and nerve cellular communication
DNA, cell behavior, and protein synthesis
Living things are composed of one or more cells
Life processes involve specialized cell organelles
1.1 Stability of the Ecosystem
PERFORMANCE INDICATOR 1.1 Explain how diversity of populations within
ecosystems relates to the stability of the ecosystems.
1.2 Human Physiology
PERFORMANCE INDICATOR 1.2
Describe and explain the structure and
functions of the human body at different organizational levels.
1.3 One Celled Organisms
PERFORMANCE INDICATOR 1.3
Explain how a one-celled organism is able
to function despite lacking the levels of organization present in more complex organisms.
KEY IDEA 2: INHERITANCE AND CONTINUITY
Organisms inherit genetic information in a variety of ways
that result in continuity of structure and function between
parents and offspring.
MAJOR UNDERSTANDINGS
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Characteristics determined by genes
Combination of traits determine characteristics of organisms
Coded instructions for specific traits
Genes contain hereditary information
Single parent-asexual repro
Two parents-sexual repro
Genes are segments of DNA
Mutations are altered genes
DNA is coded information
DNA controls protein synthesis
Similar offspring—similar proteins—similar structures and functions
Cell functions regulated by individual genes
Different genes different instructions for different cells
Selective breeding for particular traits
DNA segments can be cloned
Alter genes by inserting and deleting or substituting DNA segments
Genetically engineered life
New health fields due to knowledge of genetics
2.1 Material of Genetics
PERFORMANCE INDICATOR 2.1
Explain how the structure and replication of
genetic material result in offspring that resemble their parents.
2.2 Genetic Application
PERFORMANCE INDICATOR 2.2
Explain how the technology of genetic
engineering allows humans to alter genetic makeup of organisms.
KEY IDEA 3: CHANGE OVER TIME
Individual organisms and species change over time.
MAJOR UNDERSTANDINGS
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Earth’s present day species developed from earlier species
Great variety of gene combos
Gene mutations in reproductive cells are passed to offspring
Mutations can be caused by agents such as radiation and chemicals
Evolutionary consequences due to natural selection
Advantaged offspring are most likely to survive and reproduce
Variations in organisms support species survival under changed environmental
conditions
Behaviors have evolved
Billions of years of evolution
Life on earth began as simple, single-celled organisms
Extinction of species is common; most species that lived on earth, no longer exist
Biological adaptations include changes in structure, behaviors, and physiology
Classification of living things is a hierarchy of groups and subgroups
Species is the fundamental unit of classification
Closer the DNA sequences between organisms, the greater the degree of kinship
3.1 Evolution—Mechanisms and Patterns
PERFORMANCE INDICATOR 3.1 Explain the mechanisms and patterns of evolution.
KEY IDEA 4: REPRODUCTION AND DEVELOPMENT
The continuity of life is sustained through reproduction and
development.
MAJOR UNDERSTANDINGS
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Reproduction and development needed for the continuation of any species
Cloning produces identical genetic copies—asexual reproduction
Sexual reproduction requires both meiosis (gamete production) and fertilization
(zygote union) for complete genetic information for the offspring
Zygotes divide by mitosis, differentiates into different cells, tissues, and organs
Human reproduction and development are influenced by gene expression,
hormones and environment
Reproduction regulation is by hormones: testosterone, estrogen, and progesterone
Female reproductive system allows for internal fertilization and development
Male reproductive system produces gametes and makes possible the delivery of
gametes into the female for fertilization
Risks to embryonic development include faults in the genes, mother’s exposure to
environmental factors such as diet, use of alcohol, drugs, tobacco, other toxins, or
infections
4.1 Reproduction of their own kind
PERFORMANCE INDICATOR 4.1 Explain how organisms, including humans,
reproduce their own kind.
KEY IDEA 5: MAINTAINING THE DYNAMIC
EQUILIBRIUM
Organisms maintain a dynamic equilibrium that sustains life.
MAJOR UNDERSTANDINGS
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Energy for all living things come originally from the sun
Chloroplasts are sites for phototsynthesis—combination of carbon dioxide and
water to form glucose and oxygen
Organic compounds can form proteins, DNA, starch, and fat
Energy is transferred and stored in molecules of ATP
Enzymes control both breakdown and synthesis processes
Homeostasis failure results in disease or death of the organism
Immune system is designed to protect body from outside invasion
White blood cells engulf invaders and produce antibodies
Viral diseases, such as AIDS, damage the immune system
Allergic reactions are caused by immune responses
Disease is caused by inheritance, toxic substances, poor nutrition, organ
malfunction, and behavior
Uncontrolled cell division is cancer, may be caused by gene mutations
Dynamic equilibrium results from detection and response to stimuli
Feedback mechanisms maintain homeostasis
Biological research generates ways of diagnosing, preventing, treating,
controlling, or curing diseases in plants and animals
5.1 Maintaining the Dynamic Equilibrium
PERFORMANCE INDICATOR 5.1
Explain the basic biochemical processes in
living organisms and their importance in maintaining dynamic equilibrium.
5.2 Disease—Failure of Homeostasis
PERFORMANCE INDICATOR 5.2
Explain disease as a failure of homeostasis.
5.3 Systems—Explaining the Dynamic Equilibrium
PERFORMANCE INDICATORS 5.3
Relate processes at the system level to the
cellular level in order to explain dynamic equilibrium in multicelled organisms.
KEY IDEA 6: PLANT AND ANIMAL INTERDEPENDENCY
Plants and animals depend on each other and their physical
environment.
MAJOR UNDERSTANDINGS
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Energy flows through ecosystem, from sun through photosynthetic organisms to
herbivores, carnivores, and decomposers
Biosphere is recycled by earth processes
Chemical elements pass through food webs as illustrated in the pyramid of energy
Carrying capacity is limited by available energy, water, oxygen, minerals and
recycling
Competition exists for resources such as food, space, water, air, shelter
Ecosystem dependent on physical conditions including light, temperature, pH,
soil/rock type
Environments and resources are finite
Relationships between organisms may be competitive or beneficial
Biodiversity increases the stability of the ecosystem
Biodiversity ensures a variety of genetic material, which in turn increases chances
for survival
Interrelationships and interdependencies affect the development of stable
ecosystems
Environmental alteration comes from both natural and human made changes
Altered ecosystems may last for thousands of years
Damaged ecosystem will likely recover in states to stability
6.1 Environmental Limiting Factors
PERFORMANCE INDICATORS 6.1 Explain factors that limit growth of individuals and
populations.
6.2 Biodiversity
PERFORMANCE INDICATORS 6.2 Explain the importance of preserving diversity of
species and habitats.
6.3 Change and Response
PERFORMANCE INDICATORS 6.3 Explain how the living and nonliving
environments change over time and respond to disturbances.
KEY IDEA 7: HUMAN ENVIRONMENTAL IMPACT
Human decisions and activities have had a profound impact
on the physical and living environment.
MAJOR UNDERSTANDINGS
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Increased human consumption challenges Earth’s finite resources
Ecosystems maintain quality of the atmosphere, generation of soils, control of
water cycle, removal of wastes, energy flow, and recycling of nutrients
Humans alter the equilibrium in ecosystems through population growth,
consumption, technology, harvesting, and pollution
Humans degrade ecosystems through land use and pollution
Humans change ecosystems through over hunting and deforestation
Humans demands for additional energy resources impact ecosystems in a
negative way
Rapid depletion of Earth’s resources causes environmental risks associated
with the use of fossil and nuclear fuels
Individuals in society must decide on proposals which involve the present and
future of Earth through education and wise management practices
Individuals can help to assure future suitable environments through greater
awareness and application of ecological principals
7.1 Interrelationships
PERFORMANCE INDICATOR 7.1 Describe the range of interrelationships of humans
with the living and nonliving environment.
7.2 Technological Impact
PERFORMANCE INDICATOR 7.2 Explain the impact of technological development
and growth in the human population on the living and nonliving environment.
7.3 Improvement Through Choice
PERFORMANCE INDICATOR 7.3 Explain how individual choices and societal actions
can continue to improving the environment.
SKILLS 8: LABORATORY PERFORMANCE SKILLS
Students will use mathematical analysis, scientific inquiry,
and engineering design, as appropriate, to pose questions,
seek answers, and develop solutions.
LABORATORY CHECKLIST
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Follows safety rules in the class
Selects and uses correct instruments
Uses graduated cylinders to measure volume
Uses metric ruler to measure length
Uses thermometer to measure temperature
Uses triple-beam balance or electronic balance to measure mass
Uses a compound microscope effectively to see specimens clearly, using different
magnifications
Identifies and compares parts of a variety of cells
Compares relative sizes of cells and organelles
Prepares wet mount slides and uses appropriate staining techniques
Designs and uses dichotomous keys to identify specimens
Makes observations of biological processes
Dissects plant and/or animal specimens to expose and identify internal structures
Follows directions to correctly use and interpret chemical indicators
Uses chromatography and electrophoresis to separate molecules
Designs and carries out a controlled experiment based on biological processes
States an appropriate hypothesis
Differentiates between independent and dependent variables
Identifies the control group and/or controlled variable
Collects, organizes, and analyzes data, using a computer and/or other laboratory
equipment
Organize data through the use of data tables and graphs
Analyzes results from observations/expressed data
Formulates an appropriate conclusion or generalization from the results of an
experiment
Recognizes assumptions and limitations of an experiment
SKILL 8.1: Follows safety rules in the laboratory.
SKILL 8.2: Selects and uses correct instruments (tools).
SKILL 8.3: Measures with the correct units. Uses graduated cylinders to measure
volume. Uses metric ruler to measure length. Uses thermometer to measure temperature.
Uses triple beam balance to measure mass.
SKILL 8.4: Uses a compound microscope effectively to see specimens clearly, using
different magnifications. Identifies and compares parts of a variety of cells. Compares
relative sizes of cells and organelles. Prepares wet-mount slides and uses appropriate
staining techniques.
SKILL 8.5:
Designs and uses dichotomous keys to identify specimens.
SKILL 8.6 : Makes observations of biological processes.
SKILL 8.7: Dissects plant and animal specimens to expose and identify internal
structures.
SKILL 8.8:
Follows directions to correctly use chemical indicators.
SKILL 8.9: Uses Chromotography/Electrophoresis to separate molecules
SKILL 8.10:
Designs and carries out a controlled, scientific experiment based on
biological processes.
States an appropriate hypothesis
Differentiates between independent and dependent variables
Identifies the control group and/or controlled variables
Collects, organizes, analyzes data, using a computer
and/or other laboratory equipment
Organizes data through the use of data tables and graphs
Analyzes results from observations/expressed data
Formulates an appropriate conclusion or generalization from
the results of an experiment
Recognizes assumptions and limitations of the experiment